social-emotional development of the preschooler
DESCRIPTION
Social-emotional development of the preschooler. Unit 5. Taking the Initiative. Becoming more independent Improved abilities Limitless energy Strong desire to learn and explore. Erikson – Initiative vs. Guilt. Initiative = The ability to think or act without being urged. - PowerPoint PPT PresentationTRANSCRIPT
Taking the Initiative Becoming more independent Improved abilities Limitless energy Strong desire to learn and explore
Erikson – Initiative vs. Guilt Initiative = The ability to think or act
without being urged. Developing initiative is important because it
sets the stage for ambitions later in life. Yet, initiative can lead to failures. Too many
failures can lead to guilt. Guilt = Blaming yourself for something
done wrong. SO… caregivers need to make sure children
know that it is OK to make mistakes!
Showing Responsibility First step toward dependence Adults should show examples Select age-appropriate tasks
What are some chores that would be appropriate for a preschooler?
Emotional Patterns Increased need – independence Many will venture out of the home
environment for the first time Preschool, Headstart, kindergarten
Unfamiliar adults, large group of kids Each child responds differently Certain milestones
Four Years Most still self-centered Defiant, impatient, loud & boastful Might argue & be bossy (kids & adults) Other times = loving & affectionate
Need & seek approval of parents & caregivers Want to see self as separate from
parent/caregiver Want to do things for their self (independence)
Vocabulary & language skills – improve Test sounds of language Rude words – test adult reaction
Four Years Active Imagination
Rich fantasy life Mind cannot separate fantasy from
reality Active imagination + fantasy = FEARS
Caregivers – acknowledge fears & talk about them
Five Years View self as a whole person (mind, body
& feelings) Eager to explore, however they will
experience fear of unfamiliar people, places & experiences
May experience anxiety or stress about the strangeness of school & unfamiliar routines
Important to help them cope – listening to concerns, offer love & support
Five Years Emotionally Impulse
Wander around, talk, play – whenever they want School – must sit still, listen & focus
Start to learn to control their impulses Feel more empathy for others
(understand how someone else feels) Better able to play together Able to see another person’s point of view
Six Years Emotional turmoil – state of extreme confusion
or agitation Find role outside of the home Long to feel grown up – small & dependent Stubborn & quuarrelsome Center of the own universe Please others to win praise for self
Behavior horrible for parents Rapid mood changes
Stronger feelings of happiness & joy Appreciation of more activities
Nice time to start activities
Emotions As Children grow – better able to
recognize & express a variety of emotions
Growing feeling of competence – master various activities – helps control their emotions
Continue to experience fear – however nature of those fear change
Anger and Aggression Anger – Expression changes the most during
early childhood Anger and Aggression being around 10
months of age. They peak with displays of temper in the toddler years and continue in the preschool years.
Preschoolers tend to hit and bite less than toddlers.
Yet they tend to threaten and yell more! Boys are more physical and girls are more
verbal even in the preschool stage!
