辅助标签
- 识别婴儿和幼儿的社交情绪里程碑。
- Discuss the role adults can play in supporting the social-emotional skills of infants and toddlers.
- Discuss what to do if you are concerned about the social-emotional development of an infant or toddler in your care.
Learn
Learn
Know
在初期的情感幸福对社会关系产生了强大的影响。情绪健康的儿童能够更好地建立和保持与成年人以及同龄人的积极关系。社会情绪发展对孩子的幸福感，是至关重要的。他们的第一个关系有助于塑造他们是谁，他们成为世界卫生组织，以及他们对世界的理解。幼儿生命中的重要人物有助于为一系列社交情绪技能奠定基础，如：
- 自我调节
- Empathy
- Turn-taking and sharing
- Positive relationships with adults and peers
Social-Emotional Milestones
通过与培育和响应的成年人的早期关系，婴儿和幼儿学会如何在关系中，如何获得他们的需求并希望遇到，以及如何识别和规范情绪。由于这些技能发展在一起，这一发展领域被称为社会情绪发展。
以下是一个突出婴幼儿和幼儿在不同年龄发展社交情感技能的图表。请记住，当涉及婴儿和幼儿符合这些里程碑的精确年龄时，存在个别差异。里程碑不是判断儿童发展的清单。相反，他们为何时期望幼儿出现的某些技能或行为提供指南，所以您准备满足其不断变化的需求。将里程碑视为帮助您了解并确定婴儿和幼儿的增长和发展典型模式的指导方针。您可以继续使用这些里程碑来帮助满足您在您的护理中的幼儿的需求。虽然图表中突出显示的技能在生命的前三年中以可预测的顺序发展，但每个婴儿和幼儿都是独一无二的。你的目标是提供帮助全部infants and toddlers in your family child care setting grow and learn to their potential.
Social-Emotional Developmental Milestones
6.months
- 知道熟悉的面孔，并开始了解某人是否是一个陌生人
- 喜欢和别人一起玩，特别是父母或监护人
- Responds to other people’s emotions and often seems happy
- Likes to look at self in mirror
12months
- Is shy or nervous with strangers
- Cries when Mom or Dad leaves
- 有最喜欢的东西和人
- Shows fear in some situations
- Hands you a book when he or she wants to hear a story
- 重复听起来和动作以引起关注
- Puts out arm or leg to help with dressing
- Plays games such as peekaboo and pat-a-cake
18 months
- 喜欢把东西交给别人作为游戏
- May have temper tantrums
- May be afraid of strangers
- Shows affection to familiar people
- 播放简单的假装，如喂娃娃
- May cling to caregivers in new situations
- 要展示其他人有趣的事情
- 独自探索，但父母或监护人关闭
24个月
- Copies others, especially adults and older children
- Gets excited when with other children
- Shows more and more independence
- Shows defiant behavior (doing what she or he has been told not to do)
- Plays mainly beside other children, but is beginning to include other children, such as in chase games
3.6.months
- Copies adults and friends
- 在没有提示的情况下向朋友展示感情
- 轮流进入游戏
- Shows concern for a crying friend
- 了解“我”和“他”或“她”的想法
- Shows a wide range of emotions
- 容易从妈妈，爸爸或监护人分开
- May get upset with major changes in routine
- 穿着和脱衣服自我
记住关于社会情绪里程碑的期望是有助于通过文化价值观和偏好的推动。成年人通过日常互动分享他们的文化价值观和儿童的信仰。关于儿童发展的想法，信仰和期望只是文化是独一无二的。意识到和尊重这些差异可以帮助您更好地了解家庭的经验，帮助为您的护理造成婴儿和幼儿。
Social-Emotional Development and Other Areas of Development
As we gain more understanding about brain growth and young children’s development, we continue to learn about the ways adult caregivers can be supportive and most effective in helping children develop and learn. This growing understanding also includes how adult caregivers can help children develop social-emotional skills. Through nurturing and trusting relationships, infants and toddlers learn about the world. Their brains mature through interactions, and they can learn that the world is safe. Through responsive caregiving from adults, they learn how to form relationships, communicate, respond to challenges, and recognize, experience, and regulate their emotions.
当婴儿和幼儿感到安全和警报时，他们更有可能观察，探索，戏剧，互动和与人和物体进行实验。这些经历领导幼儿学习和记住新事物。这个学习的基础取决于婴儿和幼儿的早期环境yabo电子游艺和关系的质量。婴儿和幼儿正在努力发展社会情感能力。
了解和支持婴儿和幼儿的社会情感发展
现在你已经阅读了里程碑图表，让我们根据组织零到三个重新审视社会情绪发展的定义：
Within the context of one’s family, community and cultural background, social-emotional health is the child’s developing capacity to form secure relationships, experience and regulate emotions, and explore and learn.
Below, take a closer look at the pieces highlighted within this definition to identify additional ways to understand and support the social-emotional development of the infants and toddlers in your care.
Birth to 3 months:
- The first three months are a time all about helping an infant learn to feel safe, comfortable, secure, and curious about his or her world.“你的笑容和温柔的触摸帮助我感到安全和快乐。”
- When caregivers respond to an infant’s cues with comfort and care, infants develop trust.“Your soothing voice and touch helps me to feel safe, secure, and loved.”
