What is Social and Emotional Development?
Social and emotional development includes learning how to understand one's own feelings and the feelings of others and encompasses appropriate emotional regulation and expression, relationship building, and group interactions.
Why is SE Development Important?
In the first five years, neural pathways in the brain are developing at an amazing rate. During this time of development the human brain grows to 90% of its adult capacity (http://csefel.vanderbilt.edu/). Neural pathways and neurological responses during this period "wire" the brain. The environment/ experiences, and genetics of the child help to form these neurological responses. Birth through five years of age is considered to be a "critical window" for social and emotional development.
Social and emotional competence is a key indicator for future school success (elementary and beyond). Conversely "problematic childhood relationships with adults and peers have been linked to negative outcomes such as emotional and mental health problems, lower school achievement, higher dropout rates, peer rejections and delinquency" (Rubin et al. 1998; Smith & Hart).
Social and Emotional Objectives
Social and emotional objectives in the preschool years are:
The goal is that social and emotional objectives are met by the end of preschool.
Challenges at Various stages...
At various stages there are typical social and emotional challenges that your child might face. It is important to remember that each child develops at his or her own pace and that typical development occurs on a continuum. Each child also has a different temperament and personality.
Separation Anxiety
Between 8 and 14 months of age, you may notice that your child is reluctant to separate from you, most but not all children experience separation anxiety. There may be crying and clinging to you during drop-offs. Don't panic, this occurs in typically developing children although this can be more intense for some than others. Separation anxiety occurs because your child is noticing that you are gone or are leaving and is upset by the act of being separated from you. However, it is important in your child's development that he is comfortable enough to trust that another adult can care for his needs and that he is secure in knowing that you will return.
What helps?
Between 8 and 14 months and then again around a child's 2nd birthday, you may notice that your child is reluctant to engage with those he/ she is unfamiliar with. This typically subsides by your child's 3rd birthday. Your child may cry, cling, and be generally unfriendly to those he/she has not built a strong relationship with. Stranger anxiety occurs because your child is becoming discriminating about who he should trust and why he should trust them. Those that he/she is unfamiliar with will have to earn his or her trust; it will not happen automatically.
What Helps?
Throughout your child's first five years they will be experimenting with their independence. They will progressively In the earlier stages of development they may prefer certain foods, prefer certain toys, and eat and sleep on their own schedules. They may object to being contained to a specific area; may want to dress themselves or do things there own way. You may also notice the "no" phase where your child seems to object to most things. Their motivation is to gain control and independence over various aspects of their lives.
What Helps?
Additional Resources:
http://csefel.vanderbilt.edu/documents/rs_infant_mental_health.pdf
http://csefel.vanderbilt.edu/documents/rs_screening_assessment.pdf
http://csefel.vanderbilt.edu/documents/teaching_emotions.pdf
http://csefel.vanderbilt.edu/documents/make_the_most_of_playtime2.pdf
Social and emotional development includes learning how to understand one's own feelings and the feelings of others and encompasses appropriate emotional regulation and expression, relationship building, and group interactions.
Why is SE Development Important?
In the first five years, neural pathways in the brain are developing at an amazing rate. During this time of development the human brain grows to 90% of its adult capacity (http://csefel.vanderbilt.edu/). Neural pathways and neurological responses during this period "wire" the brain. The environment/ experiences, and genetics of the child help to form these neurological responses. Birth through five years of age is considered to be a "critical window" for social and emotional development.
Social and emotional competence is a key indicator for future school success (elementary and beyond). Conversely "problematic childhood relationships with adults and peers have been linked to negative outcomes such as emotional and mental health problems, lower school achievement, higher dropout rates, peer rejections and delinquency" (Rubin et al. 1998; Smith & Hart).
Social and Emotional Objectives
Social and emotional objectives in the preschool years are:
- Regulating emotions and behaviors
- Establish and sustain positive relationships
- Participates cooperatively and constructively in group situations
The goal is that social and emotional objectives are met by the end of preschool.
Challenges at Various stages...
At various stages there are typical social and emotional challenges that your child might face. It is important to remember that each child develops at his or her own pace and that typical development occurs on a continuum. Each child also has a different temperament and personality.
Separation Anxiety
Between 8 and 14 months of age, you may notice that your child is reluctant to separate from you, most but not all children experience separation anxiety. There may be crying and clinging to you during drop-offs. Don't panic, this occurs in typically developing children although this can be more intense for some than others. Separation anxiety occurs because your child is noticing that you are gone or are leaving and is upset by the act of being separated from you. However, it is important in your child's development that he is comfortable enough to trust that another adult can care for his needs and that he is secure in knowing that you will return.
What helps?
- Establishing a routine for the times that you separate (two hugs and a kiss and then mommy leaves)
- Setting a short length of time for this transition to occur (the longer that the separation is impending, the more anxious your child may become about this transition)
- Transitional comfort items (a pacifier, lovey, or favorite toy can help your child feel at ease)
- Eliminate the need to go back and forth (once you say goodbye, it may cause more anxiety because it may be confusing)
Between 8 and 14 months and then again around a child's 2nd birthday, you may notice that your child is reluctant to engage with those he/ she is unfamiliar with. This typically subsides by your child's 3rd birthday. Your child may cry, cling, and be generally unfriendly to those he/she has not built a strong relationship with. Stranger anxiety occurs because your child is becoming discriminating about who he should trust and why he should trust them. Those that he/she is unfamiliar with will have to earn his or her trust; it will not happen automatically.
What Helps?
- Giving your child opportunities to develop strong relationships with others
- Be patient with your child's unfriendliness when unfamiliar adults engage with them (this happens with extended family members at times)
- Narrate their feelings- acknowledging and respecting where they are coming from "I know you are a little bit nervous because you do not know _______ very well yet, or haven't seen ________ in a while"
- Extend this to reassure your child "Uncle Jim is my brother and he is very nice, let's play a game with him"
Throughout your child's first five years they will be experimenting with their independence. They will progressively In the earlier stages of development they may prefer certain foods, prefer certain toys, and eat and sleep on their own schedules. They may object to being contained to a specific area; may want to dress themselves or do things there own way. You may also notice the "no" phase where your child seems to object to most things. Their motivation is to gain control and independence over various aspects of their lives.
What Helps?
- Consider what is negotiable and what is not negotiable. For example, it is not negotiable that your child wears clothes in public places, but the clothes that they wear can be negotiable.
- Be consistent with your expectations and agree on/ reinforce rules.
- Provide appropriate choices for your child to make that support your goals as a parent, "we are shopping for your lunch for tomorrow and your lunch needs a vegetable. What vegetable would you like in your lunch?"
- Provide opportunities for your child to take the lead, "we are going on a hike today, would you like to walk like an animal? What animal? What does it look like when this animal walks?" And then walk the way that they tell you to walk.
Additional Resources:
http://csefel.vanderbilt.edu/documents/rs_infant_mental_health.pdf
http://csefel.vanderbilt.edu/documents/rs_screening_assessment.pdf
http://csefel.vanderbilt.edu/documents/teaching_emotions.pdf
http://csefel.vanderbilt.edu/documents/make_the_most_of_playtime2.pdf