Section 11.1 Emotional Development from One to Three

1
Section 11.1 Emotional Development from One to
Three

• Children go through a series of emotional stages.
  
• Each child develops differently based on his or
  her experiences and temperament.
• Adequate sleep is vital to good emotional
  development.

2
Emotional Patterns

• Emotional development goes in cycles.
• Experiences and temperament contribute to
  emotional development.
• Childrens emotions go through predictable
  changes.

3
Specific Emotions

• Even young babies have specific emotions.
• Until age two or three, children express their
  emotions openly.
• From age 18 months to three years, children can
  show anger, fear, love, affection, jealousy, and
  empathy.

4
Emotional Adjustment

• There are clear signs when a child and parents
  have a healthy relationship.
• Relationship with siblings is one indicator of a
  childs emotional adjustment.

5
Emotional Adjustment

• Children form their self-concept in response to
  others actions, attitudes, and comments.
• Parents must discourage negative behavior without
  damaging the childs self-concept.

6
10. A sign that toddlers are developing empathy
is that they may try to comfort another child who
is unhappy. 11. Differences that cause each
child to develop emotionally in a unique way are
in experiences and in temperament. 12. Children
form their self-concept in response to the
actions, attitudes, and comments of others,
especially those of parents or primary caregivers
in childrens early years.
7
13. It is so important for toddlers to have a
positive relationship with parents and siblings
because it shapes the relationships that children
have later in life. 14. Two signs a child has a
healthy relationship with a parent are (Any two)
(1) Seeks approval and praise. (2) Turns to
parent for comfort and help. (3) Tells parent
about significant events to share joy and sorrow.
(4) Accepts limits and discipline without too
much resistance.
8
1. Most children are self-centered at eighteen
months because during infancy they learned that
caregivers will promptly meet their needs and
desires.
9
2. Two causes for toddlers negativism are (Any
two) (1) Desire for independence. Saying no
is their way of taking decision-making power.
(2) Frustration because they want to do and say
more than their bodies and language skills allow.
(3) Realization of separateness. The child
enjoys the independence but still wants closeness
with the caregiver.
10
3. Temper tantrums are likely to start around 18
months and may last until age 3 or 4. 4. The
ages that are generally calmer and those that
generally have more frustrations A. Calmer Two
years, three years B. More frustrations
Eighteen months, two and one-half years
11
5. An eighteen-month-old and a three-year-old
each typically express anger by Eighteen-month-o
ldExpressed physically and not directed toward
any particular person or thing.
Three-year-oldExpressed verbally and less
explosively and is directed toward the person or
thing that is seen as responsible for the problem.
12
6. Phobias are abnormal fears. 7. Separation
anxiety is a fear of being away from parents,
familiar caregivers, or the normal environment.
13
8. Three ways that caregivers can help toddlers
deal with their fears are (Any three) (1)
Offer support and understanding without making
them feel ashamed. (2) Encourage children to talk
about their fears. (3) Accept the fears rather
than forcing children to confront them. (4)
Read books together about children who have
fears. (5) Make unfamiliar situations more
secure. (6) Teach children how to control
frightening situations.
14

• 9. Three things a parent can do to reduce sibling
  rivalry are. (Any three)
• Show love and affection to each child.
• (2) Give each child one-on-one time.
• (3) Avoid comparing one child with another.
• (4) Let children take turns.
• (5) Do not accept tattling.
• (6) Talk to children about their jealousy

15
Sleep and Emotional Behavior

• Sleep problems are one of the most common
  problems children experience.
• There are several causes of sleep problems.
• Lack of sleep can affect temperament and the
  ability to do things.
• Children go through sleep cycles each night.

What are some possible causes of sleep problems?
16

• 15. The two cycles that make up sleep are REM
  sleep, when dreams occur, and NREM sleep, a deep
  sleep.
• 16. Two signs that a child may be sleep-deprived
  are (Any two)
• Must be awakened in the morning.
• (2) Tired all day.
• (3) Has trouble thinking.
• (4) Cranky and hard to get along with. More
  obvious in older children because they have to
  get up early for school.