Infants use sounds, facial expressions, and body movements to tell caregivers what they need and how they are feeling.“I am learning how to tell you what I need. Sometimes I look away when I need a break. I yawn sometimes when I am feeling tired. Thank you for watching and getting to know me.”
Infants use sounds, facial expressions, and body movements to tell caregivers what they need and how they are feeling.“I am learning how to tell you what I need. Sometimes I look away when I need a break. I yawn sometimes when I am feeling tired. Thank you for watching and getting to know me.”3.to 6 months:
- The infant is active, responsive, and increasingly in control of his or her body.“当我希望你接我并轻轻地抱着我时，我向你伸展双臂。”
- Infant offers smiles and communicates with a gaze and basic vocalizations.“I’m smiling to let you know I am ready to communicate.”
Sense of security and well-being are totally dependent upon relationships with important caregivers.- 重点是例行公事,exploration-showing汽车egivers what they like and dislike, and how they prefer to sleep, eat, and play.“I’m beginning to notice daily routines and the things we do together. When you turn the lights down, I know that it is time for sleep.”
Sense of security and well-being are totally dependent upon relationships with important caregivers.6.to 9 months:
Moving and exploring is the goal – infants become eager explorers who are thrilled to discover that they can make things happen.- Infants are learning to solve problems.“当一个玩具滴剂时，我看起来看看它的位置。我希望你能帮助我回来。然后我再试一次，看看我是否可以再次发生同样的事情。“
- An infant is beginning to understand that people still exist even when they are out of sight.“I realize that my mommy is about to leave me. I will protest in hopes that she stays. Being separated from her is hard for me.”
Moving and exploring is the goal – infants become eager explorers who are thrilled to discover that they can make things happen.9到12个月：
- Infants are enjoying increased independence.“Please stay calm even when I demand to do things on my own. It’s hard work for me to learn and figure out all of these new things and sometimes I get frustrated, but I want to keep trying.”
- Infants can understand more than they can verbally communicate.
- Infants enjoy doing things over and over again.“Watch me practice and figure out how things work! Repetition is also helping me build my memory!”
- 婴儿在思想中采取行动。“当我快速爬行时，我并不试图让你心烦意乱。我很开心，不要现在尿布改变。这就是我如何控制我的世界，让你知道我的感受。请与我说话，让我时间从我的活动过渡，让我知道，当我们完成时，我可以回到我正在做的事情。“
12to 18 months:
婴儿和幼儿正在观看别人并模仿他们所看到的东西。“I have been watching and am able to use things the way they are supposed to be used. Watch me talk on this toy telephone!”- 婴儿和幼儿正在使用技能来探索，并发现他们可以做的界限。“I may get frustrated when you try to feed me and I want to do it on my own.”
- Infants and toddlers are beginning to understand feelings of self and others.“My feelings can be hard for me to handle. I may become frustrated and have tantrums. I need your help to calm down.”
婴儿和幼儿正在观看别人并模仿他们所看到的东西。“I have been watching and am able to use things the way they are supposed to be used. Watch me talk on this toy telephone!”18至24个月：
Toddlers work hard to be in control, explore the boundaries of their experiences, and engage in problem solving.“I am beginning to sort things. Notice how I put my train cars in one place and all of my other cars in another.”- They are increasingly aware of themselves as separate from others and are becoming more enthusiastic about playing with peers.
- They are starting to show negative behaviors (hitting, biting, kicking) in response to frustration.“I understand, ‘No,’ but cannot control my feelings and actions. Please be patient and help me when I get frustrated.”
Toddlers work hard to be in control, explore the boundaries of their experiences, and engage in problem solving.“I am beginning to sort things. Notice how I put my train cars in one place and all of my other cars in another.”24.to 36 months:
幼儿正在使用语言来表达思想和感受。“When you started to put the blocks away too soon, I yelled, ‘That’s not right!’ I wanted to make a path for the cows before we put things away.”- Toddlers are using enhanced thinking skills to solve problems.“我真的很擅长玩假装。我可以采取自己的故事，并使用瓶子喂我的泰迪熊。有时候，我觉得害怕，因为我不确定是真实的，什么是假装。“
- Toddlers take pride in their accomplishments, such as, pouring milk.
幼儿正在使用语言来表达思想和感受。“When you started to put the blocks away too soon, I yelled, ‘That’s not right!’ I wanted to make a path for the cows before we put things away.”Supporting All Infants and Toddlers
Every child is born with his or her own unique way of approaching the world. This is calledtemperament。Some young children, for example, are constantly on the move while others prefer to sit and watch the world around them. Some young children enjoy new experiences and meeting new people while others are slower to warm up in new situations.
Rothbart (1989) defines temperament as the individual personality differences in infants and young children. As Murphy and Moon (2010) describe in婴儿和他们的感官那“infants and young children vary greatly in their interest in different sensory areas, in the intensity of their attention to sensory stimuli, and in their sensitivity to feelings of comfort and discomfort, familiarity and strangeness, and the emotional context in which sensory experiences occur.”
