1. Emotional and Social Development from 1 to 3
Chapter 11
Emotional and Social Development from 1 to 3

2. Chapter Objectives
IDENTIFY the factors that contribute to a child’s emotional development
DESCRIBE six specific emotions children ages 18 months to 3-years show
LIST the four signs of a healthy relationship between parents and a child
IDENTIFY four ways to help children get adequate sleep
COMPARE AND CONTRAST parallel play and cooperative play
LIST six ways to help children develop social skills
EXPLAIN the purpose of guidance

3. Emotional Development from 1 to 3
Chapter 11.1

4. Emotional Patterns
Emotional development tends to go in cycles throughout childhood
Especially noticeable during this age group
New emotions are developed
Periods of frustration and rebellion
Periods of happiness, calmness, and stability

5. Individual Differences
There are general patterns to how children develop emotionally
Very noticeable between 1st and 3rd birthdays
Emotional development depends on 2 factors
The child’s experiences
The child’s temperament
Temperament is the way a child reacts to other people and events

6. Eighteen (18) Months Self-centered
Refers to the thinking about one’s own needs and wants and not those of others
Caregivers begin teaching a child that some desires will not be met right away
Spoken instructions are not always successful for children at this age
“No” is a favorite word

7. 18 Months- Negativism Negativism is normal for a young toddler
Negativism means doing the opposite of what others want
Number of causes
The desire for independence
Children want the chance to make the decision
Frustration
Toddlers want to do more than their bodies will allow
The realizations of being a separate person
Exciting and frightening
Still want a tight bond with caregivers
Battle of Wills between parents and caregivers
Preventing conflicts
Eliminate as many restrictions
Put fragile objects away instead of saying “don’t touch”

8. 18 Months- Positive Guidance
Positive guidance can help deal with a child that is negative
Give choices
“Which will you pick up first- the books or the toys?”
Redirect the Child
Distract the child from the issue that is causing the negative response
EX: Julia was having trouble stacking blocks. Mom asked if she wanted to read a book
Encourage Talking
“What’s wrong?” or “Don’t you like that?”

9. 18 Months-Temper Tantrums
Temper tantrum is when a child releases anger or frustration by
screaming
crying
kicking and pounding
sometimes holding their breath
Sometimes occur till ages 3 or 4
Try to help the child find a calmer way of expressing feelings
Handling Tantrums
Distract the child with a toy or pointing out an activity elsewhere
One at home? Try to ignore it
One in public? Take the child to a quiet spot to cool down
Remain calm and speak quietly but firmly
Acknowledge the child’s feelings and restate why the child’s demands cannot be met
Set limits
Keep toddlers from hurting themselves or others
Praise the child for calming down after

10. 2 Years Less at odds with the world than 18-month-olds
Speech and motor skills have improved
Understands more
Able to wait longer for various needs to be met
Express love and affection freely
Seeks approval and praise
Easier to reason with
Get along better with parents and caregivers
More outgoing and friendly
Less self-centered

11. 2½ Year Olds
This period may seem more difficult than the 18-month- old stage
Learning so much that they become overwhelmed
Ability to understand exceeds their physical ability to complete tasks
EX: A child wants to stack blocks high but might accidentally knock them down prior to finishing the structure
Struggle with immaturity and need for independence
Sensitive about being bossed, shown, helped, or directed
Stubborn, dominant, and demanding
Moods change rapidly
Need for consistency
Routines
Feel both independent and dependent
Need flexible limits rather than hard rules

12. 3 Years Old Happier than 2-1/2 year olds Physically more capable
Less frustrated
More willing to take directions
Modify their behavior for praise and affection
Few temper tantrums
Love to talk
Often will tell caregivers about their entire day
Talks to toys, playmates, and imaginary friends

13. 3½ Year Olds Try to show security by controlling their environment
May issue demands
“I want to sit on the floor and eat lunch”
“Talk to me!”
Self-confident as a 3 year old but becomes very insecure at 3-1/2
Fears are common at this age
Afraid of the dark
Imaginary monsters
Strangers
Loud Noises
Emotional tension and insecurity shows in physical ways to self-sooth
Sucking thumbs
Biting nails

14. Specific Emotions-Anger
Normal emotion
A child’s way of reacting to frustration
Changes over the years
Not as violent
Target of a child’s anger changes in these years as well
18-month-old does not direct anger at an object or person
2-3 year olds will hold a person or object responsible for their frustration
Toddlers can become aggressive
Use these tips
Use words
Speak calmly
Take deep breaths
Have angry child rest for a while
Angry outbursts are more frequent in insecure and anxious children

