A Neurodiverse Kid

SOCIO-EMOTIONAL
DEVELOPMENT OF INFANTS
AND TODDLERS
SOCIO-EMOTIONAL DEVELOPMENT
Has something to do with the development of a person’s
ability to master one’s emotions and the ability to relate
to others.
It necessarily includes attachments, temperament and

social skills.
FORMATIVE YEARS
It is the first three years of a child where in
considered as of the important in human
development.
ELEMENTS OF SOCIAL-EMOTIONAL
DEVELOPMENT
ATTACHMENT
TEMPERAMENT
ATTACHMENT
Social phenomenon attachment, for healthy socio-emotional
development, the infant needs to establish an enduring empt-
ional bond characterized by a tendency to seek and maintain
closeness to a specific figure, particularly during stressful situ
ation.
According to Dr. John Bowly, the father of attachment theory,

the beginnings of attachment occur within the first 6 months
of a baby’s life with a variety of built-in signals that the baby
uses to keep her caregiver engaged.
ATTACHMENT
The key to a good start in the social development of the baby is a lot
responsive interaction with the baby.
Babies thrive on social interaction when it is in response to their
social bids.
Babies seem to let us know when they want to interact or not.
The timing of the caregiver’s response to the baby is important.
ATTACHMENT
“Other relevant and interesting research findings cited by K. Pasek and Golinoff, (2003) in their
book “Einstein Never Used Classcards” ”
Infant attach to more than one caregiver and they are developing emotional
relationships with multiple caregivers at once.
Even when children are in child care for more than 30 hours per week, the family
contributes more to child’s social and cognitive well-being than does the child care
arrangement. Parents matter and children are attached to parents even when children are
in child care.
Parents and caregivers help children regulate their emotion by working with them
and by serving as their models.
TEMPERAMENT
A word that “ captures the way that people differ, even at birth,
in such things as their emotional reactions, activity level, attention
span, persistence, and ability to regulate their emotions”
9 DIFFERNT TEMPERAMENT CATEGORIES:
1. Activity level 6. Approach to new situations
2. Mood 7. Distraction
3. Threshold for distress 8. Adaptability
4. Rhythmicity 9. child”s attention span
5. Intensity of response
3 BASIC TYPES OF BABIES TEMPERAMENTS
1. The easy child
2. The difficult child
3. The slow-to-warm-up child
1. THE EASY CHILD
Easy-going
Happy
Calm
Adaptable Children with this temperament may
Have regular sleeping and be very active, fussy, and have
eating habits. intense positive or negative
reactions to a variety of situations.
2. THE DIFFICULT CHILD
More stubborn
Prone to temper tantrums
They can withdraw, have negative moods, or
have a harder time coping with change. They
may be harder to please.
3. THE SLOW-TO-WARM-UP CHILD
Shy
Cautious
Wary of the unfamiliar
They prefer observing before slowly joining

in. They often struggle with transitions, such
as ending one activity and starting another.
EARLY INFANT (BIRTH-6 MONTH)
It is not clear whether infants actually experience emotions, or if adult facial expression as
the standard, simply superimpose their own understanding of the meaning of infant facial
expressions.
Berween six and ten weeks, a social smile emerges, usually accompanied by other pleasure-
indicative actions and sounds, including cooing and mouthing. This social smile occurs in re-
sponse to adult smiles and interaction.
They smile when they see a toy they have previously enjoyed.
Laughter, which begins at around 3 or 4 months. laughter is usually elicited by actions that
deviate from the norm, such as being kissed on the abdomen or a caregiver playing peek-a-
boo. Because it fosters reciprocal interactions with others, laughter promotes social
development.
LATER INFANCY MONTH (7-12)
During the last half of the first year, infants begin expressing fear, disgust, and anger because of
the maturation of cognitive abilities. Anger, often expressed by crying, is a frequent emotion
expresses by infants. Although some infants respond to distressing events with sadness, anger
is more common.
Fear also emerge during this stage as children become able to compare an unfamiliar event
with what they know. unfamiliar situations or objects often elicit fear responses in infants.
One of the most common is the presence of an adult stranger, a fear that begins to appear at
about 7 months. Second fear of this stage is called separation anxiety.
Infants 7 to 12 months old may cry in fear if the mother or caregiver leaves them in an
unfamiliar place.
Socialization of emotion begins in infancy. It is thought that this process is significant in the
infant’s acquisition of cultural and social codes for emotional.
Teaching them how to express their emotions, and the degree of acceptability associated with
different types of emotional behaviors.
BEED-1 ( EDUC 1)
THANK YOU!
PRESENTED BY :
SHAIRA E. CABASE
CHEN TRICIA R. CREO
ANDREA MAE C. CAFE
LEANNA MAE B. CALUSIN

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SOCIO-EMOTIONAL

It necessarily includes attachments, temperament and

According to Dr. John Bowly, the father of attachment theory,

They prefer observing before slowly joining

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