Ashley Drungil, Sarah Faul, Shawana Hanson

Social-Emotional Typical and Atypical Development:

Birth - 6 Years Old
Social Development is observable behavior
Emotional Development takes place under the skin (happens within)

TYPICAL DEVELOPMENT
1 - 6 Months Old: 4 Years Old:
Smile, laugh, discriminate strangers Volunteer, conform to group decisions,
6 - 12 Months Old: and verbalize feelings before physical
Lift arms to mother aggression (p. 139)
Show separation anxiety Attributing happiness to getting an object
Cooperate in social games even when breaking a social-moral rule
Like to be in constant sight and hearing of (p. 138)
an adult Beginning to understand that breaking a
rule to get what you want can affect
12 - 18 Months Old: others emotions (p. 138)
Display frequent tantrums
Associative play
Need and expect routines
Stronger preference for friends, may
Show a sense of humor
change frequently (p. 141)
Enjoy being the center of attention
Play is less spontaneous and more
18 - 24 Months Old: structured (p. 142)
Show jealousy at attention to others 5 Years Old:
Desire control of others
Enjoys interacting with other children and
Enjoy solitary play
adults
2 Years Old: Uses more vocabulary and actions to
Strongly possessive and dependent demonstrate awareness, understanding,
engage in parallel play and concern for others and their feelings
Begin to obey and respect simple rules Has negotiating & compromising skills
Take pride in own achievement and resist Continues to expand their circle of trusted
help adults
3 Years Old: Gains self esteem
Playing games with another person Use more language to express an
Responding and giving verbal greetings understanding of their own feelings and
More defiant towards adults (p. 138) what causes those feelings
Beginning to see quality emotional Ability to self comfort
outcomes to getting or not getting wants 6 Years Old:
(p. 138) Communicate needs & emotions to others
Associative play under supportive/positive situations well
Identifies close friends on the basis of
proximity & frequency of interaction

Howard, V.F, Williams, B.F., Miller, D., & Aiken, E. (2014). Very young children with special needs: A foundation for educators, families, and service providers
(5th Ed.). Upper Saddle River, NJ: Pearson Education, Inc.
 Ashley Drungil, Sarah Faul, Shawana Hanson

Is aware that everyone have different Will often evaluate own abilities highly
feelings about things Will show an increased awareness of the
Ability to resolve conflict in socially emotions of others
acceptable ways Can express needs & wants in appropriate
Sense of security ways

ATYPICAL DEVELOPMENT
Birth - 2 Years Old: 5 - 6 Years Old:
Low levels of emotional understanding Appears uninterested or unaware of other
due to inadequate nurturing people or whats going on around them
Fail to gain weight, lethargic, abnormal Doesnt know how to connect with others,
development due to inadequate nurturing play, or make friends
Unresponsive and insensitive parents can Doesnt engage in group games
cause children to avoid or resist Has trouble understanding feelings or
attachment talking about them
Coercive (hostile) parenting style has Child is hyper or aggressive without
negative effects on the child (social provocation
problems and emotional depression) Child ignores adults and behaviors
Young children with disabilities may become worse even when given positive
develop atypical social skills (e.g. initiate feedback
or respond to interactions in ways that
build or maintain social relationships)
3 - 4 Years Old:
No connection between emotional
outcomes and getting or not getting wants
Not beginning to understand that breaking
a rule to get what you want can affect
emotions
Still involved in solitary or spectator play
Play is still spontaneous and unstructured
Disability that affects posture or gesture
can progress to delays in social
interactions
Children with visual impairments indicate
that their ability to see affects functional
play (use of toys or objects as a
representation of real objects) but not
symbolic play (substituting a toy in form or
function by attributing imaginary quality)
(Lewis, Norgate, Collis, & Reynolds,
2000) (p. 138)

Howard, V.F, Williams, B.F., Miller, D., & Aiken, E. (2014). Very young children with special needs: A foundation for educators, families, and service providers
(5th Ed.). Upper Saddle River, NJ: Pearson Education, Inc.