CHILD DEVELOPMENT

ECE 6 │
WEEK: 11

STUDENT’S NAME: __________________________________________

YEAR AND SECTION: __________________________________________

DATE RECEIVED: __________________________________________

TEACHER’S NAME: __________________________________________

 I. Overview

Providing opportunities for children to identify and understand their feelings and discuss them with others:
encouraging critical thinking, problem solving, and supervised risk taking. Working hard to create an environment that is
structured, safe, and allows children to learn and discover.

II. Learning Outcomes

At the end of the week the pre service teacher (PST) can:
Identify factors that can enhance and impede the socio-emotional development of preschoolers.

III.Discussion and
Self-Assessment
Activities(SAA)

. Factors that Influence Children’s Social and Emotional Development

Many factors may affect the way children express their social skills or emotional competencies or the rate at which
children acquire social skills or emotional competencies.

These factors include:

1) environmental risk factors such as living in an unsafe community, receiving care within a low-quality child care
setting, lack of resources available in the community or lack of Influence policies supporting children and families, etc,

2) family risk factors such as maternal depression or mental illness in the family, parental substance abuse, family
violence, poverty, etc. and

3) within-child risk factors such as a fussy temperament, developmental delay, and serious health issues.

All of these factors need to be taken into careful consideration when gathering information to fully understand and
support children's social and emotional health through a comprehensive, ecological approach.

CONSIDER FACTORS THAT INFLUENCE CHILDREN’S SOCIAL AND EMOTIONAL DEVELOPMENT

To fully support and understand children’s social and emotional health, all of the factors described below need to be
taken into careful consideration. Cultural considerations: What unique beliefs and parenting style does each family bring
based upon their culture?

Risk Factors:

Environmental risk factors: Living in an unsafe or unhealthy community (poor air quality and other environmental
pollutants), receiving care within a low-quality child care setting, lack of resources available in the community or lack of
policies supporting children and families
Family risk factors: Maternal depression or mental illness in the family, parental substance abuse, parent incarceration,
parental unemployment, family violence and poverty

Risk factors within the child: Fussy temperament, developmental delay and serious health issues

Anticipate transitions by letting them know ahead of time that a change is coming…

Maintain peaceful, calm surroundings.

Making the most of quiet moments.

Provide opportunities for active and vigorous play

Each temperamental type needs to be considered as early care and education providers individualize their care and best

try to meet the needs of the children .

Consider Temperament and Behavior:

Temperament refers to the unique way that each child experiences and approaches the world. Children are all different
and their temperament will control how they behave and react to different situations. Temperament is also influenced
by genetics, parenting, life experiences and culture. There are nine traits that have been identified to be part of a
person’s temperament:

Activity level- amount of movement and body activity

Biological Rhythms-regularity of biological functions (e.g., sleep-wake cycle, hunger, bowel elimination)

Goodness of Fit:

What is important for good mental health is the “goodness of fit” between provider and child. As a provider, your
reaction should be appropriate to fit the child’s temperament such as being patient and kind for the shy child or acting
calm and firm to redirect the active child. Understanding why a certain behavior may be happening can help a provider
figure out the best action to take. A great tool to help understand different types of behavior and appropriate action is
called:

IV. Summary/Key
Points

 environmental risk factors such as living in an unsafe community, receiving care within a low-quality child care
setting, lack of resources available in the community or lack of Influence policies supporting children and
families, etc,
 family risk factors such as maternal depression or mental illness in the family, parental substance abuse, family
violence, poverty, etc. and
 within-child risk factors such as a fussy temperament, developmental delay, and serious health issues.

Activity:

Write your most significant learning…

 V. End of Module
Assessment (EMA)

What are factors that can enhance and impede the socio-emotional development of preschoolers?

VI. Looking Ahead

What are the strategy in teaching and learning the preschoolers?

VII. Self and Module

Evaluation

Cite your learning experience in using this module according to the following scale.

Put a check mark on your response.

 4 – I learned a lot from this module.

 3 – I learned just right.
 2 – I still need guidance on certain topics.
 1 – I did not understand anything.

VIII. References

Books:

Martin S. and Berke J. (2007) see how they grow: Infants and Toddlers. . United States of America. The
Thompson Corporation

Hurlock E. (1982) Deve36-0enta3 –Advanced Psychology A life Span Approach. McGraw –Hill Inc.

Katzev A. and Bragnon N. (1982) Life span Human Development. United States of America. CBS College
publishing

Kail R.V. And Cavanaugh (2019) Human Development: A Life-Span View. Cengage Learning Asia Pte Ltd

Internet

https://psychologynoteshq.com

https://study.com

www.verywellmind.com/problem
www.google.com/search

www.wikipedia.org

www.britannica.com/science

www.link.springer.com/reference

www.glowm.com/section -view