Understanding Emotional and Social Development in Toddlers and Preschoolers

1. Emotional & Social Development Toddler & Preschoolers

2. Emotional Development • Determined by primarily two factors:

3. EVERY CHILD IS DIFFERENT!!!

4. Eighteen Months • Self-Centered—Thinking of one’s own needs and wants and not those of others.

5. Eighteen Months • Self-Centered—Thinking of one’s own needs and wants and not those of others. • Children begin to learn that some needs and wants will not be met right away or at all

6. Eighteen Months • Negativism—Doing the opposite of what others want. • Saying “no” is the child’s way of feeling in control over his or her world NO!

7. Eighteen Months • Temper Tantrum—when children release anger by screaming, crying, kicking, pounding, and sometimes holding their breath • Begin around this age and may continue until age 3 or 4 • Parents should help children find calmer ways of expressing feelings

8. Eighteen Months • Causes of Negativism: • Desire for Independence • Frustration • Realization of Being a Separate Person

9. Eighteen Months • Negativism can cause a battle of wills between child and parent!

10. Eighteen Months • Positive Guidance Techniques for Negativism:

11. Eighteen Months • Separation Anxiety—Fear of being away from parents, caregivers, or the normal environment

12. Eighteen Months • Empathy—the ability to understand how another person feels

13. Two Years

14. Two and One-Half Years

15. Three Years

16. Three and One-Half Years

17. Three and One-Half Years • Phobia—an unexplainable and illogical fear

18. Phobias • Do you have any phobias? • Do you think phobias are learned or can be taught?

19. Four Years • Most are still very self-centered • They may be defiant, bossy, and impatient • They may also be very loving and affectionate

20. Four Years • Four-year-olds have an active imagination • Most 4-year-olds cannot separate fantasy from reality • This brings them much joy but can also lead to fears

21. Five Years • Children have begun to view themselves as a whole person, with a body, mind, and feelings • They may be eager to explore the world, yet fearful of the unfamiliar • The start of kindergarten may bring on anxiety and stress • They also feel more empathy toward others, which aids in social development

22. Specific Emotions

23. Anger • Young toddlers don’t direct anger toward a person, but around age 2 or 3, they may begin kicking or hitting other people. • 4-year-olds may be very physically violent, but 5-year-olds are more likely to try to hurt another child’s feelings rather than hurt them physically.

24. Jealousy • Young toddlers do not show signs of jealousy, but they increase as the child gets older and peak around age 3. • Children are often jealous of parents’ attention towards siblings. • A younger child may revert to younger behaviors like bed-wetting or baby talk, while an older child might resort to tattling, lying, or boasting.

25. Fear • Children may experience different fears at different times, and some are useful since they keep the child from danger • Young toddlers’ fear may focus on strangers and separation from parents • Preschoolers’ fear often focuses on imaginary dangers, such as ghosts or monsters. They may also fear new situations or being abandoned.

26. Love and Affection • The relationship toddlers have with others forms their ability to love later in life. • Love is first focused on those who satisfy needs and later expands to pets, siblings, and others outside the family

27. Social Development

28. Social Development • Socialization—the process of learning to get along with others • Self-discipline—the ability to control one’s own behavior • Autonomy—Independence; Children want to be able to do things for themselves

29. Social Development

30. What are some ways we can help children develop social skills? • See pg. 338

31. Play is Important!

32. Types of Play • Solitary Play • The child plays completely alone and doesn’t seem to notice others

33. Types of Play • Parallel Play • Children are playing side-by side, often with similar toys or doing similar things, but do not interact with each other

34. Types of Play • Associative Play • Children are more interested in each other than in the toys • Strong social interaction

35. Types of Play • Cooperative Play • Play involves organization and children work together to meet a “goal” • Children often adopt roles and act as a group

36. Imagination • Preschoolers often learn through Imaginative play—fantasy or dramatic play that imitates real-life situations.

37. Imaginary Friends • Many toddlers have imaginary friends as early as age 2 but they are more common around age 3 or 4 • They may be a “person”, animal or imaginary creature • They may have a name • They may have one they keep for a long time—several months to a year or they may have several different ones

38. Imaginary Friends • Some parents worry that imaginary friends are a sign the child is unable to make real friends, or cope with life, or is unhappy • Imaginary friends help kids: • Experiment with feelings • Work through negative feelings • Learn to examine and express feelings

39. Did you ever have animaginary friend?