which of the following best describes the physical changes that take place during early childhood

Foundations

• Interactions with Adults
• Relationships with Adults
• Interactions with Peers
• Relationships with Peers
• Identity of Self in Relation to Others
• Recognition of Ability
• Expression of Emotion
• Empathy
• Emotion Regulation
• Impulse Control
• Social Understanding

References

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Social-emotional development includes the child's feel, expression, and management of emotions and the ability to plant positive and rewarding relationships with others (Cohen and others 2005). It encompasses both intra- and interpersonal processes.

The cadre features of emotional development include the ability to identify and empathize i's own feelings, to accurately read and encompass emotional states in others, to manage strong emotions and their expression in a constructive way, to regulate 1's own beliefs, to develop empathy for others, and to constitute and maintain relationships. (National Scientific Quango on the Developing Child 2004, 2)

Infants experience, express, and perceive emotions earlier they fully understand them. In learning to recognize, label, manage, and communicate their emotions and to perceive and endeavor to empathise the emotions of others, children build skills that connect them with family, peers, teachers, and the community. These growing capacities help immature children to go 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 being development and functioning.

Healthy social-emotional evolution 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 1991). They also prefer their mothers' voices to the voices of other women (DeCasper and Fifer 1980). Through nurturance, adults support the infants' earliest experiences of emotion regulation (Bronson 2000a; Thompson and Goodvin 2005).

Responsive caregiving supports infants in beginning to regulate their emotions and to develop a sense of predictability, rubber, and responsiveness in their social environments. Early on relationships are and so important to developing infants that research experts have broadly concluded that, in the early years, "nurturing, stable and consequent relationships are the key to good for you growth, development and learning" (National Enquiry Quango and Plant of Medicine 2000, 412). In other words, high-quality relationships increment the likelihood of positive outcomes for young children (Shonkoff 2004). Experiences with family members and teachers provide an opportunity for young children to larn virtually social relationships and emotions through exploration and anticipated interactions. Professionals working in child intendance 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 infinite in the care environment, and planning and implementing curriculum.

Brain research indicates that emotion and cognition are profoundly interrelated processes. Specifically, "recent cognitive neuroscience findings suggest that the neural mechanisms underlying emotion regulation may be the same every bit those underlying cognitive processes" (Bell and Wolfe 2004, 366). Emotion and cognition piece of work together, jointly informing the child'south impressions of situations and influencing behavior. Most learning in the early on years occurs in the context of emotional supports (National Research Council and Institute of Medicine 2000). "The rich interpenetrations of emotions and cognitions constitute the major psychic scripts for each child's life" (Panksepp 2001). Together, emotion and cognition contribute to attentional processes, conclusion making, and learning (Cacioppo and Berntson 1999). Furthermore, cognitive processes, such every bit decision making, are affected past emotion (Barrett and others 2007). Brain structures involved in the neural circuitry of noesis influence emotion and vice versa (Barrett and others 2007). Emotions and social behaviors affect the young child's ability to persist in goal-oriented activity, to seek help when it is needed, and to participate in and benefit from relationships.

Young children who exhibit healthy social, emotional, and behavioral aligning are more than probable to have good bookish functioning in elementary school (Cohen and others 2005; Zero to Three 2004). The precipitous stardom betwixt knowledge and emotion that has historically been made may exist more of an artifact of scholarship than it is representative of the way these processes occur in the brain (Barrett and others 2007). This contempo research strengthens the view that early childhood programs support subsequently positive learning outcomes in all domains by maintaining a focus on the promotion of healthy social emotional evolution (National Scientific Quango on the Developing Child 2004; Raver 2002; Shonkoff 2004).

Interactions with Adults

Interactions with adults are a frequent and regular office of infants' daily lives. Infants as young every bit 3 months of age have been shown to be able to discriminate betwixt the faces of unfamiliar adults (Barrera and Maurer 1981). The foundations that depict Interactions with Adults and Relationships with Adults are interrelated. They jointly give a picture of good for you social-emotional development that is based in a supportive social environment established past adults. Children develop the ability to both respond to adults and appoint with them outset through predictable interactions in shut relationships with parents or other caring adults at dwelling house and exterior the home. Children apply and build upon the skills learned through close relationships to interact with less familiar adults in their lives. In interacting with adults, children engage in a wide diversity of social exchanges such as establishing contact with a relative or engaging in storytelling with an infant care teacher.

Quality in early on childhood programs is, in large office, a part of the interactions that take place between the adults and children in those programs. These interactions form the ground for the relationships that are established between teachers and children in the classroom or dwelling and are related to children'southward developmental status. How teachers interact with children is at the very eye of early babyhood pedagogy (Kontos and Wilcox-Herzog 1997, eleven).

