Social-Emotional Developmental Continuum

SD3001: The Social-Emotional Developmental Continuum: Explain the social-emotional developmental continuum for young children.

Written Response Submission Form

Your Name: Kristell Perez

Your E-Mail Address: [email protected]

Instructions

Write your responses where it reads “Enter your response here.” Write as much as needed to satisfy the requirements indicated. Each item contains the Rubric, which will be used to evaluate your responses.

At the end of the template, you will list the references you used to support your responses.

Item 1

Describe two key social-emotional developmental milestones in a typically developing child at each of the following stages: infancy, toddler hood, preschool, and school age. (1-2 sentences per description)

Your Response

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Item 2

Choose the age group with whom you would like to work—infants, toddlers, or preschoolers. Explain two strategies that would support healthy social-emotional development in children this age. (2 paragraphs)

Your Response: I would work with infants because I work with them now. Infants are easy to work with but if you are not a nurturing kind of person, then you should not work with them. Working with infants you have to hold them, feed them, sing to them and even read to them. This is building emotional skills for them. Infants like you to talk with them even if they can not talk. They can hear and understand most of your body language. Like if you are upset and holding the baby then they might get upset and begin to cry. If you are happy most of the time the baby will be happy too. When you are talking to them, reading or singing to the baby you are helping to build their vocabulary.

Infants have a range of emotions and when you spend time with that infant, make them laugh and even comfort them you are building a bond helping that child learn about social emotions. You can play games with the infant like Peek A Boo to help them not be so scared of strangers or loud noises around them. I have had friends play loud music around their babies as infants so they would be used to the noise around them. When you help your infant to learn about social emotions it stays with them and helps them as they grow, make friends and even into their school years.

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Item 3

Explain how relationships can promote healthy social-emotional development during children’s earliest years. (1-2 paragraphs)

Your Response

When you build a relationship with your child during their early years your child becomes more socially involved with children around them their age. They will try to play with children their own age in their classroom and/or on the play ground.Giving your child hugs, reading to them is some ways you can show them affection and help to build their social emotional development that they need to meet their milestones. Helping to teach your child about their feelings and your feelings help them to be more aware of other children’s feelings around them. They will become more aware if a child or peer is upset and will want to comfort them.Provide positive social-emotional opportunities for your child. They will feel good about themselves and develop confidence. Your child will form secure relationships with others and ultimately will be able to focus and learn. This strong and healthy foundation will lead to future academic success.

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Item 4

Explain Erikson’s four childhood stages. Include at least one example of how caring adults can support social-emotional development of children during each stage. (4 paragraphs)

· Infancy: Trust vs mistrust (birth – 18 months) In the Infancy stage, the infant begins to develop trust on how the parent, guardian or caregiver’s dependability. A lack of reliability, care and affection will lead the infant to mistrust. They are important factors during the infancy stage.No child is going to develop a sense of 100% trust or 100% doubt. Erikson believed that successful development was all about striking a balance between the two opposing sides.

· Toddlerhood: Autonomy vs shame and doubt (18 – 42 months) The toddler stage is when children start to learn how to be independent. By allowing kids to make choices and gain control, parents and caregivers can help children develop a sense of autonomy. This helps them to be able to feel as if they can make some decisions independently. This helps them to try and decide things they may like or not like. This is the stage where children learn to potty train and become more independent.

· Preprimary: Initiative vs guilt (42 months – 6 years) In the initiative stage children are learning about their social interactions. Children that develop Initiative are more sociable and have less fear of failing as to a child that has developed guilt. They are more cautious of the things they do.This guilt stage gets children more fearful to try new things. A child with initiative will try more things throughout life than a child that developed guilt.Caregivers who are discouraging or dismissive may cause children to feel ashamed of themselves and to become overly dependent upon the help of others. To prevent a child from developing guilt a caregiver can encourage the child to see their mistakes and learning opportunities.

· Primary: Industry vs inferiority (6 – 12 years) In this stage children tend to feel useful and develop a sense of worth. It is good for parents to help encourage your child and help them feel capable of the things they are trying to do. Although this stage starts at home, it can play a role at school with the friends or children that go to school with your child. This can determine whether your child will be an industry or inferiority. When grades are given back to children this will help your child learn to pay more attention or it will shut your child down. This is when the parents come in to help encourage your child to do better and/or they can continue to better. Or they will find a way to help their child do better so they don’t begin to feel helpless.