Anger & Ages Four years
episodes last longer
Use physical violence
Threaten & attempt to get even
Five years More likely to hurt
other children’s feeling than hurt them physically
Six Years More hurtful with
words Tease, nag &
make fun
Anger Frustration – major cause of anger Child’s tolerance for frustration increases as they
grow Former frustrations – eliminated By 6, better social skills = deal with situations that
lead to anger Disagreements with other kids – common cause Use scapegoats Criticism – another source Scold a child for doing something wrong – child will
try to punish parent by breaking another rule
Anger Varies greatly in children
Children ten to imitate the behavior of adults
Caregivers – express anger in appropriate ways
Page 407. Analyze
Fear Imagination – major emotional force
Ghosts, monsters Dark, being left alone, abandoned, thunder,
lightning, school
How can Caregivers help?? Accept the fear
Listen, saying you understand- great help Never say that fear does not exist, it DOES to
the CHILD Let the child express fear without ridicule
Fear being made fun of May not open up
Help the child feel able to face the fear Talking & act help Reading a book
Jealousy Sibling rivalry – common Caregivers – unintentionally make the
problem worse May try to improve behavior by comparing Damage a child’s self-esteem & undermine
family relationships Express feelings by:
Tattling Criticizing Lying
Caregivers Encourage cooperation & empathy Avoid taking sides Give children a change to work through
their own problems Sibling rivalry tends to fade
Worry Children worry Tension – emotional stress
Fire in home Stranger taking them Bully in the neighborhood Active imagination
Worry Emotional strain & Physical symptoms
Stomachaches, headaches, and sleeping difficulties
Cry, scream or throw tantrums Bite nails, swing legs or grind teeth
Ways to reduce worry & tension Look for the
cause Ask them to draw
a picture Give children time
to calm down Time out
Provide chances to get rid of tension Physical way of
releasing stress Read a book about
the issue causing stress
Maintain normal limits on behavior Do not ease up on
limits
Questions??? What is self-confidence?? How can you build a child’s self-
confidence? Who is more physical in expressing
violence
Self-Confidence New skills & dealing with unfamiliar
situations = increased self-confidence Self-confidence – belief in one’s own
abilities Start taking the initiative & making
decisions on their own Erikson – encouragement = self-
confidence Repeated discouragement/punishment =
feelings of inferiority or inadequacy
Self-Confidence Provide opportunities for preschoolers to
perform well Internal satisfaction goes farther than
praise Self-esteem will help develop self-control See world in terms of all or nothing
How will this hinder their self-esteem??
Self-Confidence All or nothing
Projects – does not go their way = “I can’t do anything right” Self-esteem & self-confidence = lowered
Important – children experience more successes than failures
Self-Confidence Show Respect
Offer choices “Because I said so” – not effective
Give Praise & Encouragement Good Job, I appreciate that
Plan Actives Challenging, but not overwhelming Children need down time
Encourage Individuality Opportunities
Write a dialogue Between a parent and child in which the
parent is encouraging the child. Write an effective dialogue, one with a
purpose, use appropriate language and quotation marks.
Make sure it reflects the age, personality and background of each person.
Causes of Anger and Aggression
Preschoolers use aggression to Get their way Hurt another Gain attention Gain affection
Fear and Anxiety Some toddler fears fade away and preschoolers
develop new fears, some increase. Fear of the unknown
Monsters, Robbers Fear of physical injury
Fear of death by fire, auto accident, drowning, the fear of bites from insects or animals
Fear of pain caused by medical and dental work Anxiety of a general nature
Fear of a tornado may spread to thunderstorms and high winds
Feeling and Controlling Emotions
Preschoolers still react to common childlike stressors (situations that cause stress)
These may include: Illness Moving Death Adult quarrels Divorce
Feeling and Controlling Emotions
Controlling outward signs of emotions such crying, screaming and hitting to help children become socially acceptable!
However, if children control emotions without admitting their underlying feelings to themselves and others, they may become emotionally troubled.
Children need to express themselves! “I am angry.” “I am afraid.”
Dependency Preschoolers feel a conflict between their
need for dependence and independence! Sometimes preschoolers ask for help and
they really do need it and other times they ask for help even when they don’t!
Emotional Dependence: The act of seeing attention, approval, comfort and contact.
Social & Moral Development With your knowledge of a preschooler’s
emotional development, what problems might occur when preschoolers play in a group??
General Social Patterns As children enter preschool and
kindergarten they must learn three important social skills How to interact with new people How to make friends How to work & play in organized groups
Learn to take direction & accept authority from others outside the home
Determine right and wrong – act accordingly
Four Years Form friendships with playmates Engage in cooperative play Play in groups of 3-4 Share toys, take turns Often bossy & inconsiderate – fights Family is still more important Seek approval, “I’m good at drawing
pictures, aren’t I?
Five Years More outgoing & talkative Play in groups of 5-6
Play – more complicated Fights – less frequent
Name-calling & wild threats More respect for other’s belongings Concerned – what their friends say and do Do not want to be thought as different – they
do not want to be ridicule Gossip starts (friends, who has what toys)
What the group values, behaviors that are desirable
Six Years Social relations – friction, threats &
stubbornness They want everything Want to do things their way Best friends – usually same sex Play in mixed groups No regard for team effort – they will just
stop playing
What would you do?? You are caregiver playing a game with a
five year old boy and his eight year old sister. The boy is obviously cheating. His sister is about to complain. What do you do??
