Kuliah 4 (Emosi)edited

8/7/2019 Kuliah 4 (Emosi)edited

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KAS1043

HASRUL HOSSHAN

JABATAN PENDIDIKAN AWAL KANAK-KANAK

& PENDIDIKAN KHAS


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UNDERSTANDING OFCHILD EMOTIONAL

DEVELOPMENT


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What is emotional

development?consists of a gradual growth in the ability torecognize, label, and appropriately respond totheir feelings

Each of these steps is important to theiremotional health and must be learnedthrough repeated interactions with others


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ERIKSONS THEORYOF PSYCHOSOCIAL

DEVELOPMENT

Suggested that people experience 8crises in the form of psychosocial

stages, as they progress from birth toold age


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1. Trust VS Mistrust (birth to 18months)

2. Autonomy VS Shame & Doubt (18 Months to 3

Years)

3. Initiative VS Guilt (3 to 5 Years)

4. Industry VS inferiority (6 to 12

Years)

5. Identity VS Role confusion (12 to 18Years)

6. Intimacy VS Isolation (18 to 35years)

7. Generativity VS stagnation (35 to 55 or 65years)

8. Integrity VS dispair (55 or 65 toDeath)


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1. Trust Vs MistrustBasic strength: Drive and hope

Referred to infancy as the Oral Sensory Stage

(baby put everything in the mouth)

Children develop a sense oftrust when caregivers

provide reliabilty, care, and affection.

If a child successfully develops trust, he or she will feel safeand secure in the world. Caregivers who are inconsistent,emotionally unavailable, or rejecting contribute to feelings ofmistrust in the children they care for.

Failure to develop trust will result in fear and a belief that the

world is inconsistent and unpredictable. Important event: Feeding


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2. Autonomy Vs Shame

Basic Strengths: Self-control, Courage, and Will

learn to master skills (eg: walk, talk, feed) and also

learn finer motor development as well as

the much appreciated toilet training

have the opportunity to build self-esteem and

autonomy as we gain more control over our bodies andacquire new skills, learning right from wrong

failure results in feelings ofshame and doubt.

Important event: Toilet training


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3. Initiative Vs GuiltBasic strength: Purpose

experience a desire to copy the adults and take initiative increating play situations.

Eg: toy phones, miniature cars

begin to use WHY? to explore the world

children begin to assert their power and control over the worldthrough directing play and other social interaction.

Children who are successful at this stage feel capable andable to lead others. Those who fail to acquire these skills areleft with a sense ofguilt, self-doubt and lack

of initiative Important event: Exploration


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4. Industry Vs InferiorityBasic Strengths: Method and Competence

Capable of learning, creating and accomplishing numerousnew skills and knowledge, thus developing a senseofindustry

Also known as Social stage. Children need to cope withnew social and academic demands. Success leads to asense of competence, while failure results in feelings of

inferiority.

Important event: School


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.confusion

Basic Strengths: Devotion and FidelityLife is getting more complex - attempt to find theirown identity, struggle with social interactions, and moralissues.

The task is to discover who they are as individuals separate

from their family of origin and as members of a widersociety

Success leads to an ability to stay true to themselves, whilefailure leads to role confusion and a weak sense of self.

Important event: Social Relationships


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6. Intimacy VS IsolationBasic Strengths: Affiliation and Love

In the initial stage of being an adult ,we seek one or morecompanions and love. As we try to find mutually satisfyingrelationships, primarily through marriage and friends, wegenerally also begin to start a family

Success leads to strong relationships and intimacy,while failure results in loneliness and isolation.

Important event: Relationships


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. stagnationBasic Strengths: Production and Care

work is most crucialoccupied with creative and meaningful work and with issuessurrounding the family

expect to "be in charge,

The significant task is to transmit values of the culture through the

family (taming the kids) and working to establish a stableenvironment

Strength comes through care of others and production of somethingthat contributes to the betterment of society, which Eriksoncalls generativity

Those who are successful during this phase will feel that they arecontributing to the world by being active in their home andcommunity. Those who fail to attain this skill will feel unproductiveand uninvolved in the world (Stagnation).

Important event: Work and Parenthood


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8. Integrity VS despairBasic Strengths: Wisdom

This phase occurs during old age and is focused on reflectingback on life.

Those who feel proud of their accomplishments will feel asense ofintegrity. Successfully completing this phase meanslooking back with few regrets and a general feeling of

satisfactionOur strength comes from a wisdom that the world is verylarge and we now have a detached concern for the whole oflife, accepting death as the completion of life.

Those who are unsuccessful during this phase will feel that

their life has been wasted and will experience many regrets.The individual will be left with feelings of

bitterness and despair.

Important event: Reflection on Life


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Exhibit jealousy

W

HATY

OUMIGH

T

OBSERVE

Distress atseparation

Increasing skills tocommunicate through facial

expressions and bodyposture

Beginning ability tosoothe (especially when

caregiver is not around)


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Desire to beclose to parents

W

HATY

OUMIGHT

O

BSERVE

Wide variety of

emotions

begin to mature in theirability to interact with

others

Emergence ofself-concept


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Increasing numberof bonds withpeople outside thefamily

W

HATY

OUMIGHT

O

BSERVE

Increasing ability

to regulateemotions


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Adults role:Adults have traditionally denied children's feelings bysaying things such as, "You shouldn't feel that way!" or"You'll be fine. Forget it.

Negating children's strong emotions can result in

fearfulness, confusion, shame and resentment, which caninterfere with their learning. When negative emotions aresuppressed, they usually resurface and cause problems.