Foundation: Interactions with Adults

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Relationships with Adults

Close relationships with adults who provide consistent nurturance strengthen children's capacity to learn and develop. Moreover, relationships with parents, other family members, caregivers, and teachers provide the fundamental context for infants' social-emotional development. These special relationships influence the babe's emerging sense of self and understanding of others. Infants use relationships with adults in many ways: for reassurance that they are prophylactic, for aid in alleviating distress, for help with emotion regulation, and for social approval or encouragement. Establishing close relationships with adults is related to children's emotional security, sense of self, and evolving understanding of the globe effectually them. Concepts from the literature on zipper may be applied to early on childhood settings, in because the infant care teacher'south part in separations and reunions during the twenty-four hour period in care, facilitating the child's exploration, providing comfort, meeting physical needs, modeling positive relationships, and providing support during stressful times (Raikes 1996).

Foundation: Relationships with Adults

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Interactions with Peers

In early infancy children collaborate with each other using simple behaviors such as looking at or touching some other child. Infants' social interactions with peers increase in complexity from engaging in repetitive or routine back-and-along interactions with peers (for example, rolling a ball dorsum and forth) to engaging in cooperative activities such as building a tower of blocks together or acting out unlike roles during pretend play. Through interactions with peers, infants explore their interest in others and learn near social beliefs/social interaction. Interactions with peers provide the context for social learning and trouble solving, including the experience of social exchanges, cooperation, plough-taking, and the demonstration of the beginning of empathy. Social interactions with peers besides allow older infants to experiment with unlike roles in small groups and in different situations such every bit relating to familiar versus unfamiliar children. Equally noted, the foundations called Interactions with Adults, Relationships with Adults, Interactions with Peers, and Relationships with Peers are interrelated. Interactions are stepping-stones to relationships. Burk (1996, 285) writes:

Nosotros, every bit teachers, demand to facilitate the evolution of a psychologically safe environment that promotes positive social interaction. As children interact openly with their peers, they learn more nigh each other as individuals, and they begin edifice a history of interactions.

Foundation: Interaction with Peers

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Relationships with Peers

Infants develop close relationships with children they know over a period of time, such as other children in the family kid care setting or neighborhood. Relationships with peers provide young children with the opportunity to develop strong social connections. Infants frequently show a preference for playing and existence with friends, as compared with peers with whom they exercise non have a relationship. Howes' (1983) research suggests that there are distinctive patterns of friendship for the infant, toddler, and preschooler age groups. The iii groups vary in the number of friendships, the stability of friendships, and the nature of interaction betwixt friends (for example, the extent to which they involve object substitution or verbal communication).

Foundation: Relationships with Peers

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Identity of Cocky in Relation to Others

Infants' social-emotional development includes an emerging awareness of self and others. Infants demonstrate this foundation in a number of ways. For example, they tin can respond to their names, point to their body parts when asked, or proper noun members of their families. Through an emerging understanding of other people in their social environs, children gain an understanding of their roles inside their families and communities. They also become enlightened of their own preferences and characteristics and those of others.

Foundation: Identity of Self in Relation to Others

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Recognition of Ability

Infants' developing sense of self-efficacy includes an emerging understanding that they tin can make things happen and that they have item abilities. Self-efficacy is related to a sense of competency, which has been identified as a basic human need (Connell 1990). The development of children's sense of self-efficacy may be seen in play or exploratory behaviors when they act on an object to produce a result. For example, they pat a musical toy to make sounds come out. Older infants may demonstrate recognition of power through "I" statements, such as "I did information technology" or "I'm skilful at drawing."

Foundation: Recognition of Ability

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Expression of Emotion

Fifty-fifty early in infancy, children express their emotions through facial expressions, vocalizations, and trunk language. The afterward power to use words to express emotions gives young children a valuable tool in gaining the assistance or social support of others (Saarni and others 2006). Temperament may play a role in children's expression of emotion. Tronick (1989, 112) described how expression of emotion is related to emotion regulation and communication between the mother and babe: "the emotional expressions of the infant and the caretaker part to let them to mutually regulate their interactions . . . the babe and the developed are participants in an affective communication system."

Both the understanding and expression of emotion are influenced by civilization. Cultural factors affect children's growing agreement of the pregnant of emotions, the developing knowledge of which situations lead to which emotional outcomes, and their learning near which emotions are appropriate to brandish in which situations (Thompson and Goodvin 2005). Some cultural groups appear to express sure emotions more than ofttimes than other cultural groups (Tsai, Levenson, and McCoy 2006). In addition, cultural groups vary by which particular emotions or emotional states they value (Tsai, Knutson, and Fung 2006). One study suggests that cultural differences in exposure to particular emotions through storybooks may contribute to immature children'due south preferences for particular emotional states (for example, excited or calm) (Tsai and others 2007).

Young children's expression of positive and negative emotions may play a pregnant role in their development of social relationships. Positive emotions appeal to social partners and seem to enable relationships to form, while problematic management or expression of negative emotions leads to difficulty in social relationships (Denham and Weissberg 2004). The apply of emotion-related words appears to be associated with how likable preschoolers are considered by their peers. Children who use emotion-related words were establish to be better-liked by their classmates (Fabes and others 2001). Infants answer more positively to adult vocalizations that have a positive affective tone (Fernald 1993). 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 2007, 329). It appears likely that the experience of positive emotions is a peculiarly important correspondent to emotional well-being and psychological health (Fredrickson 2000, 2003; Panksepp 2001).

