Human development second power point.

1. Childhood
Development
Social-Emotional Development

2. Elements of Social-Emotional Development
▪ Acting:Interacting with teachers and peers in positive
ways. Inhibiting negative impulses. Solving Problems with
independence.
▪ Feeling:Identifying emotions in themselves and
others. Managing strong emotions. Being empathetic and
understanding others perspectives.
▪ Thinking:Focusing attention on a
lesson or an activity. Screening distractions.
Planning steps or strategies to complete a task
or an activity.

3. Social-Emotional Development
▪ Child’s experience
▪ Expression
▪ Management of emotions and the ability to establish positive and
rewarding relationships with others (Cohen and others 2005).
▪ Encompasses both Intra-and interpersonal processes

4. Healthy Social-Emotional Development
▪ Infants and toddlers need
positive ongoing relationships
with familiar, nurturing adults.
▪ Attuned to social and emotional
stimulation.

5. Emotional Development
▪ Ability to identify and understand one’s own feelings
▪ Accurately read and comprehend emotional states in others
▪ Manage strong emotions and their expression in a constructive manner
▪ Develop empathy for others
▪ Establish and maintain relationships (National Scientific Council on the Developing child 2004,2)

6. Newborns and development
Newborns appear to attend more to stimuli that resemble faces (Johnson and others, 1991). They also prefer their mothers voices
to the voices of other women (DeCasper and Fifer, 1980).

7. Infants
▪ Experience, Express, and Perceive
emotions before they fully
understand them.
▪ Learning to recognize, label, manage,
and communicate their emotions and
attempt to connect them with:
▪ Family
▪ Peers
▪ Teachers
▪ Community

8. Infants and relationships
▪ Infants develop close relationships with children they
know over a period of time.
▪ Children in the family child care setting or
neighborhood.
▪ Relationships with peers provide young children with
the opportunity to develop strong social connections.

9. Infant/Toddler Years
▪ Children begin to develop an understanding of the
responses, communication, emotional, expression, and
actions of other people.
▪ This development includes infants understanding of
what to expect from others, and how to engage in back-
and-forth social interactions.

10. Young Children and Development
▪ Young children who exhibit healthy
social, emotional, and behavioral
adjustment are more likely to have good
academic performance in elementary
school (Cohen and others, 2007).

11. Why is Social-Emotional Development Important?
▪ Child’s social emotional development is as important as their cognitive
and physical development.
▪ It is important to know that children are not born with social-emotional
skills. It is the role of the parents, caregivers, and teachers of children to
teach and foster these abilities (Moore, 1992)

12. Is this relevant to me personally?
▪ Absolutely! I have always love kids of all ages, I raised
my little brother and sister, started babysitting at age
eleven and had my own home daycare for a year and a
half before I here.
▪ Learning social-emotional development helped with
what to teach the children I was watching as well as
what to expect from them at a certain age.

13. Could This Content be of Use in My Professional Life?
▪ Yes, my career choice is to become a
teacher. Whether it is in elementary or
high school, social-emotional
development will help me teach and
connect with students, as well as know
the reason why one student may act one
way and another student another way.

14. Red Flags for Social-Emotional Development (2 Years)
Youshouldtalktoyourdoctororanotherhealth
professionaliftheseoccur.
▪ Does not imitate other people
▪ Constantly moves from one activity to another
▪ Does not show any interest in other children
▪ Too passive, does not want to try new things
▪ Has extreme difficulty waiting for items he wants

15. Red Flags for Social-Emotional Development (3 Years)
Youshouldtalktoyourdoctoror anotherhealth
professionalif theseoccur.
▪ Is not interested in pretend play
▪ Extreme difficulty separating from you
▪ Not responding to simple interactions
with other children
▪ Showing abnormal aggression
▪ Shows extreme fear that
interferes with daily activities

16. References
▪ http://www.cde.ca.gov/sp/cd/r
e/itf09socemodev.asp
▪ http://ecdc.syr.edu/wp-
content/uploads/2013/01/Bulle
tinSocialEmotionalDevelopmen
t2.pdf
▪ http://www.tkcalifornia.org/tea
ching-tools/social-emotional/