Children who are taught to identify, express, and copepositively with their feelings develop useful life skills.

Ad lt l h t h ld d lt


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Adults role what should adultsdo?

1. Help the children gain an understanding of their feelingsthrough the use of books, board games, puppets,interactive storytelling or role-plays.

2. Watch a child's facial expressions, posture, play or artwork for signs that a child is experiencing a strong

negative emotion. Then offer constructive ways to defuseit, such as painting, dialogue or taking a "time out.

3. Accept emotional responses as legitimate, even if youdon't like the behavior the feeling produces. For example,when a child hits, the feeling of anger is demonstrated.

Stop the child and say, "It's okay to feel angry; it's notokay to hurt others. Talk to me about what your feeling."

Adults role hat should adults


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4. Communicate understanding and empathy byreflecting the observed emotion. For example,say, "You seem sad" or "You seem upset." Then, ifthe child confirms your reflection and begins

talking, be quiet and listen.5. Avoid negative statements like, "Can't you doanything right?" or "What's your problem?" Thesecomments discourage open communication andsuggest that when a child does not behaveperfectly, he or she is "bad."


Adults role what should adults


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6. Avoid moralizing ("That was wrong of you!"); humiliating ("Ican't believe you did that."); lecturing ("You should have knownbetter."); denying ("You'll be okay."); pitying, ("Poor you. It's alltheir fault."); and rescuing, ("I'll take care of it."). Instead, listenpatiently and nod your head appropriately. Remember thatquestions can often lead the child away from the real problem

or cause the child to stop talking.

7. Problem solve with the child by encouraging him or her to thinkof options and decide what constructive action to take.

8. Keep lines of communication open. You might say somethinglike: "Emily, I am glad you told me about your mom's illness. Itmust be hard to have her in the hospital. Please know that Icare about you and that I am here if you want to talk again."



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Emotional ProblemsChildren with emotional and behavioural difficulties may:

find it difficult to form friendshipshave difficulty keeping on task

have difficulty taking part in group activities and discussion

often become tearful or throw tantrums for no apparent reason

have low self-esteem and often become victims of bullies

become bullies themselves

be aggressive and disruptive

find it difficult to conform to classroom rules and routines

be excessively attention-seeking through either negative

behaviour orsometimes have school phobia

underachieve in many areas of the school curriculum.

SUPPORTIN


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SUPPORTING CHILD

WITHEMOTIONALPROBLEM

1. encourage theprovision of a

positive classroomenvironment

2. set up smallsocial skillsgroups oranger

management

3. develop socialinteraction throughgames and pairedproblem-solving

activities

4. give short,

clearly-definedtasks

5.provide activitiesthat encourage thebuilding of self-

esteem.

6. give the child opportunitiesto express their feelingsthrough the use of puppets or

role-play in pairs or smallgroups

7. develop positive linksbetween older andyounger children

8.Tell the parents oftheir children needs


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Temper TantrumsWhy do tantrums happen?

A tantrum is the expression of a child's frustration with thephysical, mental or emotional challenges of the moment.

Causes include frustration, tiredness, and hunger. Childrenalso may have temper tantrums to seek attention, obtainsomething, or avoid doing something.

Examples: whining, crying, screaming, kicking, hitting, andbreath holding, trashing, stomping feet

They usually appear toward the end of the first year, aremost common between ages 2 and 4, and are typicallyinfrequent after age 5. If tantrums are frequent after age 5,

they may persist throughout childhood.


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How to handle tantrum1. Try to remain calm. Shaking, spanking, or screaming at

your child tends to make the tantrum worse instead ofbetter. Set a positive example for your child

by remaining in control of yourself and your emotions.

2. Pause before you act. Take at least 30 seconds to decide

how you will handle the tantrum. Four possible ways todeal with a tantrum include:

a) DistractTry to get your childs attention focused on

something else. If your child screams when you takeaway something unsafe (like mommys purse) offersomething else to play with. This technique works wellwith toddlers.


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How to handle tantrum:b. RemoveTake your child to a quiet, private place to calmdown. Avoid trying to talk with a screaming child. Stay

nearby until your child calms down.

c. IgnoreOlder children will sometimes throw tantrums toget attention. Try ignoring the tantrum and go about yourbusiness as usual.

d. Hold - Physically restrain children if they are out of

control (may harm themselves and others). You also mightsay something like: I can see you are angry right now and Iam going to hold you until you calm down. I wont let youhurt me or anyone else. Often this approach can becomforting to a child. Children dont like to be out of

control. An adult who is able to take charge of the situation,remain calm and in control, can be very reassuring.


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How to handle tantrum:3. Wait until your child calms down before talking

about the situation. Its difficult to reason with ascreaming child. Use this opportunity to teach yourchild acceptable ways to handle anger and difficultsituations. With practice, preschoolers and school-agers

can learn:a) How to ask for help,

b) When to go somewhere to cool down,

c) How to try a more successful way of doing

something, andd) How to express their feelings and emotions in words

(rather than hitting, kicking, or screaming).


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How to handle tantrum

4. Comfort and reassure your child. Tantrumsscare most kids. They often are not able tounderstand the reason for their anger and

generally feel shaken

when it is all over. They need to know that you donot approve of their behavior, but that you stilllove them.


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Screaming atthe child

Hitting thechild.

Indulging thechild

Hurting thechild in anyway.

Threateningthe child.

Labeling thechild.

Embarrassing the child.

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Kuliah 4 (Emosi)edited

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