EMOTIONAL DEVELOPMENT

(SPIRITUAL, SOCIAL, EMOTIONAL, MORAL)

WHAT ARE SPIRITUAL??

According to Oxford Dictionary, spiritual is something that connected with the human

spirit rather than the body or physical things.Basically, spiritual is related with the part of person that includes their mind, feeling and

characters rather than the body.

SPIRITUAL DEVELOPMENT DEFINITION

Spiritual growth is a way to integrate spirituality to a higher and higher degree in our daily live.

The personal development to enlarge the diameter of our belief in god.

PERIOD: INFANCY

Spiritual beliefs are considered as part of the child’s basic needs assessment, and also as an integral part of our purpose of life.

Children need to have meaning, purpose and hope in their lives .Also, the need for confession and forgiveness is present even in very young children.

During this stage children have no concept of right or wrong, no beliefs, and no convictions to guide their behaviour

However, the beginning of a faith is established with the development of basic trust through their relationships with the primary caregiver .

This is to paralinguistic and preconception stage that embodies the trust between parents and infants.

The primary care giver provides the infants and young child with a variety of experience that encourages the development of mutuality, trust, love and dependence, progressing to autonomy.

In developing the spirituality of infant, we help them to become aware of:

The joy of being alive The beauty of the natural world The mystery and wonder of existence The world of imagination and creativity

WHAT ARE SOCIAL??

Social development in children / infants is about how they be connected with people or

things around them.

SOCIAL DEVELOPMENT OF INFANTS

Infants are quite remarkable in that they demonstrate more potential and ability at birth than anyone ever thought possible. Infants, like adults, learn by taking information in through their senses.

The primary senses are taste, smell, touch, hearing, but there are many more sensory input sources as well.

The primary sense used by infants is sight, followed by hearing, and touch.

The sense of touch develops the infant social development

The sense of hearing develops the infant social development

ONE TO TWO MONTHS OF AGE

During the first 3 months, an infant's socialization is based around activities of feeding, sleeping, elimination, and body positioning. The infant also begins early stages of learning to self-regulate. In other words, to tune out when there is too much stimulus and the arouse when something of interest comes about.

THREE TO FOUR MONTHS OF AGE

Reaches for familiar people. Identifying self in mirror. Plays actively with small toy. Plays by pulling something over face (peek-a-

boo). Plays while propped with toys for 10-15

minutes.

FIVE TO SIX MONTHS OF AGE

Sometime between 4-6 months, the infant begins exchanging interactions with the caregiver. The child may smile in response to being smiled at, as well as begin to play simple back and forth games, such as peek-a-boo. The infant also begins cooperating with spoon feeding, dressing, and other daily activities. Common behaviors you might see include:

Smiles at self in mirror. Discriminates strangers

from familiar people. Works for toy out of

reach. Reaches for self in mirror.

SEVEN TO NINE MONTHS OF AGE

During the 7-9 month time period, the infant begins to initiate activities. The infant will work to gain the caregiver's attention, will strain to reach an object out of reach on the floor, and to perform other behaviors to manipulate the environment.

TEN TO TWELVE MONTHS OF AGE

During the ten to twelve month period, the infant begins checking self need against caregiver availability. In other words, the infant will look to the primary caregiver and cry when hungry, or look for the caregiver to comfort a hurt or when bored.

Recognizes familiar people from a distance of 20 feet.

Beginning to demand independence. Demands personal attention.

WHAT ARE EMOTIONS??

Emotions can be defined as feeling, or affect, that occurs when people are in a state or an

interaction that is important to them, especially one that influences their well –

being.Emotions

Positive emotions(joy, love,

enthusiasm)

Negative emotions

(anxiety, anger, sadness)

DEVELOPMENT OF EMOTION IN INFANT

Lewis distinguishes between Primary emotions and Self-conscious emotions.

Primary emotions Present in humans and other animals Appear in the first six months of the human

infant's development Example : surprise, interest, joy, anger,

sadness, fear and disgust

Self-concious emotions According to Lewis classification, self-conscious emotions require self-awareness that involve consciousness and a sense of “me” Example : jealousy, empathy, embarrassment, pride, shame and guilt.

EXPRESSION OF DIFFERENT EMOTIONS IN INFANTS

Surprise Joy

Sadness

Fear

BONDING WITH BABY

Infants need plenty of care and attention in the first two years of their lives. A baby that has had all its needs fulfilled by its principal caregiver will develop a bond of attachment and trust with the caregiver and will be more likely to develop into an emotionally secure child/adult than a baby that has been neglected or abused. Emotionally secure infants grow into emotionally strong children who do well in school, build healthy social relationships and do well later on in life.

MORAL DEVELOPMENT OF INFANTS

Basically, moral is about the concern of a person about behaviour and about the principle of right and wrong.

The officially recognized age of an infant is 1 year and below.

But there is practically no way to effectively communicate with children / infants so young, so it is hard to determine the level of child moral development.

During this period, children begin to understand the world they live in, learn to speak and communicate effectively and start to define their sense of self.

Egocentric ReasoningThe first stage of moral development in children, according to Dr. Lawrence Kohlberg, is referred to as egocentric reasoning. From birth to the age of 4, children see the entire world in terms of self. The justification for why something is right is because the child is getting his way. The only things that enforce a child's way of thinking at this stage is that acting one way will earn him rewards, and acting another way will earn him punishments.

EmpathyAccording to William Damon however, there may be more to a child's development than that. The idea of empathy--or of experiencing another person's pain and emotions as their own--is something that manifests in children of this age group. Young children who can barely vocalize, have been observed trying to comfort other people, such as a young boy offering his security blanket to an upset mother. If a child were operating on a strict punishment versus pleasure world view, then this offering of comfort would be an difference.

MaslowAccording to Abraham Maslow, a psychologist who theorized on human development, people have a certain, ascending order of needs that have to be met. The bottom of the pyramid is a person's physical needs such as hunger and thirst. The second level is physical safety and security. Only after these two needs have been met, does the third tier of love and belonging come in. It could be argued that it is a person's need to be loved and to belong that begins the development of a moral code that fits in with the demonstrated morals of those who he wishes to fit in with.

Learned BehaviorInfant morality, like most other forms of behavior that young children show, is a learned behavior. While young children are learning speech and grammar from their parents, they're also learning about body language. Once a child begins to comprehend behavior, he begins to learn what's right and wrong by example. If a child is punished for an act, then he learns that it must be wrong in the eyes of his parents. It's only later, once children begin to interact with people other than their parents, and in situations outside their own home, do they begin to develop a higher and more complicated sense of morality than what they've been taught by example.

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