Your Response

Enter your response here.

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Item 5

Explain at least two aspects of Piaget’s theoretical views related to social-emotional development. (1–2 paragraphs)

Your Response

Piaget’s theory for developing social and emotional skills is that children below the age of six do not have a sense of rules around them. As they get older and progress they become more familiar as to how things are done around them.A comprehensive theory of social development would provide a conceptual framework for discovering the underlying principles common to the development process in different fields of activity, countries and periods.When listening to,observing and watching children while they are working gives you ideas of how they respond with social emotional. This shows you how they interact with not only you but children that are playing with and around them.

Piaget also talks about the different stages with ages that children began to think on their own. He states that children start to think as early as 18 months and continue the process of the years.This has been taken to mean that before these ages children are not capable (no matter how bright) of understanding things in certain ways, and has been used as the basis for scheduling the school curriculum.

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Item 6

Explain at least two aspects of Vygotsky’s theoretical views related to social-emotional development. (1–2 paragraphs)

Your Response

Social interaction plays a fundamental role in the process of cognitive development. Vygotsky believed that they first learn on a social level and then on an individual level. According to Vygotsky, humans use tools that develop from a culture, such as speech and writing, to mediate their social environments. Initially children develop these tools to serve solely as social functions, ways to communicate needs. Vygotsky believed that the internalization of these tools led to higher thinking skills.Development of society occurs only in fields where that collective will is sufficiently strong and seeking expression. Development strategies will be most effective when they focus on identifying areas where the social will is mature and provide better means for the awakened social energy to express itself.

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Item 7

Explain at least two aspects of Goleman’s theory of emotional intelligence related to social-emotional development. (1–2 paragraphs)

Your Response

In Goleman’s theory he talks about different ways of dealing with Social Emotional development. WIth one being emotional intelligence. There are five essential elements of emotional intelligence: emotional self-awareness,self awareness, motivation, empathy, and social skills. All of the skills have something in common and that is social emotional development whether it is learning to have it with yourself or with the people around you. In each of the areas you are learning how to utilize or control emotions you or someone else may have. This is something that goes on with your everyday life and these are skills that help you along the way. These skills have been shown to help educators from kindergarten through college. It tries to help children learn about their emotions because you have bullying, cyber bullying, violence and drug abuse that goes through just about every school. They are trying to help children deal with their emotions in other ways so it can slow down and try to keep these things from happening in schools.

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Item 8

Children who are socially competent are more likely to interact with prosocial behaviors. As well, prosocial behaviors can foster children’s social competency. Define “social competence” and include one example. (1 paragraph)

Your Response

ONe example would be if you see children sitting and playing in a sandbox and you want to join them, how would you go about doing it? You would try to figure out the best way to interact with them without them rejecting you. This is where Social Competence comes in. Social competence is one’s ability to interact effectively with other people in a social setting. It involves being able to read social cues, respond appropriately, and resolve social conflicts when they arise. When you are young in the toddler stage there is no problem with interacting unless the child has not been around children before. Children in school settings learn to interact with other children and their peers. They are learning social relationships and impersonal skills. This will help them as they continue to get older and into elementary, junior high and high school. This shows children how to identify with popular and unpopular children at school. If they have learned the skills adequately then they will have a higher chance of interacting with the popular children. WIthout these skills children will more than likely have behavioral issues because they won't be able to handle rejection. Children who socially adapt to have social acceptance in their peer group and do well in school. For the children are socially rejected are especially at risk for academic failure.

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Item 9

Define executive function and provide at least three examples of how executive function skills promote social-emotional development. (1-2 paragraph)

Your Response

Executive function and self-regulation skills are the mental processes that enable us to plan, focus attention, remember instructions, and juggle multiple tasks successfully. It is crucial for a child’s developing brain to learn skills, like working memory that governs our ability to retain and manipulate pieces of information over short periods of time. Mental flexibility helps us to shift attention in response to different demands and or apply different rules to different settings. Self control helps us to set priorities and resist impulsive actions or responses. These are skills that we use on a daily basis. These skills children learn as they grow. They are not born with these skills, they have the ability to develop them as they are taught and/or experience in their life. When you send your child to school teachers help to enable them to learn routines that help them to develop everyday skills that are needed in their everyday life as they grow.

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