Supporting the emotional _ psychological development of children by hcj

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									Supporting the emotional
& psychological
development of children

You are to…
1. Take notes from slides in
   books
2. Answer questions and
   tasks in books.
                                   Self-esteem
Self-esteem encompasses the variety of impressions we
have of ourselves. The closer our self-concept is to our ideal
self, the greater our self-esteem.

Self-esteem refers to our personal judgement and feelings
about who we are (how we feel about ourselves based on
these judgements).

Self-concept describes the perceptions, feelings and
attitudes that a person has about themselves (including
physical characteristics, cognitive ability, gender and ethnic
identity).

The ideal self is who you think you should be or want to be
(includes your characteristics, roles and associations; all the
things that are involved in your self-concept).
                                   Self-esteem
Example
1. Daniel is drawing with crayons at a table when Sally (the
   carer) approaches and sits at the same table. Daniel is
   proud of his work and waits for Sally to notice and give him
   some positive feedback. Sally is distracted and once she
   finished talking to another child, she picks up a crayon and
   starts to draw a horse.
2. Daniel is surprised- he had drawn a horse! But his horse is
   nowhere near as good as Sally’s.
3. Daniel's self-image and ideal self began closely together- he
   had a strong self-esteem when it came to drawing. When
   sally drew a horse, Daniel’s ideal of how to draw a horse
   became very different to what it was earlier, making his self-
   esteem fall.
                              Self-esteem
To positively influence a child’s self-esteem, you
must:

Give individual attention to each child
Encourage children to attempt skills and activities
Give positive feedback
Provide opportunities for children to be independent
Support children to be considerate of others
Assist children to be clear communicators
Acknowledge children when they help you or others
Provide children with positive messages about
 themselves
Encourage realistic ideals by providing materials,
 activities and models that show diversity
Prohibit put downs
                              Self-esteem
Avoid comparison and competition
Accept mistakes as learning opportunities
Be genuine in your interactions with children
Allow children to make decisions, problem-solve and
 negotiate
Provide age- and stage-appropriate activities,
 equipment and expectations
Identify and celebrate children’s social, emotional and
 psychological successes.
                               Decision-making

Involving children in decision-making
The arrangement of the environment
 and the questions you ask, help children
 to become more independent through
 providing opportunities for decision-
 making.

Decision-making skills help to promote
 positive behaviour as children choose
 what they want to do.

There will be decisions that children can
 make, but there are decisions that adults
 will need to make for children.
                           Decision-making

Questions: Answer the following in your books
What are two decisions that children are capable
 of making?




What are two decisions that adults must make for
 children?
                         Acknowledging, encouraging
                         and appreciating

      Acknowledging, encouraging and
        appreciating children’s efforts

Questions: Answer the following in your books
Why is acknowledging and encouraging children
 important?
Write an example of how you would provide
 encouragement to a child.
                              Acknowledging, encouraging
                              and appreciating


Acknowledgment and encouragement shows
children that you value them and their efforts

• It gives them the
  motivation to do things
  for intrinsic reasons (to
  please themselves or
  because the task is
  worth doing).

•    It helps children feel
    good about themselves,
    which in turn develops
    their self-esteem.
                      Acknowledging, encouraging
                      and appreciating


Question: Answer the following in your
 books
What ways could you demonstrate
 acknowledgement and encouragement
 of a child?
                      Acknowledging, encouraging
                      and appreciating



….?
Provide feedback on work by providing a
 comment about the effort that is being
 taken etc
Ask questions that demonstrate your
 interest and appreciation
Thank children for their contribution
                               Recognising & responding



  Recognising & responding to
  issues of concern
Some emotional and
psychological feelings or
responses are common, such as
separation anxiety and age-
appropriate fears.

Other responses may be
uncharacteristic or overwhelming,
such as highly aggressive
behaviour or extreme withdrawal.

 it is these responses that may alert
you to an issue of concern.
                                Recognising & responding

If you observe any of the following behaviours, you
are being alerted to the child’s emotional and
psychological difficulties and an issue of concern
that should be reported:

 Inappropriate interactions with others
 Withdrawal from social interactions
 Aggressive behaviour
 Verbal expressions of particular need
 Physical and emotional presentation
 Concerns conveyed by parents or other
  carers
 Sudden and/or extreme changes to
  behaviour or emotional states
 No interest in activities or experiences
 Expressions of negative emotions through
  use of external materials and resources.
                               Recognising & responding


If a child expresses these feelings or
responses you should:
  Act to manage the situation as
   best as possible
  Record what you notice,
   remember to document what you
   see or notice rather than what
   you think about what is
   happening
  Discuss what you have recorded
   with senior staff
  Identify whether action needs to
   be taken to manage the situation
  Implement actions as soon as
   possible
  Involve support agencies if
   required.
                             Recognising & responding


ACTIVITY : Use the computer to research
and answer in books
You are to research the following areas of concern
  and provide answers to the questions below.
1. Separation anxiety
2. Stranger anxiety
3. Fear- (different for infants, toddlers, preschoolers)
Define the concept.
What are common signs of distress?
Provide a list of strategies to settle/help a child and
  their family
                           Recording and reporting
                           concerns

Recording and reporting concerns relating to
emotional and psychological development
Your ability to record and report concerns as soon
 as they are noticed is essential if you are to meet
 the individual needs of children and prevent
 further.




 Your skills of observation and interpretation may
 be challenged as you get to know each child
 and then consider their everyday actions and
 responses.
       Recording and reporting
       concerns

It is vital you record observed
 social, emotional or
 psychological concerns in a
 way that allows others to
 understand and use this
 information.
Objective recording involves
 the skill of writing only the things
 that you see or hear and
 eliminating any information
 that you think (or are not sure
 of) about the situation.
Why do think you need to do
 this? Why should you only
 record information that you see
 or hear?

								
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