Social Emotional Milestones

biting lips, excessive lip licking and even thumb sucking are ways a child can express tensions.

Social and emotional development begins by showing affection and becoming attached to parents or carers and becoming what we usually call ‘clingy’. Young children may become distressed when a parent leaves the room or is not in sight. Slightly older children may demand attention and use tantrums to get their own way. They will generally be easily distracted from unwanted behaviour.

* Capable of feeling jealous, for example if you were to show another child more attention than another child, this child would become jealous and may show anger.

The child may show anger or there may be constant crying when he plays with other children.

| * Playing alongside other children and copying their actions * Temper tantrums if they are frustrated

To begin, Premature babies are known to have social developmental issues. A family memberRepeated Stem was born prematurely with minor complications, creating shielding parents. Unknowingly, the overprotective parents instilled fear into her. Growing up her parents were always so afraid something dangerous might happen to, because she was fragile. The parents coddled her and did not allow her to grow more fulfilling, meaning as for a child she had so many doubts, contributing to her anxiety. Now the daughter avoids anything that might trigger her anxiety.

In chapter 10, Emotional Development and Attachment, they describe an attachment as an emotional bond that a child can develop with a person that provides them with a sense of security. In reactive attachment disorder (RAD) a child is unable to form any attachment; “the child is withdrawn from caregivers and shows disturbance in both social and emotional functioning.” The book says that the cause of attachment is because there was no consistence within the caregiving, sensitivity and responsiveness that these children receive. RAD occurs most in children that are raised with multiple changing caregivers, like those that are raised in orphanages. Children raised in a closer setting like a foster care have less of a chance of having RAD.

According to Erikson, children of this age tend to demonstrate a wide range of emotions; they tend to be dominating, uninhibited, and self-loving. Sometimes the child is very loving and wants to be close, and at

In the case study, Dasani goes through many hardships. Over time, the events that occur take a toll on her. Through the losses she experiences, Dasani exhibits behavior that can be explained with four theories. These theories are Piaget’s Cognitive Theory, Physiological Theories of Emotion, Relational Theory, and Social Identity Theory.

The purpose of the ‘transition day’ at The Huddle was to equip Year 5/6 students with social and emotional self-awareness to assist in their transition into secondary education. The learning of social and emotional skills was introduced to students in small groups led by pre-service teachers, focussing on playing games that required attention to teamwork, individual effort, and competitive spirit. Following these games, discussions were held with the students, reflecting on the process in which they engaged emotionally and/or socially with aspects of successfully completing a game. Student would then write their reflections in response to structured questions into a booklet, allowing them to reflect again as they continue to move towards the end of their primary education and the beginning of their secondary education. Student’s reflections would include the identification of social or emotional skills required to successfully complete a task, and an evaluation of why particular skills are important as they transition. Ang and Penney (2013) conducted researched on the implementation of social and emotional earning within a sports education unit, identifying three key phases, all of which were evident in the Transition Day. Phase One involves outlining the activity, defining outcomes, and setting goals. Phase Two involves engaging in the activity around teamwork and team-building skills. Phase Three

In order to support social and emotional development and provide positive guidance I make sure the child knows that they are important to me. I do this by acknowledging them from the first day I meet them. I warmly greet my students every day. I ask them how they are feeling and we discuss our feelings during our morning routine. I encourage participation by reminding the children that all feelings are okay and that how we re-act to those feelings is most important. I model empathy, compassion listening skills and encouraging behavior on a daily basis. Children learn by example. When I display a positive outlook and appropriate

Emotion regulation involves intrinsic and extrinsic processing of monitoring and modifying emotional reactions in both positive or negative situations (Martins, 2012). In order for individuals to have the ability to regulate emotions, they must beware of their emotions. Although infants are unaware and lack the ability to regulate their emotions, it then becomes the role of a primary carer to nurture the infant, thus acting as a model for regulating emotions. Evidently, infants grow to reflect the ways in which their carers control and modify their emotions as well as social boundaries. Furthermore, emotion regulation is considered an important aspect of an individuals life as it 'can moderate emotions and keep them in a manageable range

This is where an infant uses a combination of actions to solve simple problems and/or achieve simple goals. Throughout this period infants commonly make the ‘A-not-B error’. This error means infants will almost always search for an object in the place they last found it (place A), rather than in a new place (place B). Zara made this error in her game of ‘hide-and-seek’. when Zara is looking for her toy rabbit, she reaches for the cushion her pacifier was last under, showing exactly how the ‘A-not-B error’ occurs in infants. As Zara grows out of the substage she is currently in, by around 18months old, she will have full capability regarding object permanence. This means she will no longer make errors such as the ‘A-not-B’, and instead will fully grasp invisible displacements. Zara will be able to mentally signify when an invisible action is occurring, such as her toy rabbit being hidden, and comprehend the location of the object whether it is visible or

The child may be afraid to speak, and afraid of becoming the target of anger for speaking without approval. This is due in part to not being spoken to by adults or experiencing meaningful discussion with adults. The child cries easily and often. The child’s world is so chaotic the child cannot handle ordinary stress. The child usually has not witnessed appropriate ways of dealing with stress. The child will act out aggressively toward peers and adults. The child models the aggressive behavior observed in the home, and when playing with others. The child will have an inability to play constructively. There is a lot of throwing or kicking, and possible destruction of toys. Many children have not been shown how to play and interact with other children. Children are working out their frustration and worry in play (http://www.uen.org). The child will show inconsistent or inappropriate display of emotions. Abuse can result in the child not learning appropriate emotional responses, as well as not being in touch with their true feelings.

In the last decade of the 20th century, many researchers became involved in in-depth analyses of the causes and consequences of specific emotions and moods at work and several theories were proposed to explain emotions in the work place and one of these theories is the affective events theory. AET is a model developed by organisational psychologists, Weiss and Cropanzano in 1996 to explain how emotions and moods influence job performance and job satisfaction, Thompson and Phua (2012). The model explains the linkages between employees' internal influences (e.g., cognitions, emotions, mental states) and their reactions to incidents that occur in their work environment that affect their performance, organisational commitment and job satisfaction. The theory proposes that affective work behaviours are explained by employee mood and