Parent roles meghann collins

The Role of the The Role of the Parents in Parents in

Emotional and Emotional and Social Social

Development in Development in Preschool Children Preschool Children

Meghann CollinsMeghann CollinsUniversity of Central FloridaUniversity of Central Florida

Why Social and Emotional Why Social and Emotional Development?Development?

Brain researchers have found that preschool years Brain researchers have found that preschool years are a critical developmental transition period, and are a critical developmental transition period, and social and emotional intelligence play a crucial role social and emotional intelligence play a crucial role in learning and growth.in learning and growth.

Studies have shown that young children’s social and Studies have shown that young children’s social and emotional competence can be used as a major emotional competence can be used as a major predictor of academic achievement.predictor of academic achievement. It can also be a protective factor in low-income children, It can also be a protective factor in low-income children,

where children who can effectively handle emotions or where children who can effectively handle emotions or behaviors are likely to do better academically despite behaviors are likely to do better academically despite multiple stressors.multiple stressors.

A lack of social attachments in childhood may lead A lack of social attachments in childhood may lead to loneliness later in life, which is associated with to loneliness later in life, which is associated with physical, social, and psychological consequences.physical, social, and psychological consequences.

Children often need adult guidance as they develop Children often need adult guidance as they develop socially and emotionally.socially and emotionally.

(Willis & Schiller, 2011; Rosenthal & Gatt, 2010; Lawhon & (Willis & Schiller, 2011; Rosenthal & Gatt, 2010; Lawhon & Lawhon, 2000)Lawhon, 2000)

Emotional Development Emotional Development OverviewOverview

Children make important strides towards emotional Children make important strides towards emotional competence between ages 2 and 6.competence between ages 2 and 6.

Preschoolers gain in emotional understanding and, Preschoolers gain in emotional understanding and, as a result, are able to talk about feelings and as a result, are able to talk about feelings and respond appropriately to emotional signals of others. respond appropriately to emotional signals of others.

Preschoolers also become better at emotional Preschoolers also become better at emotional regulation, such as coping with negative emotion.regulation, such as coping with negative emotion.

Parenting has a strong influence on development of Parenting has a strong influence on development of emotional competence.emotional competence.

(Berk, 2007)(Berk, 2007)

Emotional Emotional UnderstandingUnderstanding

Preschool children begin to identify causes, Preschool children begin to identify causes, consequences, and behavioral signs of emotion.consequences, and behavioral signs of emotion.

Preschoolers can also predict what a playmate Preschoolers can also predict what a playmate expressing a certain emotion, such as anger, might do expressing a certain emotion, such as anger, might do next. next. They realize that thinking and feeling are interconnected (i.e. They realize that thinking and feeling are interconnected (i.e.

someone reminded of a sad experience is likely to feel sad).someone reminded of a sad experience is likely to feel sad). They come up with effective ways to relieve another’s They come up with effective ways to relieve another’s

negative feelings. For instance, a child may hug negative feelings. For instance, a child may hug someone who is feeling sad to reduce that feeling.someone who is feeling sad to reduce that feeling.

However, interpreting situations that offer conflicting However, interpreting situations that offer conflicting cues about how a person is feeling can be difficult.cues about how a person is feeling can be difficult. When shown a picture of a happy-faced child with a broken When shown a picture of a happy-faced child with a broken

bicycle, preschool children focus on the most obvious aspect of bicycle, preschool children focus on the most obvious aspect of the emotional situation and conclude that the child is happy the emotional situation and conclude that the child is happy

(Berk, 2007)(Berk, 2007)

Parental Influences on Parental Influences on Emotional UnderstandingEmotional Understanding

When parents frequently acknowledge child’s When parents frequently acknowledge child’s emotional reactions and talk about diverse emotions, emotional reactions and talk about diverse emotions, the child is better able to judge others’ emotions.the child is better able to judge others’ emotions.

Secure attachment with mother and trusting Secure attachment with mother and trusting relationship leads to better understanding of emotion.relationship leads to better understanding of emotion. Secure attachment is related to richer conversations about Secure attachment is related to richer conversations about

feelings.feelings. Secure attachment is formed during infancy and involves the Secure attachment is formed during infancy and involves the

parent being the “secure base” for the child, which will parent being the “secure base” for the child, which will ultimately create the foundation for future relationships and ultimately create the foundation for future relationships and social competency.social competency.

(Berk, 2007; Tanyel, 2009)(Berk, 2007; Tanyel, 2009)

Emotional RegulationEmotional Regulation Emotional regulation is an effort to adjust Emotional regulation is an effort to adjust

our emotional state to a comfortable level our emotional state to a comfortable level of intensity, through managing, inhibiting, of intensity, through managing, inhibiting, enhancing, or modulating emotions.enhancing, or modulating emotions.

