Social and emotional development in the first three years

By Abigail Derrick

The first three years of a child’s life are, developmentally, dominated by major growth

in social and emotional domains in the limbic center of the brain (Nagel, 2012). The

attachments babies have to their caregivers and the experiences they have critically

underpin their social and emotional development (Miller, 2016). These experiences

that they have with their caregivers and the environment are what either enhances or

limits this developmental domain (Nagel, 2012). Erickson explained that infants must

develop trust, which comes from secure attachment, in-order to thrive socially and

emotionally (Miller, 2016). When babies develop trust, they gain the confidence to

experience exploration which is essential for emotional and social learning (Nagel,

2012; Miller, 2016). Social and emotional development in children from 0-3 years old

involves the growth of social processes such as imitation and self-awareness and

emotional processes such as emotion expression, understanding emotion and the

development of empathy (Hopkins & Barr, 2017).

Attachment theory encompasses the enduring relationships that children make in the

early stages of life to their main caregiver/s (Keller, 2018; Miller, 2016). John Bowlby

is considered one of the first attachment theorists and most psychologists agree with

his findings about the importance of attachment (Nagel, 2012). He and many others

deem attachment to be one of the “most important aspects of a person’s emotional

development given it is the primary source of a child’s security, self-esteem, self-

control and social skills.” (Nagel, 2012, p. 145). These skills are outlined in the Early

Years Learning Framework for Australia (Department of Education, 2017). Secure

attachment is defined as the emotional bond that results in the development of trust

that infants feel towards themselves and their caregivers (Lewis‐Morrarty et al.,

1
2015). When children have a secure attachment to their caregiver/s they are

provided with the security, autonomy and positivity which is associated with

enhanced emotional and social development (Miller, 2016). Insecure attachment is

expressed by the child as either avoidance or a conflict between seeking the

caregiver or avoiding the caregiver in stressful situations and can result in a limited

social and emotional development (Keller, 2018).

Socioemotional development occurs in the limbic system in the middle of the brain

(Nagel, 2012). The limbic system processes emotional stimuli, holds our memories

and connects the different parts of the brain together (Nagel, 2012). It unites the

cognitive, higher order thinking part of the brain to the emotional, instinctive part of

the brain (Nagel, 2012). The emotional part of the brain is developed first and stimuli

always passes through the emotional limbic system before it can be understood

cognitively (Robinson et al., 2018). When babies cry, they are unconsciously

responding to the environment and stimulus around them (Miller, 2016). This

response takes place in the limbic system. The way adults respond to the reactions

babies have to their surroundings can irrevocably impact the emotional wellbeing and

the brain development of children (Miller, 2016). Shaking, hitting and spanking babies

in the first 2 years of life is a dangerous method of chastisement (Miller, 2016;

Connor, 2017). It is much better to give comfort and attention to them by holding,

touching, talking and playing as it enhances emotional learning and brain

development (Miller, 2016; Nagel, 2012).

Poor emotional and social skills as well as antisocial behaviour can be a result of the

environment that children were in when they were young and the experiences they

2
were afforded (Connor, 2017; Miller, 2016). The environment of a child encompasses

both the physical and psychological environments including the relationships made

and parenting styles (Robinson et al., 2018). In their study, Boldt, Kochanska &

Jonas (2017) found that children who had had insecure attachments as infants

exhibited more anti-social behaviour in preadolescence. Insecure attachment stems

from caregivers not responding to the distress of their baby. This experience of not

being heard when they are babies hinders the child’s ability to develop trust towards

their caregiver/s as well as the ability to be empathetic to others (Nagel, 2012; Miller,

2016). If a primary caregiver is not empathic to the infant, the child finds it difficult to

learn empathy. Empathy is “a very important aspect of emotional and social

development” (Nagel, 2012, p 143). Experiencing abuse or physically aggressive

punishments can also have similar effects on children (Connor, 2017; Miller, 2016).

The response of a caregiver to their baby’s smile impacts the development of

empathy; if the caregiver ignores the smile, empathy development is inhibited (Nagel,

2012). Nagel (2012) also discusses how when children feel insecure in their

relationships, they find it difficult to explore their environments because they do not

trust themselves or the environment. This lack of exploration stifles not only the

emotional and social development of a child but all aspects of development (Nagel,

2012; Miller, 2016).