Foundation: Expression of Emotion

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Empathy

During the kickoff three years of life, children brainstorm to develop the capacity to experience the emotional or psychological land of another person (Zahn-Waxler and Radke-Yarrow 1990). The post-obit definitions of empathy are found in the inquiry literature: "knowing what another person is feeling," "feeling what another person is feeling," and "responding compassionately to another'due south distress" (Levenson and Ruef 1992, 234). The concept of empathy reflects the social nature of emotion, as it links the feelings of two or more people (Levenson and Ruef 1992). Since human life is relationship-based, 1 vitally important function of empathy over the life span is to strengthen social bonds (Anderson and Keltner 2002). Research has shown a correlation betwixt empathy and prosocial behavior (Eisenberg 2000). In item, prosocial behaviors, such as helping, sharing, and comforting or showing business concern for others, illustrate the development of empathy (Zahn-Waxler and others 1992) and how the experience of empathy is thought to be related to the development of moral behavior (Eisenberg 2000). Adults model prosocial/empathic behaviors for infants in diverse ways. For example, those behaviors are modeled through caring interactions with others or through providing nurturance to the babe. Quann and Wien (2006, 28) advise that 1 way to back up the development of empathy in young children is to create a civilization of caring in the early on childhood environment: "Helping children understand the feelings of others is an integral aspect of the curriculum of living together. The relationships among teachers, between children and teachers, and among children are fostered with warm and caring interactions."

Foundation: Empathy

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Emotion Regulation

The developing ability to regulate emotions has received increasing attention in the research literature (Eisenberg, Champion, and Ma 2004). Researchers have generated various definitions of emotion regulation, and debate continues every bit to the most useful and appropriate way to ascertain this concept (Eisenberg and Spinrad 2004). Equally a construct, emotion regulation reflects the interrelationship of emotions, cognitions, and behaviors (Bell and Wolfe 2004). Immature children's increasing understanding and skill in the employ of language is of vital importance in their emotional evolution, opening new avenues for communicating about and regulating emotions (Campos, Frankel, and Camras 2004) and helping children to negotiate acceptable outcomes to emotionally charged situations in more than effective ways. Emotion regulation is influenced by civilization and the historical era in which a person lives: cultural variability in regulation processes is meaning (Mesquita and Frijda 1992). "Cultures vary in terms of what one is expected to experience, and when, where, and with whom ane may limited different feelings" (Cheah and Rubin 2003, 3). Adults can provide positive role models of emotion regulation through their behavior and through the verbal and emotional support they offering children in managing their emotions. Responsiveness to infants' signals contributes to the development of emotion regulation. Adults support infants' evolution of emotion regulation by minimizing exposure to excessive stress, chaotic environments, or over- or understimulation.

Emotion regulation skills are of import in office because they play a part in how well children are liked by peers and teachers and how socially competent they are perceived to exist (National Scientific Council on the Developing Kid 2004). Children's ability to regulate their emotions appropriately can contribute to perceptions of their overall social skills as well as to the extent to which they are liked past peers (Eisenberg and others 1993). Poor emotion regulation tin impair children's thinking, thereby compromising their judgment and decision making (National Scientific Council on the Developing Kid 2004). At kindergarten entry, children demonstrate broad variability in their ability to self-regulate (National Research Council and Institute of Medicine 2000).

Foundation: Emotion Regulation

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Impulse Command

Children'southward developing capacity to control impulses helps them conform to social situations and follow rules. As infants grow, they become increasingly able to exercise voluntary command over beliefs such as waiting for needs to be met, inhibiting potentially hurtful behavior, and acting according to social expectations, including safety rules. Group care settings provide many opportunities for children to practice their impulse-command skills. Peer interactions frequently offer natural opportunities for young children to practice impulse command, as they make progress in learning about cooperative play and sharing. Young children'southward understanding or lack of agreement of requests fabricated of them may exist one factor contributing to their responses (Kaler and Kopp 1990).

Foundation: Impulse Control

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Social Agreement

During the babe/toddler years, children begin to develop an understanding of the responses, communication, emotional expression, and actions of other people. This development includes infants' agreement of what to expect from others, how to engage in back-and-along social interactions, and which social scripts are to exist used for which social situations. "At each historic period, social cognitive agreement contributes to social competence, interpersonal sensitivity, and an awareness of how the cocky relates to other individuals and groups in a complex social world" (Thompson 2006, 26). Social understanding is especially important considering of the social nature of humans and human being life, even in early infancy (Wellman and Lagattuta 2000). Recent enquiry suggests that infants' and toddlers' social understanding is related to how often they feel adult communication about the thoughts and emotions of others (Taumoepeau and Ruffman 2008).

Foundation: Social Understanding

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Terminal Reviewed: Thursday, June 17, 2022

Source: https://www.cde.ca.gov/sp/cd/re/itf09socemodev.asp

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