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ERIKSON & INFANT/TODDLER DEVELOPMENT; SOCIAL SKILLS

CHLD 147

LAURA DENISE HARRIS, ED.D.

COLLEGE OF THE SEQUOIAS

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OBJECTIVES�UPON COMPLETING THIS LEARNING SECTION, STUDENTS WILL BE ABLE TO….�

Identify

Identify early social behaviors displayed by infants.

1

List and describe

List and describe Erik Erikson’s first three stages of child development.

2

Describe

Describe techniques and teaching strategies that promote the building of pro-social skills in infants and toddlers.

3

Discuss and provide

Discuss and provide examples of methods that can be applied by caregivers to promote healthy brain growth in infants and toddlers.

4

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PAIR & SHARE

PAIR WITH A PARTNER AND ANSWER THE FOLLOWING QUESTION TOGETHER: �

� WHAT ARE SOME EXAMPLES OF SOCIAL BEHAVIORS IN INFANTS/TODDLERS?

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Synchrony

Imitation

Smiling

Stranger�Anxiety

Separation Anxiety

Gestures

Early Social Behaviors

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GROUP ACTIVITY

ANSWER THE TRUE/FALSE QUESTIONS WITH YOUR GROUP; WHEN YOU ARE FINISHED, WE WILL WORK THROUGH THE ANSWERS TOGETHER

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ERIK ERIKSON

ONE OF THE FIRST CHILD DEVELOPMENT THEORISTS TO �CONSIDER SOCIAL DEVELOPMENT WITHIN HIS THEORY. �
DEVELOPED A THEORY OF PSYCHOSOCIAL DEVELOPMENT PROPOSING EIGHT STAGES OF DEVELOPMENT THROUGHOUT �AN INDIVIDUAL’S LIFE. �
THE EIGHT STAGES PERTAIN TO SPECIFIC RANGES AND ARE ACCOMPANIED BY SPECIFIC OBSERVABLE BEHAVIORS THAT DETERMINE HOW A PERSON IS PROGRESSING THROUGH THE STAGE(S).

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STAGES = CONFLICTS

His theory proposed that in each stage of life a central conflict emerges between an individual’s needs and their ability to satisfy those needs. �

Conflicts are social in nature; other people are viewed as necessary to help the issues be resolved or can have a negative impact on the resolution/outcome of the conflict in each stage. �

Positive growth emerges only when the conflict is resolved in each stage. If not resolved, “growth” is stunted and the individual can not properly pass on to the next stage.

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TRUST VS. MISTRUST

Infants find that their needs are met consistently and gently; they decide the world is a good place and develop trust. �

Infants needs are not met consistently, or are met in a harsh manner, they decide that the world is unfriendly and develop mistrust. �

What is an example of something that could be influenced later in life by trust vs. mistrust?

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TRUST AND CHILDCARE

The following contribute to an infant’s sense of trust:

Stability

Support coping with separation anxiety

Small groups

Consistent caregivers

Infants who are in childcare need a program that emphasizes individual needs and responds appropriately.�

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TEACHER TIPS

HELPING A CHILD COPE WITH SEPARATION

1. BE HONEST; STATE THE FACTS.

2. NAME EMOTIONS TO HELP CHILDREN LEARN WHAT THEY ARE FEELING.

3. REMAIN CALM, BUT DON’T DOWNPLAY THE IMPORTANCE.

4. WELCOME A COMFORT ITEM FROM HOME (BLANKET, BEAR, PARENT’S ITEM, ETC.)

5. SUPPORT CHILD WITH COPING ACCORDING TO THEIR NEEDS

6. BE AVAILABLE TO COMFORT, BUT DO NOT BECOME OVERBEARING IF THE CHILD NEEDS DISTANCE.

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SENSITIVITY

Be

Parents have a hard time separating as well; be sensitive to this fact and remain supportive to the parent.

Know

Know your own insecurities or fears related to separation.

Be

Be mindful of separation issues within a program (change of caregivers, breaks, absences, etc.) and respond accordingly.

Remember

Remember: The end of the day is another separation and change of routine for infants/toddlers!

