Social Interactions And Development : Young Age Group Essay

The expected pattern starts at 0-3 years where a child is expected to develop the most. They have little control over their bodies at 0-1 years and are dependent on their natural instincts eg: sucking, grasping.

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

At 6 weeks infants develop a social smile, at 3 month laughter and curiosity develop, at 4 months full responsive smiles emerge, from 4-8 months they develop anger, from 9014 months they develop a fear of social events, at 12 months the are fearful of unexpected sights and sounds, and at 18 months they are self-aware, feel pride, shame, and embarrassment. In the first two years, infants develop from reactive pain and pleasure to complex patterns of social awareness. Emotions in infants are produced from their body as opposed to their thoughts. Therefore fast and uncensored reactions are common in infants. During their toddler years, the strength of their emotions will increase.

There are six milestones to understand the emotional role in the cognition development the begin life cycle. The first one is making sense of sensations. This is the first time the infant makes sense of the world around them. The next milestone is Intimacy and Relating. This is when they start to react to other feeling by their emotional cues and actions. The third milestone is Buds of Intentionality. This is when te infant uses gesture and expressions to initiate and respond to a

JJ is a 3-year-old Caucasian male that is currently being observed in a daycare setting located at the Erie Community college in WNY. This observational study is to see what characteristic can help us understand how the developmental process is with JJ, and what part has more emphasis on social factors that is contributing to his cognitive development. JJ is in the Erie Community College daycare, while his mother or father is attending their college classes around 10:00 a.m. JJ is wearing a blue sweatshirt and a pair of jeans with sneakers. While observing him for the first five minutes, he was not engaging in the activities, while not really expressing any emotions towards the peers, teachers, and his environment.

Our brain developments are growing by the physical experience. We learned the fire was hot and ice was cold by the physical contact. “Early childhood experience is crucial in developing those parts of the brain that are largely dedicated to social interaction, empathy, and other interpersonal concerns” shows the correct way to be mature and proved Hening’s point of our brain develop by experience. We have to control the time on virtual interaction in order to have more time to gain social experience. At the same time, social development impact our way to emerging adulthood. We continue improving ourselves and extending our knowledge for the purpose of adapt the new society and the new social media. Emerging adulthood became a necessary period

During a study of Alisa N. Almas, they examined previously orphaned children’s social skill. They found out that children under institutional rearing appear to have diminished social functioning across numerous in their relationships with caregivers, peers, and families. They are focused on the early stages of development but, one has to understand first the effects of on a child’s social development in middle

Building up the starting points of social development is driven by the experience of feelings also referred to as emotions. Feldman (2014) indicates that emotions are experienced at a very young age. He asserts that developmentatlists indicate true emotion has three constituent parts: biological, cognitive and behavioral. At a very young age an infant might exhibit an expression that would indicate an emotion, nevertheless it is believed that the young infant is not experiencing the cognitive component (not aware of the meaning of this feeling). Furthermore they are not at the cognitive level to achieve the behavioral component in which we would recognize an adaptive purpose to thus an expression of emotion.

After two observation on children at the same age, I expected to see a different in behaviors. As I observed him, he started to see how he interact with the children around. I came to the conclusion that most children develop the same way socially as their peers of the same age. According to Zerotothree.org (2010), Children should start to play with peers in associative and collaborating play.

Social interaction and development is very important to how a living being develops and grows. Without it, [name withheld] wouldn’t be able to function as properly as she does now. Around the age of nine months, [name withheld]’s mother displayed emotions all in front of her. Her mother knew that she was always staring at her, as this is normal for babies to do. This is called social referencing; a process that infants use. It is wherein infants use the affective displays of an adult to regulate their behaviors toward environmental objects, persons, and situations. This provided an insight for her to get a sense of their new environment and the people and objects that form a part of it.

Children between the ages of eight and eleven years tend to base friendships on shared common interests and compatibility with others. They form strong same-sex friendships, and gender differences begin to occur. For example, boys tend to meet each other in large groups and partake in activities such as sports, whereas girls meet in smaller groups, usually in pairs, and share secrets and confidences.

This purpose of this study, done in Pakistan, was to identify social development in the early childhood years. One hundred and forty, random selected, boys and girls from Lahore City were used in this study. Fifteen was randomly chosen from each of eight private schools between the ages of 3 and 8. They were divided into three groups; 3 to 4 year olds, 4 to 6 year olds and 6 to 8 year olds. A checklist was developed to help collect data about children’s social development, consisting of 53 questions and two columns of yes or no, for opinions of teachers, by three experts in childhood education. The checklist covered areas of development consisting of individual characteristics, social skills, communication skills and peer relationships. One of the experts visited each of the schools and explained to the teachers how to observe the children. After one week the observational sheets were collected. Percentages computed identify various patterns in the data to reach certain conclusions. The results in the 3 to 4 year olds were: 60% do not usually show a positive mood for the whole day; positive relationships with peers is shown in 75%; when reminded 30% say thank you; 65 percent interact in non-verbal ways with peers such as a nod or a smile, and engage in games with adults; 60% showed interaction and exchange of information with peers; 68% participated in classroom group activities; 75% feel embarrassed when someone talks about their words or habits to someone else; 63% showed

Children start to understand emotions very young. It’s known that children, as young as two years old, are able to talk thoroughly about emotions. Children between the ages of 18 and 24 months old use conversations about feelings primarily to comment on their own feelings or those of another person. As soon as children are able to talk, they begin to report on their own feelings and feelings of others. They, also then, are able to project those feelings on nonhuman objects. Harris says that children’s recognition of emotion does not come solely from living displays of emotions, because children are able to attach different emotions onto dolls, stuffed animals, and made-up characters.

This paper will describe the relationship/social development that occurs during the ages of 13 through 19, known as adolescence (teenage years). These are the years where a teenager’s priority changes from home/family to their peers. The peer groups are a major reference point for developing personal identity along with finding values and moral judgment that may differ from what they have learned at home. With technology today dating/romantic relationships often form in the early teen years. These relationships are frequently considered to be “cyber dating” and do not normally last longer than a few months. As the teenager grows the relationship status and expectations change and can lead to sexual relationships. While priority may have

Individuals develop a comprehension of social and moral development at a young age. Over the span of a lifetime, an individual will proceed through eight prominent levels of transformation that enhances a particular developmental function. (Ormrod, 2014). Erik Erikson, universally respected as a primary philosopher of the 20th century, founded the eight prominent levels of transformation which focus on individuals from birth through advanced adulthood (Kivnick, & Wells, 2014).