Below is a paper written explaining concepts covered in my Human Growth and Development course as it relates to my own personal development. Personal Reflection Paper By: Michelle Skelton Human Growth and Development As an infant, most, if not all of my physical milestones that were expected we met. Breastfed for a short period, my height and weight growth expectations were met and I was well nourished.
It encompasses both intra- and interpersonal processes. National Scientific Council on the Developing Child2 Infants experience, express, and perceive emotions before they fully understand them. In learning to recognize, label, manage, and communicate their emotions and to perceive and attempt to understand the emotions of others, children build skills that connect them with family, peers, teachers, and the community.
These growing capacities help young children to become competent in negotiating increasingly complex social interactions, to participate effectively in relationships and group activities, and to reap the benefits of social support crucial to healthy human development and functioning.
Healthy social-emotional development for infants and toddlers unfolds in an interpersonal context, namely that of positive ongoing relationships with familiar, nurturing adults.
Young children are particularly attuned to social and emotional stimulation. Even newborns appear to attend more to stimuli that resemble faces Johnson and others Responsive caregiving supports infants in beginning to regulate their emotions and to develop a sense of predictability, safety, and responsiveness in their social environments.
In other words, high-quality relationships increase the likelihood of positive outcomes for young children Shonkoff Experiences with family members and teachers provide an opportunity for young children to learn about social relationships and emotions through exploration and predictable interactions.
Professionals working in child care settings can support the social-emotional development of infants and toddlers in various ways, including interacting directly with young children, communicating with families, arranging the physical space in the care environment, and planning and implementing curriculum.
Brain research indicates that emotion and cognition are profoundly interrelated processes. Most learning in the early years occurs in the context of emotional supports National Research Council and Institute of Medicine Together, emotion and cognition contribute to attentional processes, decision making, and learning Cacioppo and Berntson Furthermore, cognitive processes, such as decision making, are affected by emotion Barrett and others Brain structures involved in the neural circuitry of cognition influence emotion and vice versa Barrett and others Young children who exhibit healthy social, emotional, and behavioral adjustment are more likely to have good academic performance in elementary school Cohen and others ; Zero to Three The sharp distinction between cognition and emotion that has historically been made may be more of an artifact of scholarship than it is representative of the way these processes occur in the brain Barrett and others This recent research strengthens the view that early childhood programs support later positive learning outcomes in all domains by maintaining a focus on the promotion of healthy social emotional development National Scientific Council on the Developing Child ; Raver ; Shonkoff Infants as young as three months of age have been shown to be able to discriminate between the faces of unfamiliar adults Barrera and Maurer The foundations that describe Interactions with Adults and Relationships with Adults are interrelated.
They jointly give a picture of healthy social-emotional development that is based in a supportive social environment established by adults. Children develop the ability to both respond to adults and engage with them first through predictable interactions in close relationships with parents or other caring adults at home and outside the home.
Children use and build upon the skills learned through close relationships to interact with less familiar adults in their lives.So, when thinking about early childhood education the one detail that comes to mind is development.
Emotional-social development is one aspect of development that is greatly influenced by factors in the environment and the experiences a child has. [tags: Child Development] - This paper defined Emotional Quotient (EQ) and Emotional.
Social smiling is a developmental process in which neurophysiology and cognitive, social, and emotional factors play a part, seen as a “reflection and constituent of an interactive relationship” (Messinger and Fogel , ).
How to Effectively Develop Social-Emotional and Reflection Skills. Strategies for building students' social emotional and reflection skills.
By Maurice J. Elias. November 16, The most important part of any social-emotional learning (SEL) or social-emotional character development curriculum (SECD) is skill development.
Reflection Paper Of Social Moral And Emotional Development ULN no: Course no: EDWCU CYP Core Understand child and young person development Explain the sequence and rate of each aspect of development from birth to 19 years.
Personal Reflection Paper By: Michelle Skelton Human Growth and Development As an infant, most, if not all of my physical milestones that were expected we met.
I. Personal and Social Development Background and Criteria Ross A. Thompson, PhD and Janet E. Thompson, M.A.
The personal and social development domain includes the skills necessary for emotional and social competence in young children. Teachers learn .