Early security in attachments serve as a foundation that reduces negative social

learning trajectories and amplifies the positive ones (Miller, 2016). Cozolini (2013)

attributes this positive social learning to the mirror neurons that humans have that

allow us all to imitate each other and process emotions and social interactions. Of

course, mirroring others can have negative impacts because humans are not perfect

3
and some caregivers don't provide children with positive experiences (Cozolini,

2013). Infants who experience attuned mothers/caregivers (those who adjust their

actions and voice to the child’s emotional state) are likely in later life to be more

emotionally and socially competent and more attuned to others (Cozolini, 2013). An

example of a specific experience that enhances social development is the responsive

smile an attuned caregiver gives the baby that smiles at them; each time this

happens it “strengthens its understanding of social interaction” (Nagel, 2012, p 142).

Furthermore, experiences that are positive are mirrored by children and allow them to

be more positive about any situation and regulate their emotions better (Miller, 2016).

These competencies are described as “better emotional regulation” and “an

increased ability to comment on his or her feelings and inner experience” (Cozolini,

2013, p 147-148). When a child has this secure attachment to their main caregiver,

the develop the trust required to explore in the first years of their life (Miller, 2016;

Cozolini, 2013).

In the first three years of a child’s life the environment and the experiences they have

impacts the way they think about the world and themselves (Nagel, 2012; Miller,

2016). Attachment made in early life underpin these experiences and have a lasting

effect on the development of the child (Nagel, 2012; Miller, 2016; Hopkins & Barr,

2017). The way children think about themselves and the world is the foundation of

their emotional and social development (Nagel, 2012). Caregivers can either

enhance or limit the healthy development of these developmental domains by the

kinds of experiences afforded to the child (Miller, 2016; Nagel, 2012; Cozolini, 2013;

Connor, 2017; Keller, 2018). One cannot underestimate the lasting positive influence

that a loving and nurturing caregiver has on the child they take care of.

4
Home Corner Play Analysis

Self-Awareness

Megan and Sarah are both self-aware at a level to be expected of at their age. They

both express a personal preference when choosing what to play with in free time and

express to each other what they would like to do. Svetlova and Carpenter (2017)

describe specific indications of self-awareness such as the use of personal pronouns

and understanding possession. Megan and Sarah both use personal pronouns and

understand possession which is shown when Sarah explains to Megan that today the

baby is ‘hers’. They also both show self-confidence and self-efficacy when they join

in the play unprompted and use the accessories without help. Self-efficacy describes

the self-perception of how well one can execute actions. Not once did Megan or

Sarah ask for outside help while they were playing and this could be an indicator of

self-efficacy. Sarah seems to be the leader in this play scenario as she is the one

that tells Megan what to do. This shows that she is confident and assertive. Although,

this doesn't mean that Megan is not confident. The idea that Megan is the follower

and Sarah is the leader doesn't mean that Megan is less self-aware. She isn’t afraid

to tell Sarah what she would like to do, even though it doesn't coincide with what

Sarah wants. Sarah makes it known that she doesn't agree and give valid reasons.

This interaction could mean that they are both confident and have the self-efficacy to

talk openly about what they want and why. Further observation is required to fully

understand their emotional and social abilities.

Social Awareness

Sarah has a high level of social awareness in respect to her age. Sarah is aware that

Megan would like to play with her and includes her in the play. She explores their

5
relationship through play in a respectful way. She allows Megan to have some input

into the play scenario and gives valid reasoning when she doesn’t agree with

Megan’s suggestions. Sarah recognizes Megan’s suggestions even though she

doesn't like them and comes up with a different solution in which Megan is still

included in the play. This shows that she respects Megan. Furthermore, she is kind

to Megan and doesn't get angry or call Megan names when she disagrees with her.

These actions show empathy, perspective taking, and respect for others.

Megan also shows that she is as socially aware as one can expect her to be at her

age. This awareness is exhibited through her actions. She is aware of Sarah’s point

of view, even though she does get a little upset when she doesn't get her way. Her

disappointment when Sarah doesn't agree with her doesn't mean that she isn’t

socially aware, in fact, the way that she ended up agreeing with Sarah and letting

Sarah do what she wants shows how high her level of empathy and perspective-

taking is. This cooperation demonstrates her social awareness.

Responsible Decision Making

Sarah shows a great deal of responsible decision making in this short observation.

The first indicator of this is the decision she makes to play responsibly at a play

station in free time given to her. Not long after she takes into consideration the

feelings of her friend, Megan. Sarah includes Megan in the play and listens to her

ideas, engaging respectfully with her. Sarah then recognizes that Megan wants to do

something that she doesn't like and so she firmly but calmly tells Megan not to. She

listens to Megan’s needs and responds to them by coming up with a solution that

they both agree with. Megan wants to have a bigger role in the play and Sarah gives

6
her a way to do that without giving up what she wants to do. This interaction involved

situation analyzing, problem identifying, problem solving, as well as evaluating.

