Welcome

Both prenatal and early childhood experiences are foundational to a child's development. They can impact emotional health and social skills during adolescence. Providing support during these periods can benefit individuals as they become adults. 

 

  • Maternal nutrition affects brain development and influences a child's emotional regulation and social capabilities later in life or cognitive delays which cause behavioral issues. 
  • Stress and trauma during pregnancy can cause adverse effects while fetuses are developing leading to lack of emotional regulation, anxiety, or trouble forming relationships. 
  • Substance abuse can lead to development disorders that impact social skills and emotional well-being. 
  • Positive relationships with care givers in early childhood can benefit a child's emotional development and become better at forming relationships and managing emotions. 
  • An engaged parent promotes healthy communication, self-esteem, and emotional regulation, preparing the individual to become better at acquiring social skills. 
  • A stable environment can encourage children to explore, an unstable one can lead to social withdrawal or difficulty establishing relationships. 
  • Interpersonal skills are developed through early childhood education, promoting cognitive skills, emotional learning and social interactions. 

Social Emotional Milestones

  • Early Childhood (3-5 years)

 (1-5 years) children start to express emotions such as happiness, sadness, or frustration.

(2-3 years) children start to pretend or use imagination while imitating the actions of others around them.

(2-3 years) children develop empathy such as comforting someone crying or being aware of the feelings of others.

Social Emotional Milestones for Infants and Toddlerhood (0-3 years)

 

  • Infancy (0-12 months)

(2-3 months) Infants begin smiling in response to interactions with others or caregivers. 

(3-6 months) Infants can recognize familiar faces or show preferences for caregivers.

(6-12 months) Infants become attached to caregivers and display anxiety when they are apart 

 

  • Toddlerhood (1-3 years)

(1-3 years) Children develop independence, wanting to perform independently or say responses like "no". 

(2-3 years) Children develop emotional regulation beginning to learn to manage emotions even through tantrums.

(3 years) Children starts to recognize self wants and understand their gender, name, and self-image. 

Social Emotional Learning Strategies or Activities 

(For Ages 0-3 years of age)

 

  • Infancy (0-12 months)

(0-6 months) For infants to develop responsive interactions, caregivers should use a practice technique named "serve and return" whereas caregivers will respond promptly to an infant's coos and gestures, engaging in eye contact, vocalizations, or touch. This helps infants develop trust and emotional regulation. 

(6-12 months) Interacting with infants in conversation can encourage the infant to respond and promote social interaction. 

  • Toddlerhood (1-3 years)
    • Allow children to role play or pretend by dressing up in costumes or using props to reenact everyday scenarios such as cooking, shopping, or going to the doctor. This activity helps explore social situations and emotions, fostering creativity, social skills, or empathy for others. 
    • Using activities that involve sharing or taking turns can promote cooperative play, teach patience, and develop positive social skills.   
  • Early Childhood (3-5 years)
    • Reading books with emotional story lines then after asking children to identify emotions and the situations that cause them. This enhances a child's emotional vocabulary and empathy. 
    • Making feelings charts is an interactive way to help children express their emotions by pointing to an emotion displayed on the chart that signifies what they are feeling. This helps children communicate their feelings and realize its ok to experience these emotions. 

"Self-regulation is a concept that is frequently studied in the literature and is crucial for humans in their capacity as beings with deliberate will" (Ahçi et al., 2022).

Self-Regulation 

What is self-regulation?

  • The ability to control one's emotions, thoughts, and behaviors to achieve goals or meet societal expectations. This involves impulse management, delaying gratification, and managing one's behavioral responses to situations. 

 

What does self-regulation in children look like?

  • For example, a student might want to go outside and play but instead of going outside the student stay's focused on homework. The student realizes their homework is more important to finish first instead of play. 
  • For example, a child is frustrated about completing a puzzle or assignment instead of acting out or throwing a tantrum the child takes a deep breath before trying again or ask for help. 

What ways can a teacher model and encourage self-regulation skills in the classroom?

  • Creating a positive classroom environment where mistakes are learning experiences and celebrate self-regulation successes. This allows students to feel safe expressing their emotions.
  • Encourage students to set goals personally, academically, and behavioral. This gives students a sense of responsibility and educators should monitor progress while supporting self-regulation. 

"Schools are critical settings in our nation's public health response to the youth mental health crisis. There is strong empirical support that comprehensive, universal programs promote students' social and emotional development and academic success"(Ouellette et al.,2024).

Emotional Learning Strategies/ Self-Regulation Skills 

What are some strategies parents can practice at home to support their child's social emotional development?

 

  • Infancy (0-12 months)
    • Developing a consistent routine for sleeping, eating, or play helps an infant to feel secure and understand expectations.
    • Using non-verbal communication like facial expressions or body language such as smiling, frowning, or engaging in infant's coos. 
  • Toddlerhood (1-3 years)
    • Demonstrating positive self-regulation by managing emotions and showing children how to cope with frustration, hurt, and anger. 
    • Instead of punishments encourage children to undergo a break for reflection which can help them calm down.
  • Early Childhood (3-5 years)
    • Allowing children to make their own choices in daily activities, building confidence and decision-making skills while being accepting of children trying new things.  
    • Encourage children to use scenarios they might encounter in school or during playdates to articulate problems they experienced and find solutions they can use to fix them.  

 

 

 

 

 

 

References

Ahçi, Z. G., Akdeniz, S., & Harmanci, H. (2022). A Study of the Effects of Parental Attention Deficit and Hyperactivity Disorder (ADHD) and Parental Emotion Regulation Processes on Adolescent Self-Regulation Skills. International Journal of Progressive Education, 18(1), 435–447.

R. R. Ouellette, M. J. Strambler, M. A. Genovese, S. Selino, L. Joyner, S. Sevin, E. Granzow, & E. H. Connors. (2024). Selecting, Adapting and Implementing Classroom Kernels for Student Social and Emotional Development and Resilience in Local Elementary Schools: A Community-University Partnership Approach. School Mental Health, 16(3), 808–823. https://doi-org.lopes.idm.oclc.org/10.1007/s12310-024-09639-9

 

 

Create Your Own Website With Webador