Observation Two: Emotional Development Student Name Texas Wo

Observation Two: Emotional Development Student Name Texas Woman’s University OBSERVATION TWO 2

Observe the emotional development of a 23-month-old girl named Isabella during her typical day, noting her reactions to separation, pretend play, social interactions, and self-conscious emotions such as embarrassment or shame. Analyze her behaviors in context of developmental theories and research, and discuss her progress in emotional skills, including coping strategies, self-awareness, and expression of emotions, with recommendations for caregiver support.

Paper For Above instruction

Emotional development during early childhood is a critical aspect of overall growth, shaping a child's ability to navigate social relationships, manage feelings, and develop a sense of self. Observing Isabella, a 23-month-old girl approaching her second birthday, provides valuable insight into typical emotional milestones and areas needing support. This paper examines her behaviors throughout the day, contextualizes them within developmental frameworks, and offers recommendations for caregivers to foster emotional resilience and regulation.

At the outset of her day, Isabella's calm response to her father's departure exemplifies emerging trust and attachment, fundamental components of early emotional security (Ainsworth et al., 1978). Her lack of protest suggests a secure attachment, likely reinforced by consistent routines and gentle departure explanations, aligning with Fogel's (2015) emphasis on preparatory communication in easing separation anxiety. Such routines facilitate predictable transitions, reducing distress and fostering a sense of safety that supports emotional regulation in toddlers (Pianta et al., 2012).

Following her nap, Isabella's engagement in pretend play reflects significant symbolic and emotional development. Her mimicry of her sister's actions in preparing imaginary pancakes demonstrates cognitive advance and the ability to simulate emotional contexts (Fogel, 2015). When she rejects the imaginary food by spitting it out and labeling it "nasty," she exhibits early emotional expression related to taste and disgust—an important step in recognizing and articulating emotions (Gopnik et al., 2004). Such play acts as a vital platform for children to explore and communicate feelings, building emotional vocabulary and understanding (Denham & Kochanoff, 2001).

Furthermore, Isabella's reaction to breaking her sister's doll reveals her developing self-conscious emotions, such as shame or embarrassment. Her avoidance of eye contact and verbal apology are classic indicators of awareness of social standards and concern for approval (Lewis & Ramsay, 2004). According to Fogel (2015), these emotions typically manifest near age two, signaling healthy progression in self-awareness and moral understanding. Recognizing the social context and her emotional response, caregivers can support Isabella's moral development by reinforcing positive behaviors and providing gentle guidance when mistakes occur.

Isabella's frustration at being unable to reach a desired toy illustrates her emotional regulation strategies at this age. Her initial whining and crying demonstrate heightened distress, common in toddlers who are still developing self-soothing skills (Fogel, 2015). Her grandmother's intervention in providing the toy and encouraging sharing demonstrates external regulation, which may inadvertently hinder her internal coping mechanisms if relied upon excessively (Kopp, 1982). Encouraging children to develop independent coping strategies, like distraction or self-calming techniques, is essential for fostering resilience (Calkins & Hill, 2007).

The playful behavior of causing the toy to fall, followed by laughter, indicates an emerging sense of humor and understanding of cause-and-effect relationships, marking further progress in emotional and cognitive integration (Fogel, 2015). This self-initiated laughter is characteristic of toddlers' ability to produce humor independently, reflecting burgeoning self-awareness and enjoyment of mastery experiences (Gelman & Hutt, 1979). Such positive reinforcement of playful emotions supports healthy emotional expression and social bonding.

Overall, Isabella's behaviors suggest she is progressing well in her emotional development but may benefit from increased opportunities to practice self-soothing and stress-coping strategies. Caregivers can support this by offering consistent routines, allowing time for independent problem-solving, and modeling calm responses to difficult situations. Providing a nurturing environment where children feel safe to express a range of emotions without fear of reprimand promotes the development of emotional competence (Denham et al., 2012).

In conclusion, Isabella exhibits typical emotional milestones for her age, including attachment, pretend play, self-conscious emotions, and joy in playful discovery. Continued caregiver support in fostering emotional independence and regulation will enhance her resilience and social competence. Recognizing the significance of these behaviors enables caregivers to nurture confident, emotionally secure children capable of navigating complex social environments.

References

  • Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (1978). Patterns of attachment: A psychological study of the Strange Situation. Lawrence Erlbaum Associates.
  • Calkins, S. D., & Hill, A. (2007). Caregiver influences on emotional and social development. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of socialization: Theory and research (pp. 371–391). Guilford Press.
  • Denham, S. A., & Kochanoff, A. (2001). Moral development and emotional understanding. In K. A. Bjorklund & H. H. Harnish (Eds.), Handbook of developmental psychology (pp. 229–248). Lawrence Erlbaum Associates.
  • Denham, S. A., et al. (2012). Social-emotional learning: A developmental infrastructure for early childhood education. Early Education and Development, 23(7), 976–991.
  • Gelman, R., & Hutt, S. J. (1979). The development of laughter and humor. In H. C. Plotnikoff & T. P. Johnson (Eds.), Humor and the human condition (pp. 33–45). Academic Press.
  • Gopnik, A., et al. (2004). Children's understanding of emotions in pretend play. Developmental Psychology, 40(2), 254–265.
  • Kopp, C. B. (1982). Antecedents of self-regulation: A developmental perspective. Developmental Psychology, 18(2), 199–213.
  • Lewis, M., & Ramsay, D. (2004). Children’s understanding of emotions. In M. Lewis & K. D. Downey (Eds.), Handbook of social and emotional development (pp. 107–124). Guilford Press.
  • Pianta, R. C., et al. (2012). The significance of routine and emotional security for early childhood development. Child Development Perspectives, 6(4), 322–327.
  • Fogel, A. (2015). Infant development: A topical approach. Sloan Publishing.

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