Young children begin to develop an Young children begin to develop an awareness of self as separate from the awareness of self as separate from the surrounding world and this self-awareness surrounding world and this self-awareness is the foundation for emotional regulation.is the foundation for emotional regulation.

Language also contributes to improved Language also contributes to improved emotional regulation.emotional regulation. By age 3 to 4, children verbalize a variety By age 3 to 4, children verbalize a variety

of ways to adjust their emotional arousal to of ways to adjust their emotional arousal to a more comfortable level.a more comfortable level.

Temperament can affect emotional Temperament can affect emotional regulation.regulation. Children who experience emotions more Children who experience emotions more

intensely find it harder to inhibit feelings intensely find it harder to inhibit feelings and manage emotions.and manage emotions.

(Berk, 2007; Tanyel, 2009)(Berk, 2007; Tanyel, 2009)

Parental Influences on Parental Influences on Emotional RegulationEmotional Regulation

Development of a trusting Development of a trusting relationship and secure attachment is relationship and secure attachment is important in developing a child’s important in developing a child’s emotional regulation.emotional regulation.

Preschoolers learn strategies for Preschoolers learn strategies for regulating emotion by watching regulating emotion by watching adults as they regulate their adults as they regulate their emotions.emotions.

Parents who are warm and patient Parents who are warm and patient and suggest and explain strategies and suggest and explain strategies for regulating feelings can for regulating feelings can strengthen the child’s ability to strengthen the child’s ability to handle stress. handle stress.

(Berk, 2007; Tanyel, 2009)(Berk, 2007; Tanyel, 2009)

Relationship ActivityRelationship Activity Think of someone who was really special to you Think of someone who was really special to you

when you were growing up.when you were growing up.

What made you think of this person?What made you think of this person?

What did they do that made them important or What did they do that made them important or special to you?special to you?

Social Development Social Development OverviewOverview

Universally, children desire to have a friend, playmate, and Universally, children desire to have a friend, playmate, and loved one, and they also want to be a part of a family or loved one, and they also want to be a part of a family or group.group. ““Every child needs one person who is crazy about him.” - Uri Every child needs one person who is crazy about him.” - Uri

BronfenbrennerBronfenbrenner As children become increasingly self-aware and better at As children become increasingly self-aware and better at

communicating and understanding the thoughts and feelings communicating and understanding the thoughts and feelings of others, they become more skillful at interacting with of others, they become more skillful at interacting with peers. peers.

Peers provide children with unique learning experiences. Peers provide children with unique learning experiences. Because they interact on equal footing, children must work Because they interact on equal footing, children must work at cooperating, keeping conversation, and setting goals in at cooperating, keeping conversation, and setting goals in play.play.

(Berk, 2007)(Berk, 2007)

Social Skill DevelopmentSocial Skill Development Some important skills for social development:Some important skills for social development:

ConfidenceConfidence CuriosityCuriosity Self-controlSelf-control CooperationCooperation CommunicationCommunication RelatednessRelatedness IntentionalityIntentionality

Confidence, self-control, and communication Confidence, self-control, and communication form the foundation for the other skills to build form the foundation for the other skills to build upon.upon.

It is important for parents to foster these skills It is important for parents to foster these skills by modeling and talking about them. by modeling and talking about them.

(Willis & (Willis & Schiller, 2011)Schiller, 2011)

FriendshipsFriendships Friendships serve as important Friendships serve as important

contexts for social and emotional contexts for social and emotional development. development.

For preschoolers, a friend is someone For preschoolers, a friend is someone “who likes you” and someone you “who likes you” and someone you play with a lot; it is not a long-term play with a lot; it is not a long-term relationship. relationship.

Interactions between friends include Interactions between friends include reinforcement or praise for reinforcement or praise for behaviors, emotional expressions, behaviors, emotional expressions, such as laughing and looking at each such as laughing and looking at each other, and social support.other, and social support.

Friendships can help children Friendships can help children integrate into the learning integrate into the learning environment once they enter environment once they enter kindergarten. kindergarten.

(Berk, 2007)(Berk, 2007)

Parental Influences on Parental Influences on Social DevelopmentSocial Development

Children first acquire skills for interacting with Children first acquire skills for interacting with peers through interacting with family.peers through interacting with family.

Preschoolers whose parents arrange play Preschoolers whose parents arrange play opportunities tend to be more socially skilled.opportunities tend to be more socially skilled.

Sensitive and emotionally expressive Sensitive and emotionally expressive communication linked with secure attachment communication linked with secure attachment and a trusting relationship with parents may and a trusting relationship with parents may be responsible for more responsive, be responsible for more responsive, harmonious peer interactions in children.harmonious peer interactions in children.