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BRAINSTORM

PAIR WITH A PARTNER AND DISCUSS SOME STRATEGIES YOU THINK COULD BE USED IN AN INFANT/TODDLER CLASSROOM TO HELP CHILDREN DEVELOP A SENSE OF TRUST AND EASE SEPARATION ANXIETY AND FEARS.

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Pictures

Familiar Routines

Caregiver Consistency

Comfort Items

Expected Activities

Greetings/Salutations

Distractions

Music

Pictures: family members may help ease their anxiety and bring them comfort.

Caregiver consistency: It is important to have the caregiver be consistent as often as possible because a person who is familiar is easier to bond to and eases the separation with parents.

Familiar routines: Develop a schedule for your childcare classroom so that the child knows what to expect every day. Knowing what is going to happen eases some of the anxiety. �Expected activities: Within the routine, you may want to do some of the same things every day. For example, the same welcome song at circle time.

Greetings/salutations: Welcoming the child eagerly is going to make them feel warm and comfortable.

Comfort items: Ask the parent to bring something from home as often as possible that will help the child- something familiar is helpful.

Distractions: Be ready with something to show them or somewhere to take them to get the mind off their parent leaving.

Music: This helps everybody be happy!

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TRANSITIONING TO DAY CARE | PENFIELD CHILDREN'S CENTER

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BEWARE…

THE “QUIET SUFFERER”

WATCH FOR CUES
RESPOND AS NEEDED
ENGAGE AND ENCOURAGE, �EVEN IF NOT VISIBLY NECESSARY.

Aloof

Anxiety Cues (sucking thumb, twirling hair, pacing)

Withdrawn

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AUTONOMY VS. SHAME/DOUBT

Children begin to assert independence through feeding and toileting, as well as other areas. If successful, they learn to be self sufficient and gain autonomy. �

If unsuccessful or not supported throughout the process, children learn to doubt their own abilities and feel shame. �

What is an example of something that can be directly impacted later in life by autonomy vs. shame/doubt?

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COMMON TROUBLES

No, No, No

Allow them to say no if appropriate�
Teaches differentiation and decision making

Me do it!

Allow them to do something on their own if available�
Teaches self sufficiency and self-help skills

Defiance

Learning assertiveness�
Strengthens development of autonomy; still need rules and guidelines

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HINDERING AUTONOMY

Uninvolved

I don’t want to assert myself for no reason

We want children to know they have opinions and can voice them

Attention span

I am always interrupted…

We want children to learn how to play with things and have imaginary experiences

Disengaged

I don’t really care about what is going on in this environment

We want children to learn how to assert themselves and speak up

What is something you should teach instead?

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INITIATIVE VS. GUILT

Children exhibit the natural desire to thrust themselves into the world and try new activities/explore new things. If successful, they learn to take initiative. �

When children are constantly reprimanded for things they do (boundaries too tight), they experience a sense of guilt about these inner urges that lead them into trouble.�

What might an adult who experienced guilt in this stage of childhood look like in the workplace?

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INITIATIVE & CHILDCARE

BE MINDFUL OF YOUR OWN CAREGIVING STYLE AND LET IT INFLUENCE, BUT NOT OVERPOWER THE WAY YOU RESPOND TO AN INFANT/TODDLER IN YOUR CARE. �
THEY NEED TO TAKE INITIATIVE IN ORDER TO GROW UP AND BE EXPLORERS, THINKERS, AND DOERS. �
ALLOW THEM TO CREATE, INVENT AND EXPLORE AS THEY SEEK OUT NEW ACTIVITIES.

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THINK & SHARE

WORK WITH A PARTNER AND DISCUSS:

WHAT IS THE DIFFERENCE BETWEEN DISCIPLINE AND GUIDANCE? �

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THE DIFFERENCE

GUIDANCE IS YOUR PHILOSOPHICAL APPROACH TO TEACHING THE STANDARDS AND EXPECTATIONS OF YOUR CULTURE.�
DISCIPLINE MEANS THE SPECIFIC TECHNIQUES USED TO ACCOMPLISH THE TASK OF GUIDING THE CHILD. �
YOUR GUIDANCE PHILOSOPHY DETERMINES HOW YOU DISCIPLINE. �
YOU MAY NOT ALWAYS DISCIPLINE THE SAME WAY, BUT WHATEVER YOU DO IT IS FOR THE ULTIMATE GOAL OF GUIDING THE CHILD TOWARD POSITIVE SOCIALIZATION ACCORDING TO YOUR CULTURAL EXPECTATIONS.