婴儿天生具有一种独特的气质。在那里is no right or wrong, good or bad temperament. By understanding temperament, you can continue to use what you know about infants and toddlers to encourage their strengths and support their needs. In the Apply section, you will review more information about temperament and consider what it means in your role as a responsive caregiver.
No matter how well you understand temperament and are attuned and responsive, there will be times when an infant or toddler in your care may not seem to be developing socially and emotionally. Some infants and toddlers may experience social or emotional difficulties. These difficulties may be related to inborn (nature) or environmental (nurture) influences. The caregiving strategies in this lesson apply and relate to all children; however, some children may require an additional level of support.
Each infant and toddler has a unique pattern of growth. In your daily interactions with the babies and toddlers in your care, you observe each young child’s particular strengths and possible areas of need. Your observation of each individual child’s development is part of your ongoing routine, and it helps you to recognize and celebrate infants’ and toddlers’ accomplishments. It also helps you to identify red flags—some aspect of the infant’s or toddler’s development that is not in line with the expected age range.
以下一般策略可以帮助您关心体验社交和情感困难的婴儿和幼儿。考虑维持身体接近的方法，并提供温和的触感，帮助挣扎婴儿和幼儿保持控制感。您应该始终与孩子的父母交谈，以了解家庭或其他例程的任何变化。您可以建议父母联系他们的医疗保健提供者，并询问为他们的孩子完成开发筛查，以确定任何可能的发展延误。随时了解任何可能为家庭或您提供额外支持的其他社区资源和专家。
- Observe the infant’s or toddler’s cues and responses to environmental stimuli. Think about ways to limit noise level, for example, or visual stimuli.
- Look for patterns of increased frustration or irritability in the infant or toddler during particular routines or times of day.
- 考虑维持身体接近的方法，并提供温和的触感，帮助挣扎婴儿和幼儿保持控制感。
看
Promoting Social Emotional Development in Infants and Toddlers
Do
You can the promote social-emotional development of infants and toddlers in several ways:
- Respond to infants’ and toddlers’ needs with caring.
- 承认指向自己或他的家人的照片的婴儿或幼儿：“That’s right, Bobby that is a picture of you and your dad!“
- 所有互动期间的模型关怀行为和同理心。
- Read stories about feelings and show infants and toddlers pictures of people experiencing different emotions, like angry, sad, happy, and content.
- Build strong relationships with the families of infants and toddlers in your care.
Explore
Explore
Take a moment to list behaviors that you believe indicate healthy social-emotional development. Compare your list with the behaviors noted within this lesson’s chart. Next, read and review the handout,Encouraging Social-Emotional Development During the First Three Years。While thinking about the infants and toddlers in your care, highlight behaviors that you notice regularly and the ways you can encourage these behaviors during the first three years of life. Then, share and discuss your responses with your trainer, coach or family child care administrator.
Apply
Apply
以下是探索额外的在线资源，以更好地了解婴儿和幼儿的气质。选择其中一个资源并使用信息来了解您在您的护理中的婴儿或幼儿的气质。
Glossary
| Term | Description |
|---|---|
| Developmental milestones | A set of skills or behaviors that most children exhibit during a certain age range |
| Developmental delay | When children do not meet developmental milestones at the expected times; delays can occur in any area of development |
| Developmental screening | A tool used to help identify children who are not developing as expected and who may need supports; screening can be completed by pediatricians, teachers and others who know the child and have a knowledge of child development |
| 社会情感能力 | Healthy relationships with caregivers and friends, a positive self-awareness and ability to control emotions, and the ability to independently participate in daily routines and play across a variety of environments |
| Emotional self-regulation | The ability to adjust our emotional state to a comfortable level of intensity so we can accomplish our goals |
证明
证明
Berk, L. E. (2013).Child Development(9th ed.). Upper Saddle River, NJ: Pearson Education Inc.
Feldman, R. S. (2007).Child Development（第4届）。上部马鞍河，新泽西：皮尔逊教育。
Illinois Early Learning Guidelines: For Children Birth to Age Three. Illinois Early Learning Project. Retrieved fromhttps://www.isbe.net/documents/el-guidelines-0-3.pdf。
Murphy, L. B. & Moon, R. (2010).婴儿和他们的感官。Zero to Three: National Center for Infants, Toddlers, and Families. Retrieved from:http://www.zerotothree.org/child-development/temperament-behavior/babies-and-their-senses.html
Rothbart, M. K. (1989). Temperament and Development. In G. Kohnstamm, J. Bates, & M.K. Rothbart (Eds.),Temperament in Childhood(pp. 187-248). Chichester, UK: Wiley.
Rothbart, M. K. (2004). Temperament and the Pursuit of an Integrated Developmental Psychology.Merrill-Palmer季刊那5.0 (4)那4.92–505. doi:10.1353/mpq.2004.0035. Retrieved from:http://muse.jhu.edu/journals/merrill-palmer_quarterly/v050/50.4rothbart.html.
Trawick-Smith, J. W. (2014).Early Childhood Development: A Multicultural Perspective(6th ed.). Upper Saddle River, NJ: Pearson Education.