# EARLY SOCIAL-EMOTIONAL DEVELOPMENT

## Your Guide to Promoting Children's Positive Behavior

### NICOLE M. EDWARDS Foreword by Susanne Denham

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## Early Social-Emotional Development  
**Your Guide to Promoting Children’s Positive Behavior**  
by Nicole M. Edwards, Ph.D.  
Rowan University  
Baltimore·London·Sydney

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### Contents

- **Section I: Overview: Early Social-Emotional Development and Intervention**
  - Chapter 1: The Impact of Early Social-Emotional Development
  - Chapter 2: Environmental Influences and the Educator’s Role
- **Section II: Supporting Social-Emotional Growth**  
  - Chapter 3: Guiding Principles  
  - Chapter 4: Strategies Supporting Social-Emotional Growth
- **Section III: We Can’t Do It Alone: Anticipating and Overcoming Obstacles**
  - Chapter 5: Potential Roadblocks to Implementing PBIS
  - Chapter 6: Effective Family–Provider Communication
  - Chapter 7: Next Steps for Sustaining Healthy Social-Emotional Development
- References
- Index

### About the Author
Nicole M. Edwards, Ph.D., Assistant Professor of Special Education, James Hall College of Education, Department of Interdisciplinary and Inclusive Education, Rowan University, Glassboro, NJ 08028.

Dr. Edwards has been involved in early intervention, working with infants and toddlers with special needs and their families. Her research interests include improving access to and quality of early intervention and early childhood special education, family–provider collaboration, and enhancing emotional development.

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## The Impact of Early Social-Emotional Development

Understanding young children’s behavior involves recognizing their emotional development and growth in various developmental domains. It is essential to understand how emotional development integrates into overall childhood growth.

### Developmental Domains in Early Childhood
Early childhood education professionals should discuss and support various developmental domains:
- **Fine motor skills:** Activities like using pincer grasp to write or pick up small objects.
- **Gross motor skills:** Engaging in activities such as crawling, standing, or walking.
- **Expressive language skills:** Verbally communicating needs or feelings.
- **Receptive language skills:** Following directions or requests.
- **Cognitive development:** Problem-solving or memory tasks.
- **Adaptive development:** Daily living tasks like dressing and grooming.
- **Social-emotional development:** Labeling and regulating emotions, social interactions, and sharing.

### The Role of Play in Early Development
Play fosters development across multiple domains. For instance, children engaging in play with blocks develop fine motor skills, cognitive skills, and language through communication with peers and educators.

### Developmental Milestones Within Each Domain
Milestones indicate achievements expected at certain ages in each developmental domain.

| Age       | Fine motor                      | Gross motor                        | Expressive language             | Receptive language              | Cognitive                        | Adaptive                      | Social-emotional                  |
|-----------|----------------------------------|-----------------------------------|---------------------------------|---------------------------------|----------------------------------|----------------------------------|----------------------------------|
| 6 months  | Transfers objects between hands | Begins sitting without support    | Makes sounds to show emotions   | Responds to own name            | Explores objects by mouth        | Holds bottle independently      | Knows familiar faces              |
| 2 years   | Copies straight lines            | Begins to run                     | Uses two- to four-word sentences | Points to named pictures         | Sorts objects by shape and color | Follows familiar item directions  | Shows defiance                    |
| 4 years   | Uses scissors                    | Stands on one foot                | Tells stories                   | Follows three-part commands      | Understands “same” and “different”| Can pour and mash                | Prefers playing with others       |

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## Emotions and Behavior
Educators must consider emotions and challenging behaviors when assessing children’s social-emotional development. Examples of challenging behaviors include:

| **Challenging, Internalizing Behaviors** | **Challenging, Externalizing Behaviors** |
|------------------------------------------|------------------------------------------|
| Avoiding interaction during group activities| Screaming in response to instructions     |
| Crying when denied a turn                | Physical aggression towards peers        |
| Retreating to a quiet space             | Throwing objects in frustration          |

### Early Social-Emotional Development and Later Outcomes
Early emotional competencies are essential for academic success and lifelong well-being. Emotional competence is directly linked to children’s readiness for school and social relationships.

Long-term outcomes indicate that emotional dysregulation may lead to ongoing challenges, emphasizing the need for early intervention. Educators play a crucial role in fostering children’s social-emotional growth and equipping them with the skills they need to navigate their emotions and interactions effectively.