17
Section 11.2 Social Development from One to Three

• Children learn to get along with others through a
  process called socialization.
• They begin to make friends and deal with
  conflict.
• With adult guidance, they gradually achieve
  self-discipline.

18
General Social Patterns

• Young children gradually learn how to get along
  with other people.
• At 18 months, children develop independence and
  engage in parallel play.

19
General Social Patterns

• At three years, children work in small groups and
  engage in cooperative play.

20
General Social Patterns

• Social Developmental Milestones Ages 1 - 3

Age
Developmental Milestones
21
Making Friends

• The ability to make friends is important to
  normal social development.

22
Making Friends

• When young children spend most of their time with
  adults, they may have difficulty interacting with
  children their own age.
• Imaginary friends can help a child experiment
  with different feelings.

How is playing with an adult different than
playing with other children?
23
17. The process of learning social skills in
order to get along with family members and
others. 18. The difference between parallel play
and cooperative play Parallel playComes first
and involves children playing near one another,
but not really interacting with each other.
Cooperative playBegins around age three and
involves children actually playing together
24

• 19. Describe how concerned with helping and
  pleasing other children of the following ages and
  how they demonstrate their level of concern
• Two Want to please others sometimes willing to
  put wishes of someone else ahead of their own.
• B. Two and one-half May do something for one
  person but not another for no reason they are
  beginning to respond to the idea of fairness.
• C. Three Will share, help, or do things another
  persons way just to please the person.
• D. Three and one-half Will share toys

25

• 20. A drawback to children spending almost all of
  their time with adults is that
• Children need to feel comfortable with others
  their own age. If they begin to do this while
  they are young, socialization is easier.
• Adults tend to be more considerate, children need
  to learn how to handle having their feelings hurt
  by other children.

26
Guiding Behavior

• Guiding with understanding and firmness helps
  children learn self-discipline.
• Guidance helps children with moral development.

27
Guiding Behavior

• Parents and caregivers should
• set limits.
• encourage independence.
• promote sharing.
• Aggressive behavior must be dealt with.

28

• 21. When two three-year-olds get into an
  argument, you should respond by
• First, assess the situation. If they are evenly
  matched and no physical or emotional harm is
  being done, just observe.
• Children need to learn how to work out problems
  on their own.
• If someone may be hurt, help them solve the
  problem.
• Guide them to find a solution rather than impose
  one.

29

• 22. (Possible response)
• There is no need to be concerned.
• An imaginary friend is a safe way for a child to
  experiment with feelings and work through them.
• Davids imaginary friend will likely disappear
  within a year or so.

30
23. A parents guidance helps a child learn
self-discipline because if a parent can keep
their cool and handle things in a gentle but
firm way this helps children learn to control
their own behavior. 24. Kaylas mother was using
distraction to guide Kayla. If Kayla was older,
her mother could explain why Kayla needs to treat
the pet nicely.
31
25. Consistency is important when setting limits
because when parents enforce limits at some times
but not others, children learn that parents dont
mean what they say, and the children wont take
the limits seriously. 26. Autonomy means
independence. Examples will vary.
32

• 27. Three ways that caregivers can promote
  sharing among toddlers are (Any three)
• Encourage activities that require sharing and
  taking turns.
• (2) Limit materials so that sharing must occur.
• (3) Have children take turns handing out snacks.
• (4) Make clear that you want them to share and
  take turns by talking about these behaviors.

33
28. Biting, hitting, kicking, and shoving.
Caregivers shouldnt ignore aggressive behavior,
but should try to determine the underlying cause.
34
Chapter Summary

Section 11.1 Emotional Development from One to
Three

• Children go through a series of emotional stages.
  
• Each child develops emotionally in his or her own
  way, based on temperament and past experiences.
• With help, children learn to show empathy for
  others and to handle emotions such as anger and
  jealousy.
• Adequate sleep is critical to many areas of a
  childs development.

