PCD

1. PCD 4.02 Emotional and Social Development

2. Sketch-to-stretch • During your first activity, you will be asked to listen to a story and then draw a picture of what you’ve learned or know about something. • Under the sketch, you will write a 1-2 sentence summary about the picture. • You DO NOT have to be artists to complete the sketch; you are encouraged to draw stick figures and quick responses. • This activity encourages thinking and processing information; it is not for assessing drawing skills.

3. “The Rescuing Hug” • Directions: • Close your eyes while teacher reads the article in Appendix 4.02D. • After you hear the story, use the Sketch to stretch literacy strategy to draw what you visualized during the reading. • Paper and colored pencils will be provided • Describe your sketch in two sentences. • Answer the following questions on the same paper as your sketch and be ready to share and discuss with the class. • What examples of emotional development did you hear in the article? • What examples of social development did you hear in the article? • What examples show influences of emotional and social development?

4. Appendix 4.02AWord Puzzle/MnemonicWhat Do Emotional and Social Development of Infants have in Common? • Directions: • Use the clues provided to help you identify these similarities between emotional and social development of infants. • When you are finished, notice that the top line and the initial letters down the left side, shown in red, combine to form one way that both areas of development are alike.

5. Clues: I need a volunteer to come fill-in the blanks for each PATTERNS P: Aspects of both emotional and social development are able to be anticipated. P_ _ _ _ _ _ _ _ _ _ A: These are two key elements needed for healthy emotional and social development. A_ _ _ _ _ _ _ _ and _ _ _ _ _ _ _ T: This part of infant emotional and social development varies from one individual to another. T_ _ _ _ _ T: With these two elements, people learn to handle their emotions and form healthy relationships. T_ _ _ _ and _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ E: This is the result of healthy emotional and social development of infants. E_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ R: These are influenced by both emotional and social development. R_ _ _ _ _ _ _ _ _ _ _ _ and _ _ _ _ _ _ _ _ _ N: This time span is the same span in which both emotional and social developments occur. N_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ S: These feelings about self (emotional) are reflected in behavior toward others (social). S_ _ _ - _ _ _ _ _ _ _ _

6. “Key Terms Boxes” • Use the graphic organizer found in Appendix 4.02B. • Show/Tell the definition of each key term one at a time from Key Terms found in Appendix 4.02I OR PP. • Use the vocabulary word boxes to write, “What does a (key term) look like? • Write on the graphic organizer –What would the (key term) look/ sound/ feel like? • After all words have been used, pair and share to discuss which words relate to similarities of emotional and social development and which words relate to differences.

7. Emotional & Social Developments • are closely interrelated aspects of an infant’s development; yet, each is a separate type of development with clearly observable patterns and characteristics.

8. Both follow PREDICTABLE PATTERNS • Developmental milestones can be anticipated

9. AFFECTION and HARMONY • Key elements needed for both healthy emotional and social development.

10. Both occur according to individual TIMING and vary from one individual to another

11. Building trust and forming attachments are essential for both emotional and social development. • With TRUST AND HEALTHY ATTACHMENTS, people learn to handle their emotions and form healthy relationships.

12. As infants develop emotionally and socially, EACH develops his/her own INDIVIDUAL PERSONALITY.

13. Personalities are the result of healthy emotional and social development

14. Both influence a person’s RELATIONSHIPS AND BEHAVIORS.

15. Early signs of emotional development: • Crying • Muscle tension • Smiling • Cooing • Wiggling the body

16. Both emotional and social development occur over the span of a lifetime---from NEWBORNS TO OLD AGE.

17. Self-concepts These feelings about self (emotional) are reflected in behavior toward others (social).

18. The process of learning which continues all the way through a lifetime to recognize and express feelings and establish a unique personal identity The process of learning which continues all the way through a lifetime to show self-expression and how to interact with others Social Development Emotional Development

19. “Fix It” • Use the handout found in Appendix 4.02G. • Work with your partner to decide how to fix the situations to support healthier emotional and social development.

20. “Erickson’s Trust vs. Mistrust” • Read in the textbook, The Developing Child about trust and mistrust, Eric Erikson’s theory of personality development. • Use the graphic organizer in Appendix 4.02E to take notes from the reading. • Be ready to discuss what you found and learned.

21. “Show & Tell” • Find a picture in a magazine that shows the “early signs” of Emotional and Social Development in infants. • Each person will have a different “early sign” to look for. • The picture must demonstrate and/or describe your topic. • You will glue your picture to the poster labeled, “Early Signs” of Emotional and Social Development of Infants

22. Crying Muscle tension Smiling Cooing Wiggling the body Responding to a voice Enjoying being picked up Responding to cuddling, comforting Smiling when a face/person appears Crying when a face/person leaves Early signs of emotional development: Early signs of social development:

23. Use the handout found in Appendix 4.02F to list the milestones of emotional development that occur in the first year in the left column. In the right column, list milestones of social development that occur in the first year. “T chart--- Emotional and Social Development” • Write how they are different in a summary paragraph at the bottom of the T-chart.

24. Emotional and Social Timeline Directions: 1. A timeline will be place on the wall, labeled with months. 2. You will receive: 1. Paper doll to cut out, color/decorate. 2. Milestone of emotional and social development of infants a. Find your information in the textbook. b. Write your info. on the front of the paper doll. 3. You will then place your doll on the timeline in the appropriate time frame. 4. The whole class will view the timeline and discuss our findings.

25. Key terms • Objective 4.02 • 1-18

26. emotional development • The process of learning to recognize and express feelings and establish a unique personal identity

27. social development • The process of learning to show self-expression and interact with others

28. predictable patterns • Happening or turning out in the way that might have been expected

29. Affection • Tender feelings toward someone or something

30. Harmony • A situation in which there is friendly agreement or accord

31. Timing • The ability to choose or the choice of the best moment to do or say something

32. Trust • Reliance on good qualities, especially fairness, honor, and ability

33. healthy attachments • A good bond between a child and a parent or other primary caregivers

34. individual personality • A specific person, distinct from others in a group

35. Relationships • A significant connection or similarity between two or more things, or the state of being related to something else

36. Behaviors • The way a person acts

37. self-concepts • The way a person looks at himself/herself

38. Mistrust • Lack of confidence in a person or thing

39. Interference • A hindrance that prevents a desired outcome

40. Imitation • The act of mimicking somebody, or an impression of somebody

41. Independence • Freedom from being controlled by another person

42. Emotions • A strong feeling about someone or something

43. Personality • The totality of someone’s attitudes, interests, behavioral patterns, emotional responses, social roles, and other traits that endure over long periods of time