Curriculum

Social

Language

Emotional

Cognitive

Hands-On

Emotional Development

Teachers strengthen emotional development by helping children learn to label, express, under­stand and control their feelings. Consider these typical developmental milestones as you help children explore their feelings about themselves.

Infants

• Establish emotional attachments, called bonding relationships, with parents and primary caregivers.
• Develop a sense of security and trust through familiar routines like feeding, diapering, bathing, sleeping and cuddling.
• Begin to understand that they are unique individuals, separate from parents and other caregivers.
• Look to parents and primary caregivers for reassurance when frightened.
• Develop an attachment to a transitional comfort object like a toy or blanket. These comfort objects offer security and contentment in unfamiliar and stressful situations and transition times.
• Show a fear of strangers, called stranger anxiety.
• Begin to understand that parents and primary caregivers can interpret and respond uniquely to cries of hunger, fear, boredom or pain.

Toddlers

• Learn to say "no." They use this powerful word to test their independence.
• Recognize and respond to themselves in mirrors.
• Play alone for short periods when parents or primary caregivers are nearby.
• Demand independence in activities like putting on shoes, pouring milk and turning the pages of a book.
• Let off steam by screaming and thrashing when frustrated, ignored or overly tired.
• Develop a sense of ownership and frequently use the word "mine".

Preschoolers

• Continue to explore independence, frequently doing things for themselves but need reassurance of a nearby, trusted adult. Demonstrate their autonomy by expressing opinions and ideas.
• Delay gratification - for a short time - by waiting to have their needs met.
• Show concern for others (empathy), especially for younger children who are hurt.
• Identify emotional pain - when a pet dies, parents divorce or a friend moves away - and need help labeling, understanding and controlling feelings of abandonment and injustice.
• Feel stress, defined as a mental or physical response to strains or daily hassles that result from injury, illness and fear of failure, disaster, blended families or abuse.

Grade-schoolers

• Have sudden and unpredictable mood changes.
• Respond to stress with a range of behaviors including tantrums, moodiness, despondency, depression, over-activity and sleep.
• Feel deep pain when excluded from an activity but usually forgive quickly and easily.
• Help with chores like setting the table, cooking dessert and feeding a pet to demonstrate independence and ability.
• Choose friends who mirror their tastes, interests and skill levels.

 

Preston Kiddie Kollege, preschool and daycare
4438 Legendary Drive, Frisco TX 75034
© 2005 Preston Kiddie Kollge