Social And Emotional Development Of Young Child

Name

Institution

Social and Emotional Development Of Young Child

幼儿教育发展代写 Social and Emotional Development Of Young Child:Young children aged 3 to 5 years are at the time of development. According to ···

 

Young children aged 3 to 5 years are at the time of development. According to Hartshorne and Schmittel (2016), social development is the ability to male close, secure attachments during interactions. In virtually every aspect of their world, they develop their knowledge base and competencies in social and emotional skills.

The stage between 3 to 5 years constitute psychosocial development where it involves autonomy versus shame and doubt. A child is learning to be self-sufficient in a ways such as self-regulating, toileting, feeding, and dressing. At the age of 4 years they enter the stage in psychosocial development which constitute initiative versus guilt. At this age they learn to become more independent by broadening their skills through playing, fantasy, and exploration as well as making engagements, participation and cooperation with peers. However, according to Erikson, if the child misses this developmental stage they may tend to be fearful, socially excluded, lack interests in child activities and consequently become dependent.

As such a child develop in these main areas 幼儿教育发展代写

i. Seek independence:  A child need to be fee from their care-givers to make their own choices and be self-confident.

ii. Cognitive development: The child starts to show ability to think and reason.

iii. Emotional and social development: A child tries to manage their feelings towards self and others.

iv. Language: At the age of 3 years a child should be able to say at least 50 words. At the age of 5 years they have thousands of words and are able to carry on a conversation.

v. Sensory and motor development: Such activities like walking, kicking, drawing and more are developed. By the age of 5 years they know how to dress and undress and use most of their sensory and motors.

幼儿教育发展代写
幼儿教育发展代写

However, there are red flags in social-emotional development at this stage which include 

i. Lack of imitation abilities. For instance, a child not able to learn from the environment or other stimulations like kicking a ball, laughing among others aspects (Osofsky, 2009).

ii. Being dependent on the care-giver: A child fails to develop autonomy to do such things as undressing, toileting, or feeding.

iii. Lack social abilities: A child’s inability to make friends and cannot cope during interactions. A socially incapable child keeps to him/herself and cannot play with children of same age.

Therefore, it is the role of the care giver to implement support secure attachment with the child at various levels at this stage as shown below.

At the age of 3 years the caregiver should 幼儿教育发展代写

i. Create social and playful environment: A care giver can initiate plays like football, running, hid and seek to help the child become playful. It can also be done by buying him/her toys. Also, a child need to be given a chance to play with other children.

ii. Encourage independence: A child need to be trained on how to toilet, undress or dress, wash hands and more. Also, a child need to learn how to feed him/herself.

At the age of 4 to 5 years the caregiver should 幼儿教育发展代写

i. Positive behavior support through attachment (Wittmer, 2011; Jolstead et al., 2017): A care giver can reward a child for doing good and withdraw them for bad behavior. A child will learn to good those things that rewards and hence improve on good behavior.

ii. Foster emotional response: A caregiver can play with the child to help them experience and express their emotions. A child learn social roles and hence opportunity to develop social skills, expressing and coping with feelings, stress, and exercise control over their environment as well as making decisions.

References 幼儿教育发展代写

Hartshorne, T. S., & Schmittel, M. C. (2016). Social- emotional development in children and youth who are deafblind. American Annals of the Deaf, 161(4), 444–453.

Jolstead, K. A., Caldarella, P., Hansen, B., Korth, B. B., Williams, L., & Kamps, D. (2017). Implementing positive behavior support in preschools: An exploratory study of CW-FIT Tier 1. Journal of Positive Behavior Interventions, 19(1), 48-60.

Osofsky, J. (2009). Attachment. Retrieved from http://himh.clients.squiz.net/__data/assets/pdf_file/0004/2767/2-Attachment.pdf

Wittmer, D. (2011). Attachment: What works? What works brief series. 24, 1-5.


