“Tips for Promoting Social-Emotional Development” (2010) from Zero-to-Three explores a handful of important and very simple strategies parents can use to promote healthy social and emotional development in their young children. Observation, affection, compromise, and scaffolding are described in the context of real-life examples of parents and caregivers interacting with infants and toddlers.
This resource also explains how to implement each strategy, such as slowing down and paying close attention to what a child is trying to accomplish, as keys to responding in positive and supportive ways. Also, by using comforting touch, holding, rocking, singing, and talking, caregivers can nurture not only social-emotional well-being but also brain development as the child learns that she is safe and loved. Talking through conflicts, for example between toddlers who are both interested in the same toy, can help children learn to manage big emotions and control any impulses they may have to lash out. The advice is practical, presented clearly, and perfect for parents who are looking for an easy strategy to use throughout their day.
The ICC-Recommended Early Start Personnel Manual (ESPM) describes core knowledge and role-specific competencies needed for early intervention service provision, incorporating current research and evidence in the field of early intervention. To access the ESPM, CLICK HERE.
This resource is related to the following ESPM knowledge-level competencies:
- Core Knowledge (CK):
- CK2: The role of primary social and emotional relationships as the foundation for early learning.
- CK6: The sequences of development and the interrelationships among developmental areas/factors, including:
- Sensory and motor development
- Sensory processing
- Receptive and expressive communication skills, including second language acquisition
- Cognitive skills such as attention, perception, motivation, initiation, problem solving, concept formation, memory and learning
- Social development
- Emotional development and resiliency, including the development of attachment and trust, and self-regulation
- Self-help skills and adaptive behavior
- CK10: The significance and study of team models, collaboration and relationship-based practice.
- Individualized Family Service Plan Development and Review (IFSP-DR):
- IFSP-DR5 (EIA): Has basic knowledge of intervention strategies used in everyday routines, relationships, activities, places and partnerships.
- Individualized Family Service Plan Implementation (IFSP-i):
- IFSP-i3 (EIA): Is familiar with generic and specific evidence-based early intervention strategies to support all areas of development.
- IFSP-i11 (EIA): Is aware of strategies that support parents in adapting the natural environment to meet infant/toddler developmental needs.