Social Competent Behavior Analysis

Emotional development is a complex task that begins in infancy and continues into adulthood. The first emotions that can be recognised in babies include joy, anger, sadness and fear. Later, as children begin to develop a sense of self, more complex emotions like shyness, surprise, elation, embarrassment, shame, guilt, pride and empathy emerge. Primary school children are still learning to identify emotions, to understand why they happen and how to manage them appropriately. As children develop, the things that provoke their emotional responses change, as do the strategies they use to manage them.

Think back to high school and the number of different groups that there were. Now think of the way that you would classify people back then and how you classify people today. You make these judgements about people without even knowing anything about them. This is known as social cognition. It is the way your brain processes and understands intergroup and interpersonal processes and actions. Social cognition covers things such as attitudes, prejudices, identities, and other things we use to classify people. Overall people will make attributions one of two ways. The first was is by being a naïve scientist. If you are a naïve scientist, you are more likely to put thought and effort when figuring out social inferences. The use information

This method was implemented alongside of the student’s typical Applied Behavior Analysis interventions. The researchers addressed certain elements they wanted to monitor in the students. These were eye contact, length of time being seated, body posture, body awareness, balance and depth perceptions, imitation, receptive skills related to spatial relationships, and self-injurious behavior (Radhakrishna et al., 2010).

Therefore this shows an early childhood educator that having social interactions can have positive effects on a child's emotions, but if social interactions between children are negative, it can also have a negative effect on a child's emotions that could impact their development. The emotional effects a child aged 2-5 years would have with poor interpersonal skills and lack of social interactions include, having negative and/or no friendships with others, displaying symptoms of fatigue and lack of hunger Moellers and Kwantes (2015). Thus stating that child social interaction plays an important role in a child's development as it promotes forming strong bonds and relationships with others. This will display positive effects on a child's emotions

Social cognition is is a sub-subject of social brain research that spotlights on how individuals process, store, and apply data about other individuals and social circumstances. It concentrates on the part that psychological procedures play in our social cooperations. Formative therapists additionally contemplate how social perception creates throughout youth and pre-adulthood. As kids develop, they turn out to be more mindful not just of their own sentiments, musings, and intentions yet in addition of the feelings and mental conditions of others. As this mindfulness expands, kids turn out to be more capable at seeing how others are feeling, knowing how to react in social circumstances, taking part in prosocial practices, and taking the point

Relationships and positive interactions in children while growing up form the basis for their learning and development and this is determined by each child’s unique and personal attributes (National Infant & Toddler Child Care Initiative, 2010; Clinton, 2013). In order for children to make and keep friends, Stephens (2002, p. 1-2) reported that they must “recognize shared interests, gracefully join into play, pay attention to non-verbal communication cues, identify common goal, listen to and respect feelings, empathize with another person’s perspective, practice compassion, cooperate, accept others, include others and extend a trust-worthy, helping hand.” Development is a deliberate process and action, therefore, children have the innate desire

Among all different developmental fields, emotional expression plays a very important role for people to understand infants and toddlers’ feelings before they can express their thoughts accurately by language communication. In simple words, emotion means the rapid appraisal of the personal significance of the situation, which prepares people for action. For example, happiness, interest, surprise, fear, anger, and sadness are the six basic emotions in humans (Berk, 2012); people can easily identify one’s emotional state by observing his or her facial expression in many situations. Although the expression of emotion is universal, much research shows that emotional development can vary quite a bit by culture.

Tanyel, (2009, p. 10), quoted emotional regulation is the individual effort to manage, inhibit, enhance, or modulate emotion. He stated that self-awareness is the groundwork for emotional into patterns is a major challenge for toddlers and is also needed for high-level thinking. Toddlers expresses themselves through gestures, cheerful voice and smiles from their parents. The most importantly, views are based on hereditary and environmental factors within the child. The factors are child’s temperament, family circumstances, parenting styles, cultural traditions. The parent’s emotional health as well as the child’s expectations influences the quality of

Prosocial behavior is important to psychologists because it is a significant part of development in a child. Children learn prosocial behavior from many influences in their lives including parents, peers, teachers, caregivers, and the media (Williams, O’Driscoll, & Moore, 2014). Prosocial behavior is any action intended to help others. Children learn their earliest behaviors from their parents. If a child never participated in prosocial behavior, there would be negative impacts. Some negative impacts could include: less likelihood to develop a sense of gratitude, less involvement with others, and Imitating their parent’s actions plays a crucial role in their social interactions throughout the child’s

Families had the chance to pick up to 8 social skills they wish their child could develop this year. They were also given the opportunity to write one of their own. Five surveys wrote their own social skill for their child. Some of those skills that were listed were, confidence, “Feels responsible for other students”, and ……. Out of the twenty surveys that were returned, half of the families marked listening as a skill they wish their child could improve on. Next, following directions and being responsible were both equally checked off to develop (6 out of 20 students). Then, 13% of responses checked “asking for help” as an important social skill they wish their child could further develop. Following rules were checked 3 out of 38 total items checked and taking turns was marked by one family. Two family surveys came back stating their child did not need to improve on any of the social skills.

As social beings one of the most important tasks during childhood is to develop adequate social and communicative skills, to enable successful interaction with the wide variety of people and situations encountered throughout life (Moore, 2010). Social cognition refers to the understanding of our own behaviour and that of others, and is at the heart of an individual’s ability to get along with other people (Astington & Olson, 2010). The foundations of social competence that are developed in the first few years of life have been closely linked to a child’s later ability to functionally adapt in school and to form successful relationships throughout life (Cohen, 2005). The No Child Left Behind Act brought in in 2001 in the US, requires that

The first looks at babies which can include joy, anger, sadness and fear. Later as a child begins to develop a sense of a child’s self, more complex emotions such as becoming shy, surprise, guilt, shame as well as empathy. A child in primary school, is still learning to identify their emotions, to use this to understand why they happen and how they can manage these appropriately. As a student develops, there are things that provoke that emotional response change, as do the strategies they may use to manage them. There is also many things that can affect the way a child expresses emotions, both through words as well as behaviour. These may also include values, beliefs about appropriate as well as inappropriate ways of expressing emotions that children learn. Whether this is from parents, carers as well as teachers. How effective a student’s emotional needs are usually met, as well as a student’s temperament.

A great deal of investigation remains to be done before one can draw specific conclusions as to why and how individual differences in executive functioning predicts successful emotion regulation. To make more precise predictions going forward, researchers need to single out different forms of emotion regulation, and investigate what cognitive and neurological processes they rely on to succeed. Understanding their mechanisms and functional processes will shed light on how they are connected to the executive

One interesting facts I learned from this week’s reading, was that 42% - 80% of children diagnosed with ASD experience some sort of sensory dysfunction.

For this reason, teachers should teach socio-emotional skills with intention, as similar to how abilities such as reading and writing, for example, are initiated with purpose and structure. As an illustration, instead of suppressing a child’s negative emotions, teachers are encouraged to label the resulting body language. This assists the student to identify, and consequently manage, their feelings independently. Additionally, emotional intelligence can be promoted by assessing the educational environment and teaching practices to endorse self-regulation, such as creating a ‘caregiving box’ or ‘safe place’ for children to manage their emotions and return to a calm state