35
Chapter Summary

Section 11.2 Social Development from One to Three

• The socialization process involves gradually
  developing social skills and learning to get
  along with others.
• Behavior needs to be guided by caregivers.
• With the caregivers guidance, children begin to
  develop a conscience.

36

Review
Do you remember the vocabulary terms from this
chapter? Use the following slides to check your
knowledge of the definitions. The slides in
this section include both English and Spanish
terms and definitions.
Start
37
egocéntrico
self-centered
Thinking about ones own needs and wants and not
those of others.
Pensar sobre las necesidades de uno mismo y no en
las de los demás.
Show Definition
38
negativism
negativismo
Doing the opposite of what others want.
Hacer lo contrario a lo que otros quieren.
Show Definition
39
temper tantrum
pataleta
When children release anger or frustration by
screaming, crying, kicking, pounding, and
sometimes holding their breath.
Cuando los niños desahogan rabia o frustración
gritando, llorando, pateando, golpeando y algunas
veces conteniendo la respiración.
Show Definition
40
phobia
fobia
An unexplainable and illogical fear.
Un miedo ilógico e inexplicable.
Show Definition
41
ansiedad de separación
separation anxiety
The fear of being away from parents, familiar
caregivers, or the normal environment.
Miedo de estar lejos de los padres, de otras
personas conocidas que cuidan al niño, o del
ambiente normal.
Show Definition
42
rivalidad entre hermanos
sibling rivalry
The competition between brothers or sisters for
parents affection and attention.
La competencia entre hermanos o hermanas por el
cariño y la atención de los padres.
Show Definition
43
empathy
compasión
The ability to understand how another person
feels.
Habilidad de entender cómo se siente alguien más.
Show Definition
44
self-concept
concepto de sí mismo
How people see themselves.
Como la persona se ve a sí misma.
Show Definition
45
estar privado de sueño
sleep-deprived
Lacking adequate sleep.
Que le falta sueño.
Show Definition
46
REM sleep
sueño MOR
A sleep cycle characterized by rapid eye movement.
Ciclo del sueño caracterizado por el movimiento
ocular rápido.
Show Definition
47
sueño NMOR
NREM sleep
A cycle of sleep in which rapid eye movement does
not occur.
Ciclo de sueño en el que el movimiento ocular
rápido no ocurre.
Show Definition
48
socialización
socialization
The process of learning how to interact and
express oneself with others.
El proceso de aprender a llevarse bien con otros.
Show Definition
49
juego paralelo
parallel play
When children play near, but not actually with,
other children.
Cuando los niños juegan cerca deotros niñossin
jugar con ellos.
Show Definition
50
cooperative play
juego cooperativo
A type of play in which children play and
interact with one another.
Tipode juego en el que los niños interactúan
entre sí.
Show Definition
51
self-discipline
autodisciplina
The ability of children to control their own
behavior.
La habilidad de los niños para controlar su
propio comportamiento.
Show Definition
52
autonomy
autonomía
Personal independence and the capacity to make
decisions and act on them.
Independencia, capacidad de tomar decisiones y
llevarlas a cabo.
Show Definition
53
time-out
pausa
When a child is removed from the group, perhaps
by being required to sit in a special chair for a
short period of time.
Cuando un niño es aislado del grupo y se le
requiere que, por ejemplo, se siente en un
asiento especial por un corto periodo de tiempo.
Show Definition
54
perceptive
perceptivo
Observant quick to understand things.
Observador rápido para entender cosas.
Show Definition
55
adequate
adecuado
Sufficient in quantity or quality to meet a need.
Suficiente en cantidad o calidad.
Show Definition
56
gauge
estimar
To form a judgment of something uncertain or
variable.
Juzgar algo incierto o una variable.
Show Definition
57
distraction
distracción
A diversion something that interferes with
concentration.
Diversión algo que interfiere con la
concentración.
Show Definition
58
End of
Chapter 11
Emotional and Social Development from One to
Three
home
glencoe.com