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GUIDANCE & CHILDCARE

Needs to be accepting and trust building.

Value and respect each child’s uniqueness.

Discipline isn’t necessary; simply provide the control they lack.

Infants: swaddling to help them self soothe
Toddlers: holding tightly during tantrum or upset in order to soothe

Set limits/boundaries for their protection and security.

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TEXTBOOK TECHNIQUES

Plan the environment to avoid trouble spots.

Appreciate the temperament and uniqueness of each child.

Natural consequences may be the best teacher.

Discipline should never inflict pain (physically or psychologically).

Explain why there are limits.

Cultivate a family-caregiver partnership in your program.

Model the behavior you want to teach.

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PRO-SOCIAL SKILLS

PRO-SOCIAL IS “ACTIONS TOWARD, OR INTERACTIONS WITH ANOTHER PERSON WITH NO THOUGHT OF REWARD FOR ONESELF.” �

Examples of Pro-social Behaviors
Friendliness	Compassion
Cooperation	Caring
Comforting	Sharing
Taking turns	Conflict Resolution
Empathy	Sympathy

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TEACHING GUIDELINES

Create an environment that fosters self-help skills.

Create

Encourage young children’s ideas.

Encourage

Model the behaviors you want young children to acquire.

Model

Acknowledge and support young children’s efforts to cooperate.

Acknowledge and support

Develop a sense of community.

Develop

Pay attention to any child who is constantly picked on or rejected.

Pay attention

Plant the seeds of conflict resolution.

Plant the seed

Follow a consistent daily routine and use pictures to label areas so young children can find and use (and eventually return) materials on their own.
Welcome their contributions and support their efforts to share, care for, and help each other.
Show concern for those who are upset, and say “thank you” when someone shares something with you.
Create cooperative activities- for example, an art project in which children can work together to create a “group picture.”
Establish an atmosphere in which young children are expected to be supportive and kind to each other; use phrases like “our group”, “all our friends are here” and “look a what we did together.”
Both aggressors and victims need extra attention and support to become self reliant and to have good feelings about themselves.
Do not expect them to truly flower until middle childhood; encourage young children to talk to each other, give them the words they may need, help them to see one another’s point of view, help them to decide on some kind of conclusion, and praise their effforts.

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HEALTHY BRAIN GROWTH

Nurturance: A caring and responsive way of responding to an infant’s needs.

Support: Context of care a child receives.

Security: Reliable, responsive care and safety rules enforced consistently.

Predictability: Ensures sense of security and mental growth.

Focus: Supports children’s attention in their environment.

Encouragement: Reinforces their learning.

Expansion: Building on experiences.

1. A caring and responsive way of responding to an infant’s needs; helps develop a sense of comfort and security with the baby. The comfort of this connection is vital for attachment and social growth.

2. Respect the child’s feelings and offer support by acknowledging a child’s frustrations, encouraging curiosity and enforce rules that promote social interactions with others.

3. Security is related to both nurturance and support, it is what makes a child feel safe. Caregivers provide security when they provide reliable, responsive care and when they enforce safety rules consistently.

4. Predictability is vital for a child’s sense of security and mental growth. Predictability is both social and environmental. A child needs to be able to rely on people and to find things and places. Avoids confusion and rigidity. Allows a child to feel secure and seek challenges.

5. Focus supports very young children’s attention in their environment. An infant or toddler’s attention span will increase if there are not too many toys, too many interruptions, or too many other people. Their opportunity to focus on meaningful experiences needs to be respected. Vital brain circuitry is being formed.

6. Encouragement from a knowledgeable caregiver tells a young child “I appreciate your efforts; you are becoming a competent person.” A child’s own learning is reinforced through encouragement. It is a response that understands the importance of a child’s imitation, experimentation and discovery as critical links to learning.

7. Expansion of a child’s experience involves “bathing the child in language.” Watch for their cues and build on their unique experiences. Fantasy play, talking with a child, responding to activities are all ways to demonstrate to young children the value of learning.