In the first five years, children develop and grow fast across the significant areas of development. Social and emotional development shows how children recognize who they are, their feelings, and their expectations when interacting with other people. In this development, children can build and sustain constructive relationships, explore, and participate with the environment, and experience, cope with and convey emotions. Social and emotional development influences children's empathy, self-confidence, the capability to grow meaningful and lasting partnerships and friendships, and a sense of value to the people around them. The three videos demonstrate how children of different ages from 8 to 30 months show social development and how that influences their emotional growth. The three children are eight months old Taylor, 18 months old Ernesto, and 30 months old Catherine. The infants were studied in a controlled environment and are not aware that they are under investigation. Thus, the results of the study are impartial and free from intrusion aware they are under observation. From the study, the three children's social and emotional development is well recognized and adequate for accomplishing the report.
Typical Social-Emotional Development
Social interactions that involve responses and behaviors exist between infants and caregivers from birth. Infants who sleep for long hours draw a different kind of care from fussy newborns and spend most time awake (Gross, 2019). While some babies are calmed by rocking, others find vocalizing and singing more efficient. Babies and caregivers develop their interaction style that results in dyadic synchrony. It is characterized by effective regulation or matching and mutual attention. Dyadic synchrony gives babies the opportunities to process and experience multisensory input (Gross, 2019). It also assists children in developing the ability for self-regulation. Caregivers help infants move from state to state in their early months by responding to their level of activity and arousal. At eight months, the baby is nervous or shy with strangers and cries when their parents leave. At 18 months, the child might display affection to familiar persons and explore alone in the presence of a parent or caregiver. The baby might also be afraid of strangers. At 30 months, the baby can show some defiant behavior and independence. They can also play around with other children and take turns in games. The child is also easy to separate from their parents.
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Infants also experience attachment to their caregivers as they spend more time with them. Parent's responsiveness and sensitivity are supposed to have a significant stimulus on attachment security (Gross, 2019). It is possible for babies who are temperamentally stiff, irritable, or liable to distress to be securely attached to the caregivers if they are responsive, sensitive, and emotionally warm. Children's facial expressions show their experiences in the first months of life. In an eight-month-old baby, facial expressions identify emotions like fear, anger, interest, and happiness. Children start to communicate anger, different from distress triggered by pain, at an early age. In 8 months-old babies, wide eyes, and raises eyebrows show surprise. They play games, have favorite people and things, and repeat actions or sounds to get attention. At 18 months, a baby can use facial expressions to show jealousy and embarrassment. The child might have temper tantrums and might cling to caregivers. They might also point to inform others that the thing is interesting. At 36 months, the child can show a broad range of emotions. The child can express shame, pride, and guilt. They get excited when around other babies. They could also demonstrate concern for a friend who is crying.
Analysis of Each Infant
Taylor (8 months old)
Taylor has attained the typical milestone of a child of his age based on his developed social and emotional skills. He freely plays with toys (00:00:06), and he wants to play with the caregiver (00:01:51). He also hands over the toy to the caregiver (00:02:17) as he wants to play with her. Taylor also holds the caregiver's hands and stretches to go to her (00:02:41) like a typical eight-year-old infant. Furthermore, he interacts with the caregiver (00:02:58) and still pays attention to the toys around him (00:02:29). Additionally, Taylor notices the caregiver on the opposite side (00:03:10) but looks away in disregard (00:03:11). Besides, he continues being happy and affectionate to the caregiver (00:03:21). He notices a book and stretches his hands to pick it (00:03:42). He appears to like what the caregiver is showing her in the book (00:04:00), and he sits comfortably with the caregiver (00:04:04) like a typical child of his age.
