Why is Social and Emotional Development Important in Early Childhood Education?
* When young children feel safe and loved, they actually learn more. Research studies have found that having a warm, secure relationships with an adult in the early childhood program predicts better performance in cognitive thinking throughout childhood.
* Children who learn to play well and work well with others in early childhood tend to do better in these areas as they grow older.
* Learning self-control doesn't come naturally to children. They must learn it, and children who have more self-control as preschoolers are better liked by other children and earn better grades when they enter elementary school.
Infant Social/Emotional Development:
During these early years, attachment and separation anxiety are the main social/emotional issues.
Attachment means a long-standing and emotionally strong tie between two people. Infants are naturally attached to their primary caregivers (mommy, daddy, grandparent, etc.) but they often also feel attachment with center teachers as well. When an infant reaches about eight months of age, he/she may begin to protest when the mother or caregiver leaves for even a brief absence. This first separation anxiety indicates real attachment, and the baby feels anxiety about losing their presence. This anxiety is a normal part of the attachment process and babies need to be supported as they slowly learn to trust that loved ones will reliably return.
Toddler Social/Emotional Development:
Toddlers are impulsive, and there is no question that they need limits. Biting and tantrums are common behaviors among toddlers, but through teacher and parent guidance, children can move on to be pro-social preschoolers. Biting occurs for many reasons including frustration, teething, discomfort, imitative behavior, excitement and overstimulation. Teachers are often able to find appropriate solutions to prevent biting by exploring the reasons behind the biting incidents. It is also important for families and early childhood teachers to communicate about biting so everyone is on the same page. Temper tantrums are also an inevitable part of toddlerhood. Given the strong feelings, the lack of language to express their feelings, and the amount of frustration met by many toddlers as they try investigate their world, it is nearly inevitable that some emotional outbursts will occur. It is important for teachers and families to avoid behaviors that reinforce temper tantrums and to react consistently to toddlers who are having tantrums.
Preschool Social/Emotional Development:
During the preschool years, children explore the beginnings of friendship. The quality of peer relationships in early childhood predicts later success in self-esteem, cognitive development, mental health and school performance. Why are these early relationships so important for children's future development? Since children spend much of their daily lives interacting with peers, a big part of their learning and development occurs within these relationships. Teachers can help to promote peer relationships by offering space and time for dyadic interactions, helping children practice effective communication skills and by modeling play entry skills with children. Early friendships may actually be necessary for children to learn how to understand and care about others' thoughts and feelings.
Tips on Promoting your Child's Social/Emotional Development:
1) Provide your child with responsive care.
2) Be affectionate and nurturing.
3) Help your child learn to resolve conflict in a healthy, appropriate way.
4) Support your child's developing skills.
5) Help your child feel safe.
6) Nurture your child's respect for differences.
7) Promote an appreciation for your own and others' cultures.
* When young children feel safe and loved, they actually learn more. Research studies have found that having a warm, secure relationships with an adult in the early childhood program predicts better performance in cognitive thinking throughout childhood.
* Children who learn to play well and work well with others in early childhood tend to do better in these areas as they grow older.
* Learning self-control doesn't come naturally to children. They must learn it, and children who have more self-control as preschoolers are better liked by other children and earn better grades when they enter elementary school.
Infant Social/Emotional Development:
During these early years, attachment and separation anxiety are the main social/emotional issues.
Attachment means a long-standing and emotionally strong tie between two people. Infants are naturally attached to their primary caregivers (mommy, daddy, grandparent, etc.) but they often also feel attachment with center teachers as well. When an infant reaches about eight months of age, he/she may begin to protest when the mother or caregiver leaves for even a brief absence. This first separation anxiety indicates real attachment, and the baby feels anxiety about losing their presence. This anxiety is a normal part of the attachment process and babies need to be supported as they slowly learn to trust that loved ones will reliably return.
Toddler Social/Emotional Development:
Toddlers are impulsive, and there is no question that they need limits. Biting and tantrums are common behaviors among toddlers, but through teacher and parent guidance, children can move on to be pro-social preschoolers. Biting occurs for many reasons including frustration, teething, discomfort, imitative behavior, excitement and overstimulation. Teachers are often able to find appropriate solutions to prevent biting by exploring the reasons behind the biting incidents. It is also important for families and early childhood teachers to communicate about biting so everyone is on the same page. Temper tantrums are also an inevitable part of toddlerhood. Given the strong feelings, the lack of language to express their feelings, and the amount of frustration met by many toddlers as they try investigate their world, it is nearly inevitable that some emotional outbursts will occur. It is important for teachers and families to avoid behaviors that reinforce temper tantrums and to react consistently to toddlers who are having tantrums.
Preschool Social/Emotional Development:
During the preschool years, children explore the beginnings of friendship. The quality of peer relationships in early childhood predicts later success in self-esteem, cognitive development, mental health and school performance. Why are these early relationships so important for children's future development? Since children spend much of their daily lives interacting with peers, a big part of their learning and development occurs within these relationships. Teachers can help to promote peer relationships by offering space and time for dyadic interactions, helping children practice effective communication skills and by modeling play entry skills with children. Early friendships may actually be necessary for children to learn how to understand and care about others' thoughts and feelings.
Tips on Promoting your Child's Social/Emotional Development:
1) Provide your child with responsive care.
2) Be affectionate and nurturing.
3) Help your child learn to resolve conflict in a healthy, appropriate way.
4) Support your child's developing skills.
5) Help your child feel safe.
6) Nurture your child's respect for differences.
7) Promote an appreciation for your own and others' cultures.
Resources
Gestwicki, C. (1999). Developmentally appropriate practice: curriculum and development in early
education. Albany, New York: Delmar Publishers.
Riley, D., San Juan, R.R., Klinkner, J., & Ramminger, A. (2008). Social and emotional development:
Connecting science and practice in childhood settings. St. Paul, MN: Redleaf Press.
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