This short observation doesn't indicate much of Megan’s ability in the aspect of

responsible decision making, but that doesn't mean she doesn't have this

competency. She does chose to play responsibly as she doesn't play in a way that

hurts others. She also shows cooperation as described above. Megan also joins in

with Sarah’s play in a respectful and kind way, taking imitative to add her ideas into

the play. These instances show some of her decision-making abilities.

Self-Management

Megan and Sarah both show a lot of self-management in the way that they play and

engage with one another. They both attempt the tasks independently, without

prompting which is one element of self-management described in the learning

continuum. When the girl’s interests conflict with each other they don't get angry

rather they calmly discuss it. Sarah her impulses of potentially lashing out and

Megan, while she does frown a little doesn't cry and give up playing. The girls talk

calmly about what each one would like and come up with a solution that they both

agree with. They each are building up to expressing “their emotions constructively in

interactions with others” (ACARA, 2012) because while they don’t talk explicitly about

their emotions they do talk about their wants constructively. In these ways, Megan

and Sarah are developing resilience and confidence. Megan shows that she is

adaptable because although she is expecting to do one thing she adapts to the play

scenario and allows Sarah to lead.

7
Relationship Skills

The main four skills described in CASEL for relationship skills are communication,

social engagement, relationship building and teamwork. Megan and Sarah show

some of these skills. They communicate with each other calmly and clearly even

when they may be upset. This is especially obvious when Megan wants to feed the

baby but Sarah says that it’s her baby because yesterday it was Megan’s. This also

indicates that they have played together before and are friends. Therefore, this play

also acts as a relationship building tool and when the girls engage with each other

they are building the relationship. They work together to create the narrative of the

play scenario and each girl continuously engage with the other, showing both social

engagement and teamwork.

8
References:

B. Hopkins, & R. G. Barr (Eds.) (2017). Social and emotional development. The

Cambridge encyclopedia of child development (2nd ed.). Cambridge, UK:

Cambridge University Press. Retrieved from http://ipacez.nd.edu.au/login?

url=https://search.credoreference.com/content/entry/cupchilddev/

social_and_emotional_development/0?institutionId=1939

Connor, D. (2017). Aggressive and antisocial behavior. In B. Hopkins, & R. G. Barr

(Eds.), The Cambridge encyclopedia of child development (2nd ed.).

Cambridge, UK: Cambridge University Press. Retrieved from

http://ipacez.nd.edu.au/login?url=https://search.credoreference.com/content/

entry/cupchilddev/aggressive_and_antisocial_behavior/0?institutionId=1939

Cozolino, L. (2013). The social Neuroscience of Education; Optimizing Attachment &

Learning in the Classroom. New York: Norton

Department of Education, Employment and workplace Relations (DEEWR). (2009).

Belonging, being and becoming: The early years learning framework. Barton,

ACT: Commonwealth of Australia.

Keller, H. (2018). Universality claim of attachment theory: Children’s socioemotional

development across cultures. National Academy of Sciences, 105(45), 11414-

11419. doi: 10.1073/pnas.1720325115

Lewis‐Morrarty, E., Degnan, K. A., Chronis‐Tuscano, A., Pine, D. S., Henderson, H.

A., & Fox, N. A. (2015). Infant attachment security and early childhood

behavioral inhibition interact to predict adolescent social anxiety

symptoms. Child Development, 86(2), 598-613. doi:10.1111/cdev.12336

9
Miller, D. F (2016). Positive child guidance (8th ed.). Belmont.CA: Wadsworth,

Cengage Learning.

Nagel. M. C. (2012) In the beginning: the brain, early development and learning.

ACER Press, Camberwell. Victoria.

Robinson, C., Treasure, T., O’Connor, D., Neylon, G., Harrison, C. & Wynne, S.

(2018). Learning through play: Creating a play-based approach within Early

Childhood contexts. Melbourne: Oxford University Press

Svetlova, M., & Carpenter, M. (2017). Social Development. In B. Hopkins, & R. G.

Barr (Eds.), The Cambridge encyclopedia of child development (2nd

ed.). Cambridge, UK: Cambridge University Press. Retrieved from

http://ipacez.nd.edu.au/login?url=https://search.credoreference.com/content/

entry/cupchilddev/social_and_emotional_development/0?institutionId=1939

10