Learning Objectives Develop age appropriate activities to support emotional development Select emotional development learning experiences and resources Analyze learning environment/emotional development experiences Facilitate emotional development learning experiences Examine theories of emotional development Determine emotional development teaching strategies Evaluate emotional development learning experiences

Flexible Temperament

Think about the child in your care that you enjoy the most? Think about the child’s temperament? What traits do they possess? Teacher’s Pet

Adaptable Mild Intensity Positive Mood Low Tactile Sensitivity Moderately Regular The Flexible Child Tend to be mid-range on most traits.

What caregivers might say… “He can self-entertain.” “She’s always smiling & happy.” “He’s secretly my favorite.” “Sometimes I forget she’s even here.” Describing the Flexible Child

Fearful Temperament

"Any change, even a change for the better, is usually accompanied by drawbacks and discomforts." ~ Arnold Bennett Adapting to Change

Relatively inactive and fussy. Genuinely stressed by changes in their lives. Especially cautious about trying new things. Reactions gradually become more positive with continuous exposure. Slow-to-Warm

Often cling to caregiver or comfort object. Typically have deep attachment to primary caregiver. May withdraw if pushed into new situations too quickly Tend to play alone rather than with a group. Slow-to-Warm

Consider Your Interactions Cultivate Consistency Help Children Take the First Step Ample Warning of Changes Choose Play Partners Thoughtfully Don’t Push, Encourage! Working with Fearful Children

Less Effective Time Outs Take Aways Restrictions Behavior Management More Effective Transition Time Contracts Incentive Rewards The Fearful, Slow-to-Adapt Child “Our goal should be to consider how conditions can be changed to reduce the probability that problems will arise.”

Feisty Temperament

One, Two, Three Things… List… One thing I would change about myself. Two things I accept about myself. Three things I like about myself. Do you have any “feisty” characteristics?

The Feisty Child High Activity Slow-to-Adapt High Sensitivity Negative Mood High Intensity Irregular

Out with the old… Loud Wild Picky Stubborn Argumentative Inflexible Unpredictable Putting a Spin on Labels In with the new… Enthusiastic Energetic Selective Persistent Committed _________ _________ Goal = The child feels understood!

Guiding the Feisty Temperament Say: What you say to the child shows that you understand how they are feeling & helps to diffuse their reactions. Do: What you do is key to remaining neutral and modeling appropriate reactions. Check Yourself: If you have the same temperament trait, it’s vital that you recognize and control your own reactions.

High Activity Say: “Your body is full of energy.” “You like to wiggle and move.” “You like to learn by moving your body.” Do: Provide planned opportunities for movement. Avoid excess quiet periods. Monitor for over stimulation & too many transitions. Check Yourself: Plan movement in your day. Enjoy energetic activities with the children.

High Intensity Say: “You are very enthusiastic.” “You have very strong feelings about things.” Do: Help the child learn to recognize their boiling point. Use humor to diffuse intense reactions. Provide soothing activities specific to the child. Check Yourself: Diffuse your own intensity first. Model appropriate ways to react.

High Sensitivity Say: “Loud noises bother you.” “Your tag feels very scratchy.” “You really care about how others feels.” Do: Teach the child words to describe feelings. Be sensitive to textures in the child’s world. Check Yourself: Refill your energy bank after being over stimulated. Be aware of what truly bothers you.

Slow-to-Adapt Say: “Change is difficult for you.” “You need to know what to expect.” Do: Avoid surprises when possible. Forewarn the child when changes will be made. Allow time for closure. Check Yourself: Allow yourself transition time. Recognize your need to recharge after several changes.

Irregularity Say: “You are really flexible.” “You are full of surprises.” Do: Expect that changes in routine will take more time. Remain patient and consistent. Check Yourself: Be aware of your lack of need for consistent meal/nap times. Remember that some children will need more consistency than you are providing.

Negative Mood Say: “You are a deep thinker.” “I appreciate your suggestions.” Do: Help the child focus on positives. Ask specific questions that are likely to have a positive answer. Check Yourself: Practice replacing negative thoughts with positive ones. Celebrate small successes.