Toddler Social-Emotional Development Ages 1-3

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Toddler Social-Emotional DevelopmentAges 1-3

• Chapter 11
• (321)

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Social-Emotional Development

• Involves learning to interact with other people,
  and to understand and control your own emotions.
• Babies start to develop relationships with the
  people around them right from birth, but the
  process of learning to communicate, share, and
  interact with others takes many years to develop.
  
• This will continue from childhood to becoming a
  teenager and even into adulthood!

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Emotional Development
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18 Months

• Self-Centered Own needs and wants
• Favorite response No
• Negativism Doing opposite of what others want

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Causes of Negativism

• Desire for independence
• Frustration

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18 MonthsPositive Guidance

• Give Choices
• Redirect
• Encourage talking

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Temper Tantrums

• Child releases anger or frustration by crying,
  screaming, kicking, pounding
• Frustrations can be minor

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Handling Tantrums

• Prevent injury to child or others
• Enforce/set limits
• If you give in, tantrums will repeat

Video Taming Toddler Tantrums- 236
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Handling Tantrums

• Resist raising your voice
• Acknowledge childs feelings
• Be firm and direct
• Simple explanations
• Let them know you love them
• Talk it over afterwards

• Dont lose your cool
• Remember you are the adult- Remain Calm
• Use time-outs
• 1 min. per year of age
• Move the child
• Resist raising your voice

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Your turn How Would You Respond?

• Your 18-month-old is happily stacking blocks.
  Suddenly, the blocks fall over, and he begins to
  wail and flail. What? He was happy 4 seconds ago.
• What is causing the behavior?
• What action should be taken?

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Your turn How Would You Respond?

• Your 3-year-old wants ice cream for dinner.
  (Sounds yummy to me, too!) You, however, have
  dinner on the stove, and you know ice cream
  doesn't exactly cover the 4 food groups. You
  might be able to side-step the tantrum with a
  "Yes! You can have ice cream after dinner"
  instead of just "No" but, then again, maybe not.
  Realizing she is not getting ice cream right now,
  she has a meltdown of her own. 
• What is causing the behavior?
• What action should be taken?

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Your turn How Would You Respond?

• You've taken your 2-year-old with you shopping.
  You've been out for a few hours now, and the
  crankiness has been increasing over the past
  hour. She grabs her sippy, but it's empty, so she
  hurls it to the floor and begins to cry. Hard.
  You're already noticing "the looks" from the
  other shoppers.
• What is causing the behavior?
• What action should be taken?

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Scenario 1

• What is causing the behavior?
• Could be frustration building through the day,
  blocks falling was the last straw
• Tired?
• Being told No many times
• Can child communicate? Maybe not being able to
  causes mother to not understand child.
• How should you respond?
• Provide Understanding hold/rock child and stay
  nearby
• They may need to just let it out! Dont scream or
  yell, just try to understand what is wrong.

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Scenario 2

• What is causing the behavior?
• She may want control over what to eat- need more
  independence
• Let her decide her snacks, pick out which plate
  to use
• May be frustrated- is there tension at home?
• What action should be taken?
• Remain calm- say Wow you really want ice cream
  now? indicate you are understanding why she is
  upset
• Explain why she cant have it right then
• Give her empathy, dont ignore her or turn away
• Allow her to have some more choices throughout
  the day

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Scenario 3

• What is causing the behavior?
• Hunger
• Tiredness
• Over-stimulation
• What action should be taken?
• Fill the need- nap, snack, break
• "I know you're so tired! I'm sorry, sweetie. I've
  kept us out too long today, and you've missed
  your nap. It'll be okay.
• Give child empathy and show that you care!
• It will help you learn for next time

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Age 2

• Speech and motor skills have improved, relieving
  frustration
• Understands more
• Is able to wait longer for needs to be met

• Expresses love and affection freely
• Seeks approval and praise

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Age 2-1/2

• Not so easily distracted
• Overwhelmed
• Comprehension and desires exceed physical
  abilities
• Know what they want Cant always communicate

• Strong desire for independence
• Resists conformity
• Can be stubborn, demanding, domineering

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Age 2-1/2

• Need consistency and routine
• Both independent and dependent
• Love and patience
• Flexible limitations

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Age 3

• Cooperative, considerate, capable
• Willing to take directions
• Want praise and affection

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Age 3-1/2

• Self-confidence can turn to insecurity
• Fears are common
• (dark, monsters, strangers, noises)

• May develop nervous habits
• - Thumb Sucking
• - Nail Biting

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Emotions
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Anger A childs way of handling frustration
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Fear

• Caregivers fears may impact childs fears
• Separation Anxiety- fear of being away from
  parents
• - Dont sneak away
• - Tell them when youre returning

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Jealousy

• Sibling Rivalry Competition between brothers
  and sisters for parents attention affection
• Reduce by
• - Child knows hes loved
• - Set aside individual time
• - Avoid comparison
• - Take turns choosing activities
• - Do not accept tattling

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Empathy

• Ability to put oneself in anothers place
  (understand how others feel)
• Begins around 1-1/2

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Individual Differences

• Different experiences
• Temperament Response to people and events

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Self-Concept

• How you see yourself as a person
• Formed in response to behavior of others

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Healthy Emotional Adjustment

• Child lives up to names called (good, bad,
  stupid, clumsy)
• Adult body language, tone of voice
• Avoid Correcting some actions
• Avoid Overriding some decisions
• Provide opportunities to master skills

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Social DevelopmentAges 1-3
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Socialization

• Learning to get along with others
• Own families first, then in groups

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Video Social Development (212-718)
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Parallel Play

• 18 Months
• Play independently near, not with, another child

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Cooperative Play

• Age 3
• Playing with one another

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Making Friends

• How did you make friends?
• How can parents encourage this?

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Guiding Toddlers

• To help children learn self-discipline (the
  ability to control their own actions)
• Give child opportunities to choose
• Label and recognize childs feelings
• Helps them manage their emotions
• Help child learn to wait
• They need to recognize that others have needs too
• Make wait time short
• Give them something to do in the mean time

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Reword Negative Phrases

• We visualize the words we hear
• Instead of Dont run, say You need to walk

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Promoting Sharing

• Provide activities that require sharing
• Limit materials
• Pass out snacks
• Use language Sharing Take Turns