1. 1 st YEAR EMOTIONAL and SOCIAL DEVELOPMENT

2. ICE CREAM MATCH According to Dreyer’s Ice Cream and researchers at the Smell and Taste Treatment and Research Foundation, certain types of ice cream determine your personality type. All you have to do is invite a prospective mate over for ice cream and offer your guest a choice of six different flavors of ice cream to find your perfect match.

3. Banana Cream Pie You are very easy going, well adjusted, generous, honest and empathetic. Chocolate Chip You are generous, competitive, and accomplished; charming in social situations, ambitious and competent. Strawberries and Cream You are shy yet emotionally robust, skeptical, detail- oriented, opinionated, introverted, and self-critical. Vanilla You are colorful, impulsive, a risk taker who sets high goals and has high expectations of yourself, and enjoys close family relationships. Butter Pecan You are orderly, perfectionist, careful, detail-oriented, conscientious, ethical and fiscally conservative. You are also competitive and aggressive in sports. The “Take Charge” type of personality. Double Chocolate Chunk You are lively, creative, dramatic, charming, and enthusiastic and the life of the party. Chocolate fans enjoy being at the center of attention and can become bored with the usual routine. Compatibility Chart: Vanilla goes best with Vanilla. Double Chocolate Chunk goes best with Butter Pecan or Chocolate Chip. Butter Pecan needs Butter Pecan. Strawberries and Cream go best with Chocolate Chip. Chocolate Chip is best paired with Butter Pecan or a Double Chocolate Chunk. Banana Cream Pie is compatible with all flavors!

4. 1.Begins at birth. ◦It deals with  A child’s changing feelings about themselves, others, and the world around them.  The process of learning to establish one’s identity as a unique person  Recognizing and express one’s feelings  How a baby learns the meaning of love. ◦ Tone of voice, mood, care, facial expression, affection, closeness… Emotional Development

5. 2. Emotional Development Milestones

6. 3. Nurturing and bonding, as it relates to infants, is: ◦showing love and concern, respect, support, understanding, responding, consistency, etc. This bond is called attachment ◦a special closeness in a relationship REVIEW FROM UNIT 1

7. Attachment: Harry Harlow and Monkeys Attachment: Harry Harlow and Monkeys http://www.youtube.com/watch?v=_O60T YAIgC4 http://www.youtube.com/watch?v=_O60T YAIgC4

8. 4. Failure to Thrive is what happens to babies when they have no one to love and nobody to love them. ◦Causes slower development in all 5 areas of development. (PESCM)  Physical, emotional, social, cognitive, and moral

9. 5. Eric Erickson Trust vs. Mistrust – stage#1. To develop Trust from an infant: ◦Bonding with a baby, showing love and affection, getting to know the child ◦Meeting babies needs in all areas of development By building trust, infants feel: ◦The world and caregiver are comfortable and safe ◦Things are good and can be depended on

10. 6. Consistency and routines are necessary for a child to identify the expected behavior and to trust their parents, caregivers, and the world they live in. Mistrust ◦Receive inconsistent care ◦Receive little love and attention  Fear and suspicion toward their world world and everyone in it.  Feelings of: unsafe, insecure, lack confidence, unhappy, unloved, weak, independent, low self-concept, … 6. Eric Erickson

11. Trust Cycle Happy Infant Parents meet the infant’s needs Relaxed and happy parents Infant learning trust and feeling bonded Happy Infant Parents do not meet the infant’s needs Unhappy, fussy, and demanding infant Unhappy, frustrated, and disappointed parents Infant learning mistrust and at risk for failure to thrive TRUST MISTRUST

12. What Message are you sending? 1. What prevented the message from being sent? Did not know how or understand, feeling inadequate, frustrated, personalities 2. What does this game teach us about trust between a caregiver and a child? Without trust, there is no message being sent. How much are your children getting that you say? Is it important or just a jumble of messages? You trust that the person will perform their responsibilities correctly and the group trusts that you will do the same. Felt bonded as a group or frustrated, unhappy, and lack of trust due to failure.

13. Temperament

14. 7. Nine Temperament Traits Temperament DefineHighly Intense Less Intense 1.IntensityHow strong or weak are a child’s emotional responses to events or to other people? Deep and powerful responses. Will react loudly and cry heartily. Cry more softly. 2. PersistenceHow determined is a child to complete an action? Become upset if unable to finish a task or a project. Goal oriented and unwilling to give up or accept no for an answer. Easily be persuaded to begin a new activity. Accepts no for an a answer. 3. SensitivityHow strongly does a child react to their feelings? Strong reactions (fussy eater, uncomfortable clothing, smells, sights, and sounds) Not bothered by smells, sights, sounds, clothing, food, etc..

15. Temperament DefineHighly Intense Less Intense 4. Perceptiveness How aware of their surroundings are they? Aware of all that is around them. Easily distracted. Hard time following directions involving several steps. Less likely to notice what’s going on around them. Makes it easier to follow through on multi- step tasks. 5. AdaptabilitySome children find it easier to adapt than others. Resists change and needs a schedule. Is not bothered by change or lack of a schedule. 6. RegularityDoes a child’s behavior follow regular patterns? Depends on and expects to have a set schedule followed each day. Each day’s schedule is different.

16. Temperament DefineHighly Intense Less Intense 7. EnergyWhat is a child’s energy level? Physically active even when they are sitting. Move much less and prefer to be still. 8. First reaction Children differ in how they face new situations. Dives right in and are open to new activities. Holds back and watches what others do before joining. Less comfortable with unfamiliar situations. 9. MoodIs a child typically cheerful or cranky? Positive outlook on people, experiences, and activities. More negative outlook pointing out problems.

17. 7. The caregiver’s responsibility is to understand and adapt to the temperament of their child.

18. Social Development

19. Infant Social Development 1. Social development is ◦learning the rules of play ◦Learning how to interact with others ◦Learning to express oneself to others

20. Video Clip – Talking Twins http://www.youtube.com/watch?v=ocjWF GIQr3s http://www.youtube.com/watch?v=ocjWF GIQr3s

21. 2. Newborns prefer to look at the human face – their main introductory form of socializing. TYPES OF PLAY

22. 3. Play is important because : ◦A child learns about and develops all areas of development.  Cognitive, emotional, social, physical, and moral ◦They learn about themselves, other people, and the world around them. Why is play important?

23. TYPES OF PLAY a. SOLITARY PLAY ◦Solitary Play is independent play or playing alone, having no interest in anyone else or what other’s are doing. ◦Examples: cars, blocks b. On –Looker PLAY ◦On-looker Play is watching others play. May talk to others, but not involved with them. ◦Wants to be close enough to interact, but still keeps to them self. ◦Examples: duck duck goose

24. 4. Stranger Anxiety is fear of a strange or unfamiliar face. ◦Happens about 18 months. ◦Expressed through crying and withdrawal ◦It occurs because of the infants progressing cognitive development and understanding of the world. 5. Separation Anxiety is when a child is uncomfortable being away from parents or primary caregiver. ◦Appears about 6 months and then again (even stronger) at 18 months. Social Issues