 

幼儿的社交和情感发展

名称

机构

幼儿的社会情感发展

幼儿教育发展代写 幼儿的社交和情感发展:3至5岁的幼儿处于发育期。根据 ···

 

3至5岁的幼儿正在成长中。根据Hartshorne和Schmittel(2016)的研究,社会发展是指在互动过程中使男性保持紧密,安全依恋的能力。他们几乎在世界的每个方面都发展了自己的知识基础以及社交和情感技能的能力。

3至5年的阶段构成了社会心理发展,其中涉及自治与羞耻和怀疑。儿童正在通过诸如自我调节,上厕所,进食和穿衣的方式学习自给自足。在4岁时,他们进入了心理社会发展阶段,这构成了主动而不是内versus。在这个年龄段,他们通过玩耍,幻想和探索以及与同伴的参与,参与和合作来扩展技能,从而学会变得更加独立。但是,根据埃里克森的说法,如果孩子错过了这个发展阶段,他们可能会变得恐惧,被社会排斥,对孩子的活动缺乏兴趣并因此变得依赖。

这样的孩子在这些主要领域发展 幼儿教育发展代写

一世。寻求独立性:孩子需要向看护者付费以做出自己的选择并保持自信。

ii。认知发展:孩子开始表现出思考和推理的能力。

iii。情绪和社会发展:孩子试图控制自己对自己和他人的感觉。

iv。语言:3岁以下的孩子应该能够说至少50个单词。在5岁的时候,他们有成千上万的单词,并且能够进行对话。

v。感觉和运动发育:开展了诸如步行,踢脚,绘画之类的活动。到5岁时,他们知道如何穿着,脱衣服以及使用大部分的感觉和运动。

但是,现阶段社会情感发展存在一些危险信号,包括

一世。缺乏模仿能力。例如,一个孩子不能从环境中学习,也不能从踢脚,笑等其他刺激中学习(Osofsky,2009)。

ii。依赖照顾者:孩子没有发展自主权去做诸如脱衣服,上厕所或进食之类的事情。

iii。缺乏社交能力:孩子在交往中无法交朋友,无法应付。缺乏社交能力的孩子会照料自己,不能与同龄的孩子一起玩。

因此,照护者的作用是在此阶段在各个阶段与孩子一起实现支持牢固的依恋,如下所示。

在3岁时,看护者应 幼儿教育发展代写

一世。创造社交和嬉戏的环境:照顾者可以发起踢足球,跑步,躲藏等游戏,并寻求帮助孩子变得嬉戏。也可以通过购买他/她的玩具来完成。另外,需要给孩子一个与其他孩子一起玩耍的机会。

ii。鼓励独立:需要对孩子进行如厕,脱衣服或穿衣服,洗手等方面的培训。另外,孩子需要学习如何养活自己。

在4至5岁时,看护者应幼儿教育发展代写

一世。通过依恋获得积极的行为支持(Wittmer,2011; Jolstead等,2017):照顾者可以奖励表现良好的孩子,而为表现不好的孩子退学。一个孩子将学会善于奖励那些有益于改善良好行为的事物。

ii。促进情绪反应:照顾者可以与孩子一起玩耍,以帮助他们体验和表达情绪。孩子将学习社交角色,从而有机会发展社交技能,表达和应对情感,压力并控制他们的环境并做出决定。

References 幼儿教育发展代写

Hartshorne, T. S., & Schmittel, M. C. (2016). Social- emotional development in children and youth who are deafblind. American Annals of the Deaf, 161(4), 444–453.

Jolstead, K. A., Caldarella, P., Hansen, B., Korth, B. B., Williams, L., & Kamps, D. (2017). Implementing positive behavior support in preschools: An exploratory study of CW-FIT Tier 1. Journal of Positive Behavior Interventions, 19(1), 48-60.

Osofsky, J. (2009). Attachment. Retrieved from http://himh.clients.squiz.net/__data/assets/pdf_file/0004/2767/2-Attachment.pdf

Wittmer, D. (2011). Attachment: What works? What works brief series. 24, 1-5.

幼儿教育发展代写
幼儿教育发展代写
 
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