15. Specific Emotions-Fear
Children will have specific fears at different times
Some fears are useful in keeping children away from dangerous situations
Other fears must be overcome in order to develop healthy
Phobias are unexplainable and illogical fears
Fear of heights or public speaking
Develop in children that are shy and withdrawn
Adults can pass phobias down
Separation anxiety is the fear of being away from a parent, familiar caregivers, or the normal environment
Tips to deal with fear:
Offer support and understanding
Encourage children to talk about their fears
Sometimes its best to accept the fear and avoid trying to force the child to confront it
Read books about children having fears
Make unfamiliar situations more secure
Teach the child how to control frightening situations

16. Specific Emotions-Jealousy
Emotion that usually crops up during the child’s 2nd year
Reaches its peak around age 3
A child may show resentment of affection between parents because the child cannot understand that parents have love that can go all around
Sibling rivalry is the competition between brothers and sisters for parent’s affection and attention
Some become jealous when a new baby is born
May revert to old ways or act out
Tips for dealing with sibling rivalry
Make sure each child feels love and appreciation
Set aside one-on-one time with each child
Avoid making comments that compare children
Let the children take turns in choosing activities
Make it clear that you will not accept one child tattling to get another one in trouble
Talk to children about their feelings of jealousy

17. Specific Emotions- Love, Affection, and Empathy
Love and affection feelings are expressed more clearly during this stage
Empathy is the ability to understand how another person feels
Usually develops between 12 and 18 months
A child may talk to another child that is unhappy
If a child does something to hurt another child, talk to the child by taking an active approach

18. Emotional Adjustment
Children’s emotional development needs to be assessed to make sure they are on the right track. But how?
Signs that a child has a healthy relationship between his or her parents
Seeks approval or praise
Turns to parents and caregivers for comfort and help
Tells caregivers about significant events so they can share their joy and sorrow
Accepts limits and discipline without too much resistance
Also look at a child’s relationship with siblings

19. Promote Positive Self-Concept
Self-concept is how people see themselves
Different from self-esteem; self-esteem is how highly you value yourself
Children form self-concept in response to the actions, attitudes, and comments of others
Young children believe what others say about them
To build positive self-concept
Do not talk negatively to children (EX: telling them they are bad)
Mastery of skills
Give toddlers many chances to explore their world

20. Discourage Negative Behavior
Some parents worry that correcting a child’s behavior will negatively affect their self-concept. WRONG.
By teaching and praising young children for appropriate behaviors, self-concept is enhanced
Effective ways to discourage negative behavior:
Explore feelings
Read stories to a child or watch children’s videos together
Acknowledge feelings
When a playmate takes a toy, hitting or grabbing is a natural response
Offer alternative explanations to deter negative behavior
Give Choices

21. Sleep and Emotional Behavior
Sleep disturbances are normal for this age group
Some have trouble falling asleep or staying asleep
Fears are a frequent cause of sleep problems
Bedtime routines and a reminder that a parent is close by

22. Importance of Sleep
Adequate Sleep
Sleep Cycles
Sleep is essential to good physical and emotional health
Sleep deprived means lacking adequate sleep
Affects a child’s temperament
Ability to complete simple tasks
Less alert, inattentive, and even hyperactive
12-14 hours of sleep
REM sleep is a sleep cycle characterized by rapid eye movement
Light sleep during which dreams occur
NREM sleep is a cycle of sleep in which rapid eye movement does not occur
Deep sleep
Children are more likely to wake during REM sleep
Newborns have a short sleep cycle and can go through an entire cycle of REM and NREM in about an hour

23. Prevent Sleep Deprivation
Determine a child’s best bedtime
Limit toys in the bed
Establish a bedtime routine
Keep bedtime pleasant

24. Social Development from 1-3
Chapter 11.2

26. General Social Patterns
Socialization is the process of learning to get along with others
Skills stay with them throughout their lives
Individual differences may influence when, and in what order social skills are learned

27. 18 Months Some independence from family
Closest relationships continue to be those with their families
Toddlers need to learn about the outside world
Other opportunities with children
Do not really interact with one another much
Parallel Play is when children play near but not actually with each other
Seem to treat other people more as objects than humans
Satisfying strong desires without regard with those that may interfere
Conflicts over toys that result in screaming, hitting, biting, or hair pulling
Can understand that their actions have consequences

28. 2 Years
Especially good at understanding and interacting with main caregivers
Can read caregivers moods
Able to communicate well with others
Fun playing with someone else
Engage in parallel play
Idea of sharing and taking turns
Like to please other people

29. 2 ½ Year Olds Negativism carries over to social development
May refuse to do something for one person but will do that task for another
Begin to learn about the rights of others
Social play is still parallel and works best with only two children
Frequent but quick fights during play

30. 3 Years Old
Will share, help, or do things another person’s way just to please them
Cooperative Play is a type of play in which children play and interact with one another
Work together in small groups
Caregivers are still important but are no longer all-powerful in children’s social lives

