The significance of social and emotional development is seen in every area of a child's life. Children will have a strong foundation for later development if they can manage personal feelings, understand others' feelings and needs, and interact positively with others. Differences in social and emotional development result from a child's inborn temperament, cultural influences, disabilities, behaviors modeled by adults, the level of security felt in a child's relationships with adults, and the opportunities provided for social interaction.

The "Still Face" Paradigm

The "Still Face" Paradigm designed by Dr. Edward Tronick of Harvard and Children’s Hospital’s Child Development Unit, is an experiment which shows us how a 1-year old child will react to a suddenly unresponsive parent. It allows us to understand how a caregiver's interactions and emotional state can influence many aspects of an infant's social and emotional development.

Emotion is critical to learning. Babies process sensations from the moment of birth and even in the womb. They sense a bright light. Whether it is the parent’s sensitive touch or gentle songs sung while being rocked, all help to attach values and emotional reactions. A loud noise hurts. A lullaby is soothing. It’s through these emotional connections that an infant’s brain begins to learn about and organize their world. Researchers have found that it’s the connections to people in a baby’s world that makes the most difference. Children are wired to learn through their important caregivers and we as adults are wired to teach them.

Dr. Edward Tronick of Harvard and Children’s Hospital’s Child Development Unit has devised a way to show how important this social connection is to babies and how much it affects them when the relationship of a caregiver or parent is broken. The Still Face experiment has been used many times to show just how important the parent/caregiver connection is to babies’ social and emotional health.

In the first part of the video the parent engages and responds to the child’s cues. You can see that they have a close relationship. Then the parent is instructed to look away and come back to the child with a “still face”, disconnecting from the child and his/her needs. You can see the child sense something is wrong as he tries to get his mother’s attention. He tries various things sensing that something is not right. He eventually emotionally crumbles. The mother reengages with him. Because they have a connected relationship, she is able to quickly change the child’s emotion as she responds to him. He knows everything is ok.

This section will give you some information about what children are typically doing at various ages and stages in their social emotional development.

Birth to 12 Months
When babies and young children feel emotionally and physically secure, they have the opportunity to freely explore their environment. They are able to interact with adults and other children and gain a sense of identity through an understanding and confidence in themselves as individuals. The key to social and emotional development is strong, positive, secure relationships. Infants need consistent, nurturing adults who are supportive and responsive. Caring adults provide safe, stable, and predictable environments that support young children?s growing independence. Such environments promote a healthy sense of self and connections with others.

By 4 months:

• cries (with tears) to communicate pain, fear, discomfort, or loneliness
• babbles or coos
• loves to be cuddled and held close
• responds to a shaking rattle or bell
• returns a smile
• responds to peak-a-boo games

• responds to own name
• likes watching and observing
• shows fearfulness toward strangers; is friendly to family members
• imitates sounds, actions, and facial expressions
• shows distress if toy is taken away
• squeals, laughs, babbles
• smiles in response
• smiles at own reflection in mirror
• raises arms to be held
• responds to distress of others by showing distress or crying

• copies adults
• responds to name
• likes to watch self in mirror
• expresses fear or anxiety toward strangers
• wants caregiver or parent to be in constant sight
• offers toys or objects to others, but expects them to be returned
• may become attached to a favorite toy or blanket
• pushes away something he or she does not want

12 to 18 Months
One-year-olds are just learning to recognize and manage their feelings. They experience a wide range of emotions and get upset when they are tired or frustrated. They may also respond to conflict by hitting, biting, screaming or crying. One-year-olds seek autonomy and may say ‘No!' to adult suggestions or insist that they ‘Do it byself!' Then, moments later, they might cling to an adult's leg or ask for help.

• becomes upset when separated from parent
• likes to hand objects to others
• plays alone on floor with toys
• recognizes self in mirror or picture
• enjoys being held and read to
• imitates sounds

18 to 24 Months
Now that your child is walking and talking, you can also expect him to be more interested in establishing relationships with other people, especially children his age. But though he wants to interact with peers, he still thinks of them more as curiosities than as playmates. If your child pushes, pokes, or hits his playmates, don't worry that he's anti-social. Be patient and willing to expose him to a variety of situations. The more chances your toddler has to interact in group settings, the sooner he'll develop social skills.

• likes to imitate others
• says “no”
• doesn't like to share
• has temper tantrums
• comforts a distressed friend or parent
• uses the words “me” and “mine”
• tries to do many things alone
• enjoys adult attention
• gets frustrated
• shows affection

24 to 36 Months (2-3 Years)
Two-year-olds enjoy playing alongside other children, but usually keep to themselves. When conflicts arise, adults need to step in to prevent aggression and teach appropriate behaviors. Children this age are beginning to label feelings that they recognize in themselves and others. Controlling emotions is still difficult, however, so frustration may trigger emotional meltdowns. Comfort objects like blankets or teddy bears help two-year-olds cope with new situations or strong emotions.

• plays next to others
• acts shy around strangers
• likes to imitate parents
• easily frustrated
• affectionate
• wants to do things “by self”
• likes pretending to talk on phone, dressing up
• offers toys to other children, but then wants them back

36 to 48 Months (3-4 Years)
Three-year-olds need familiar adults nearby for security as they explore and play. As they develop more independence, children this age begin to have real friendships with other children. When conflicts arise with peers, three-year-olds will typically seek adult assistance. They are learning to recognize the causes of feelings and will give simple help, such as a hug, to those who are upset. Three-year-olds can better manage their emotions, but may still fall apart under stress.

• shows preference for one person
• enjoys helping around the house
• enjoys making others laugh and being silly
• enjoys playing alone, but near other children
• enjoys playing with other children
• still does not cooperate or share well
• enjoys hearing stories about self
• can answer the question, “are you a boy or a girl?”