Taylor expresses his developed emotional skills. When the caregiver walks around, he looks up, stretches his hands, makes some sounds to get attention (00:00:52), and turns around to interact with her (00:01:09). Moreover, Taylor is delighted and smiles as the caregiver talks to him (00:01:12). Taylor, she stomps his legs in ecstasy (00:01:15). He faces the caregivers with the toys in his hands to play with her (00:01:32) like a typical child of eight months. Moreover, Taylor picks up the toy given by the caregiver (00:02:03) and starts playing with it next to her (00:02:06). He is excited at the pictures as he goes through the book (00:04:48). Moreover, Taylor stomps his feet while stretching his hands to the caregiver frowns (00:49:36) and starts crying to get attention (00:49:37). He responds promptly and extends his hands to the caregiver (00:02:39). Additionally, he makes sounds to capture attention when he cannot sit back independently (00:47:17). He glazes at the crying baby as he shows concern (00:47:45), and he is nervous when the baby starts crying again next to him (00:48:58). Taylor is calm and staring at the baby (00:49:17). He frowns when the other baby takes his toys (00:21:25). Therefore, Taylor’s social and emotional skills corresponds to the expected development at his age because he can play with others, is affectionate and expresses emotions.
Ernesto (18 months)
Ernesto, an 18-month-old baby, has achieved a baby's standard milestones based on his social skills. A baby at Ernesto’s age is likely to have favorite toys, cling to caregivers and have temper outbursts (Gross, 2019). He rejects a toy offered by the caregiver (00:00:15); he has the toy he prefers on his hands (00:00:16). Be sides that, Ernesto walks back and hides the toy under his arms (00:00:40) and refuses to hand it over to the other baby (00:00:43). Again, he is friendly to the caregiver and wants to play with her (00:02:03). While seated, Ernesto continues to enjoy the music as he moves his body and claps his hands (00:21:44). Ernesto pays attention to the caregiver and gazes at her (00:21:48). He explores and walks around all alone in the presence of the caregiver and other children who are playing (00:03:47). Ernesto also imitates a caregiver who is coming around (00:20:13) and mimics how his fellow children are dancing to the background music (00:20:18). Further, he imitates the caregiver and joins in clapping hands (00:23:52).
Additionally, Ernesto sings with other children and stamps his feet as the caregiver, and the song tells them to stamp feet ( 00:24:25). Besides that, he hands over the toy to the caregiver as play (00:40:45). Ernesto sits down with other babies as directed by the caregiver (00:25:57). Further, he is attentive to the caregiver as she sings to them (00:27:45). Ernesto has also achieved the emotional milestone of his age. Moreover, he gets up and sings with the other children (00:22:21). He shows happiness while dancing to the background song and moving around the room (00:23:15). Ernesto points pictures on the wall for the caregiver and the other babies (00:06:00). He also shows affection to a familiar caregiver and walks towards her (0 0:01:25). Ernesto is offended as he is unable to remove the sweater (00:04:06). Additionally, Ernest also moves to the rhythm of the song just like the other babies around him (00:05:34) and seems excited by what they are doing (00:05:50) as he claps his hands while smiling (00:05:51). Ernesto is concerned about the crying baby around him (00:21:59). Thus, his social and emotional development is standard like a typical child of eighteen months.
Catherine (30 months)
Thirty months old Catherine has achieved the expected social and emotional development of her age. At 30 months, most babies tend to be independent and like playing alongside friends (Gross, 2019). They are also likely to express many emotions. She can interact with other children and play with them freely. Catherine shows some independence and stays alone and picks some books to go through alone (00:02:17). She also goes ahead to the shelf and chooses a book all alone (00:06:10). Also, Catherine places the toys back to the stand as told by the caregiver (00:12:52). She interacts with the other girl as she joins her on the table (00:13:25), and she is excited to be around her (00:13:28). Catherine also plays games alongside other babies (00:14:40) like a typical thirty-month-old baby.