Highly involved, emotionally positive, Highly involved, emotionally positive, cooperative play between parent and child is cooperative play between parent and child is associated with peer acceptance, social skills, associated with peer acceptance, social skills, and positive peer relations.and positive peer relations.

(Berk, 2007)(Berk, 2007)

ParentsParents

A common theme among parental A common theme among parental influences on child social and emotional influences on child social and emotional development: Establish a secure and development: Establish a secure and trusting relationship!trusting relationship!

Trusting relationships are the foundation Trusting relationships are the foundation for emotional and social learning and for emotional and social learning and development.development.

Supporting Emotional and Supporting Emotional and Social DevelopmentSocial Development

Spend time with individual children several Spend time with individual children several times a day and adapt to their moods.times a day and adapt to their moods.

Read books that contain emotional Read books that contain emotional vocabulary and situations and demonstrate vocabulary and situations and demonstrate emotional regulation and expression.emotional regulation and expression.

When your child has trouble expressing When your child has trouble expressing feelings, clarify or elaborate on their feelings, clarify or elaborate on their intentions.intentions.

Establish a predictable environment and Establish a predictable environment and keep the order of routines the same every keep the order of routines the same every day.day.

Show empathy to help your child develop Show empathy to help your child develop self-calming strategies.self-calming strategies.

(Tanyel, (Tanyel, 2009)2009)

Tips for Encouraging Tips for Encouraging Your ChildYour Child

Get your child’s attention.Get your child’s attention. Use behavior specific language.Use behavior specific language. Keep it simple - avoid combining Keep it simple - avoid combining

encouragement with criticism.encouragement with criticism. Encourage with enthusiasm.Encourage with enthusiasm. Double the impact with physical warmth.Double the impact with physical warmth. Use positive comments and Use positive comments and

encouragement with your child in front encouragement with your child in front of others.of others.

(Center, n.d.)

Play!Play! Follow your child’s lead.Follow your child’s lead. Wait, watch, and then join your child’s play. Wait, watch, and then join your child’s play. Talk, talk, talk about what your child is Talk, talk, talk about what your child is

doing. doing. Encourage your child’s creativity.Encourage your child’s creativity. Watch for your child’s cues.Watch for your child’s cues. Avoid power struggles.Avoid power struggles. Have fun together!Have fun together! http://www.naeyc.org/play/parentshttp://www.naeyc.org/play/parents

(Center, n.d.)

Social Skills to Look for Social Skills to Look for During PlayDuring Play

Gives suggestions (“Let’s play!”)

Shares toys and other materials

Takes turns Is helpful Gives compliments Understands how and

when to give an apology

(Center, n.d.)

HomeworkHomework

List 5 things that you will do in the List 5 things that you will do in the next week to help build a positive next week to help build a positive relationship with your child. Things relationship with your child. Things that will make your child feel really that will make your child feel really special!special!

Visit Visit the CSEFEL websitethe CSEFEL website for great for great resources for parents!resources for parents!

Questions or Questions or Comments?Comments?

ResourcesResources Berk, L. E. (2007). Berk, L. E. (2007). Development through the lifespanDevelopment through the lifespan (4th ed.). (4th ed.).

Boston: Allyn & Boston: Allyn & Bacon.Bacon. Center on the Social and Emotional Foundations for Early Center on the Social and Emotional Foundations for Early

Learning (n.d.). Learning (n.d.). “Parent training modules.” Retrieved from “Parent training modules.” Retrieved from

http://csefel.vanderbilt.edu/resources/training_parent.htmlhttp://csefel.vanderbilt.edu/resources/training_parent.html.. Lawhon, T., & Lawhon, D. C. (2000). Promoting social skills in Lawhon, T., & Lawhon, D. C. (2000). Promoting social skills in

young young children. children. Early Childhood Education Journal, 28 (2),Early Childhood Education Journal, 28 (2), 105- 105-110.110.

Rosenthal, M. K., & Gatt, L. (2010). ‘Learning to live together’: Rosenthal, M. K., & Gatt, L. (2010). ‘Learning to live together’: Training early Training early childhood educators to promote socio-childhood educators to promote socio-emotional competence of emotional competence of toddlers and pre-school children. toddlers and pre-school children. European Early Childhood Education European Early Childhood Education Research Journal, 18,Research Journal, 18, 373-390.373-390.

Tanyel, N. E. (2009). Emotional regulation: Developing Tanyel, N. E. (2009). Emotional regulation: Developing toddlers’ social toddlers’ social competence. competence. Dimensions of Early Dimensions of Early Childhood, 37,Childhood, 37, 10-14. 10-14.

Willis, C. A., & Schiller P. (2011). Preschoolers’ social skills Willis, C. A., & Schiller P. (2011). Preschoolers’ social skills steer life success. steer life success. Young Children, 66,Young Children, 66, 42-29. 42-29.