31. 3 ½ Year Olds
Children’s play becomes more complex and includes more conversation
Disagreements with playmates occur less often
Use several different strategies to resolve conflicts
Increased ability to evaluate friendships
“I don’t like Abby to come here. She doesn’t play nice”
Take more notice of what others are like
Start to compare themselves with other children

32. Social Developmental Milestones
Age
Developmental Milestone
1 Year
Plays alone but near others, dislikes sharing, desires approval, fears some strangers
2 Years
Engages in parallel play, plays simple games with others, bosses other children, says “Please” if prompted
3 Years
Engages in some cooperative play, takes turns, likes to help, shows affection

33. Making Friends Important and normal to social development
A child who is comfortable with others and usually develop normally
If a child is unable or unwilling to make friends, its important to look closer and discover the cause and take steps to help
Need contact with other people
This is how they learn to socialize
When young children spend most of their time with adults, they don’t learn how to connect to children their age
Need to learn the rough-and-tumble friendship of other children

34. Social Skills Establish a basic set of rules to guide social behavior
“No throwing toys” or “Don’t hit people”
Model good social skills
Help children understand and respect others’ feelings
Show a child pictures of different expressions and ask the child to guess how they are feeling
Show respect for other people’s belongings
“We shouldn’t touch grandma’s vase. If it breaks she would be sad”
Show children how to use words rather than physically striking out
Help children learn specific social skills
How to share toys or taking turns

35. Imaginary Friends Perfectly normal
Can last for several months starting at 2 years until 3 or 4 years of age
Can be in human or animal or fantasy form
Helps children experiment with different feelings
For other, the imaginary friend mirrors what the child does
Typically will fade away

36. Guiding Behavior
Guidance means using firmness and understanding to help children learn self- discipline
Self-discipline is the ability of children to control their own behavior
Helps children learn how to get along with each other and to handle their own feelings
Helps aid in moral development
Approaches:
Consider the unique personality, child’s age, stage of development, and ability to understand
Consistency
Clear rules and apply them to all situations

37. 1 year to 15 Months
Distracting children and physically removing them from forbidden activities or places is best for this age
Cannot understand adult reasoning

38. 15 Months to 2 Years
Require spoken restrictions as well as a distraction
“lets take our cars to the backyard. The driveway is not a safe place to play”
A child may have to be reminded of the restriction a few times but will eventually understand

39. 2 to 3 Years
2 Years
3 Years
Usually able to understand spoken commands and simple explanations
Grasp reasoning of adults
“Kerri, you need to get dressed now because Grandma will be here soon. Do you need help?”
Accept reasonable, loving guidance more readily than children of other ages
Like to please
Will remind a parent when they are being good
“Look, I put on my rain boots today because its raining. See my clean shoes? I’m a good boy, right?”

40. Set Limits Helps a child learn self-regulation and self-discipline
State limits clearly
Telling Kyle he may have a small snack does not set a clear limit
Setting limits includes 4 steps
Show an understanding of the child’s desire
“I know you think it is fun to draw on the wall”
Set the limit and explain it
“But you may not draw on the wall because it’s hard to clean”
Acknowledge the child’s feelings
“I know you like drawing on the walls but walls are not for drawing”
Give alternatives
“If you want to draw, you may draw on this paper Or you can play with your blocks.”

41. Encourage Independence
Autonomy means independence
Have realistic expectations
When a child is learning to self-feed; use unbreakable dishes
When learning how to dress, choose clothes that are easy to put on and take off
Using their own towel, washcloth, or toothbrush
Step stools in the bathroom
Start with simple household tasks
Putting away toys, simple chores (sorting and folding laundry)
Be patient and encourage, never forcing a child to do something

42. Promote Sharing Helpful tips:
Engage children in activities that require them to share
Place them in situations where they must take turns
Limit the materials available for an activity so that a child has to share
Have children take turns handing out snacks or other classroom duties
Make clear what behavior you are trying to encourage
Recognize and praise a child for sharing
Sharing is not an equal experience for all children
Having an attachment to a stuffed animal

43. Dealing with Aggressive Behavior
Behavior is a form of communication
Inappropriate behavior shows that a child is upset or that some need is not being met

44. Biting Children bite for different reasons
Infants don’t see the difference between chewing on a toy or a sibling
1 year olds may bite to discover what happens
2 and 3 year olds may bite to get their way
Angry or frustrated
Determine what is causing the biting
Teething baby?

45. Hitting, Kicking, and Shoving
2 and 3 year olds have trouble controlling these impulses or aggressive reactions to emotions
The part of the brain that controls these emotions is not yet developed
REMINDER: Children are self-centered so when they do not get their way they become angry or frustrated

46. To Time-Out or not to Time-Out?
Child development experts believe that time-outs are an effective way to help children understand what behaviors are not acceptable
Time-outs are when a child is removed from the group and required to spend that time in a special area
Can also be given if a toddler is upset and its now time to cool off