Moreover, she interacts with the other children at the playing area (00:14:08), and she looks around, calling her friends to play with her (00:15:45). Catherine is quite excited to play alongside the other babies and the caregiver (00:15:34) as she interacts with them (00:16:43). As they continue playing, she hands over things to her friends (00:18:05). As Catherine interacts with the caregiver around the examination room, she picks the liquid soap and independently cleans her hands with running water (00:20:06), and proceeds to wipe her hands dry. She gets back to playing with her friends in the room (00:21:24).
Catherine shows some emotional development in the video as she plays openly with other children and gets emotional when offended. She offers snuggles to the caregiver when held (00:12:58). Besides that, Catherine throws away some toys that she does not like (00:24:36). She is also cheerful running around with the other children (00:18:40). Besides, Catherine cries when the other baby takes away toys from her (00:21:30). She walks away from the other child in a melancholy tone (00:21:41). Catherine is annoyed and avoids the caregiver who wants to comfort her (00:21:43). She runs to her preferred caregiver (00:21:47), where she gets comfortable and stops crying (00:22:00). As she goes back to the place, she is still frustrated and does not want to interact with the baby who touches her (00:22:28); she walks away from him (00:22:30). Catherine runs away as the boy follows her with open hands (00:22:36); she is still hurt and is frowning and looking down (00:22:37). Therefore, Catherine has the expected social and emotional skills at her age such as playing and interacting with children and caregivers and crying when she is hurt.
Application
The three videos' children extraordinarily demonstrate their social and emotional skills as they interact with other infants and caregivers. They have advanced skills that allow them to interact with peers and caregivers. Children at this age are very curious; ever moving around and touching everything around them as they learn ( Center on the Developing Child at Harvard University (2019). They also interact with the environment. The infants walk around the examination room playing with toys and looking for their favorite toys to play with, for example, Taylor likes interacting with the caregivers and playing with toys. He hands over the toy to her (00:02:17). Catherine goes through the books and can freely pick toys from the shelf and start playing (00:06:10). She also plays games alongside other infants and can interact with them so well. Additionally, Catherine speaks with the caregivers freely. Ernesto also emulates a caregiver who is dancing around (00:20:13) and copies how his fellow children are dancing to the music playing in the examination room (00:20:18).
Moreover, the videos have a demonstration of how children express their emotions. The children have gained attachments to the environment, peers, and caregivers. For instance, they love the toys they play with and show some temperament when someone takes them away from them. Taylor delivers a frown and unhappy face when the other baby picks his toys (00:21:25). Catherine throws away the toys that she is not interested in or dislikes (00:24:36). Also, the children express their emotions predominantly. . Ernesto miserably stares at the other babies playing in the examination room and walks away when they seem not to excite him. Catherine is receptive to the caregiver, and she cuddles up to her when she holds her. The babies also show concern to the other peers. When one of them is crying, they look at her helplessly. For example, Ernesto is concerned about the crying baby around him (00:21:59). Thus, the children use their social and emotional skills to interact with the other children and caregivers as further outlined by the Center on the Developing Child at Harvard University (2019) .
Conclusion
A child's social and emotional development is primarily described by enhancing interaction, temperament, sensitivity, and attachment with the people around them. The three videos understudy display children in various stages of development. They show the different social and emotional changes and results that each infant ought to achieve at their age. As the babies grow, they develop various skills to help them cope and get used to the environment and the people around them. The children in the videos demonstrate the anticipated attainment of social and emotional milestones. The children also use their social skills to interact with the caregivers and other babies in the research room. They can also play with other children in the room. They use their emotions to show affection to their caregivers with who they are familiar. The children can also express their interest to the caregivers and show concern to other babies. Hence, the videos offered are quite educative and demonstrate children's social and emotional development at 8, 18, and 30 months.
References
Gross, D. (2019). Infancy: Development from birth to age 3 . Rowman & Littlefield.
Center on the Developing Child at Harvard University. (2019, August 23). Three early childhood development principles to improve child outcomes . https://developingchild.harvard.edu/resources/three-early-childhood-development-principles-improve-child-family-outcomes/