Family Relations 4 years
Close ties Want to feel important Proud – help with
chores Quarrel & bicker
w/siblings 5 years
Delight in helping at home
Play better with siblings
Protective of younger siblings
6 years Do not get along well
with family members Self-centered
Argue with adult family members
Rough & impatient with younger siblings
Fight with older siblings
What do you think??? Why do you think it is emotionally
difficult for some parents to enforce the standards of behaviors they have set for their children?
Moral Development The process of learning to base one’s behavior
on beliefs about what is right and wrong Begins early in life Preschoolers start to learn the reasons for
rules They start to develop conscience – inner
sense of right and wrong that guides an individual’s behavior
Rules they learn in ECH – form the basis of their developing conscience
Do you think that boys and girls develop a sense of right and wrong at the same time?? Support your answers with evidence.
Guidelines for Moral Development
Set clear standards of behavior Respond to inappropriate behavior Talk about mistakes in private Understand children will test your limits Consider the child’s age & abilities It is a lifelong task to learn self discipline Continue to show love despite
misbehavior
Handling Lying Remember: Preschoolers have a hard time
telling fantasy from reality. At times, they are not deliberately lying.
You can show you know the difference, “ I will listen to your story and then I need to know what really happened.”
Lying at this is a misunderstanding Child may think they completed task – so they will
tell you they did. However, you do not think so Be sure the child understands the
instructions/directions
Handling Lying Sometimes – they do tell deliberate lies
Get attention Avoid punishment Please others & not risk losing love
Consider: Does he know he lied? Why is he lying? Do you need more information? Is the child Asking for attention
Model Moral Behavior Everyday actions
Children learn by following an example – learned behavior Do not send mixed messages
Television, movies & other media – influences
Questions Identify characteristics that marks the
emotional development of 4-6 year olds List five ways to reduce worry and
tension Describe how to help children develop
self-confidence List three social skills children must learn
as they begin school. Identify chacteristics of family relations
of 4-6 year olds
Questions Explain the relationship between
imagination and fear in the mind of a preschooler.
Describe how initiative and self-confidence are related.
Explain how parents/caregivers should handle lying.
Resolving Conflicts Preschoolers spend a lot of time with
other children = conflict Aggressive Behavior – hostile and at
times, destructive behaviors that people display when faced with conflict
Children need to learn that aggressive behavior is unacceptable
Resolving Conflicts Suggestions
Urge children to talk about their feelings Acknowledge the efforts of children to
resolve conflicts Model appropriate behavior
Social & Moral Development Competition – rivalry with the goal of
winning or outperforming others Teamwork and cooperation
Learning Gender Roles Preschoolers are beginning to grasp the
concept of how to fit into certain social groups Family, school, clubs, and others
Gender-role learning = learning what behavior is expected of males and females
Gender role is a major concept children learn in the preschool years.
How does gender role develop? By how others treat them and how they see
others in their male or female roles Sex-typing = treating boys and girls differently
Clothing Toys The way parents react
Children most often identify and imitate models of the same gender as well as: Teachers Characters from TV, movies, and storybooks
Cultural Differences Society’s view of male and female is not
as clearly defined as it once was! Traditional views:
Male – more aggressive, economic head of the family
Female – wife, mother How many of your mom’s stay-at-home?
Society’s view has CHANGED!
Sexual stereotyping = a statement or even a hint that men and women always do or should do certain tasks.
Extending Social Relations Social learning's:
Sharing Controlling anger Thinking of other’s feelings Making joint efforts with others
Adults are still important Still depend on adults for many of their
needs Adults are social models
Teach by example Model relationships Morals Self-control Manners And much more!!
Making Friends Depends on the following:
child’s friendliness Ability to follow group rules Lack of dependence on adults
Prefer friends of the same gender Self-centered view about friendships
They see friends as people who play with you, help you, share their toys with you, etc.
Creates a closed circle of friends “You can’t play with us!”