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1.4 Social and Emotional Development: Temperament

Temperament

Temperament1, or the way a person behaves, includes a whole range, or continuum of traits or characteristics. Caregivers may notice when a young child’s temperament falls on either of the extreme ends of this continuum because the child’s behavior and emotional needs may require additional management and support that is not required for his or her peers. These may be signs of atypical development. Parents will most likely need of professional help.

Children who place very few demands on their caregivers may be seen as very “easy” children. Some of them rarely cry and may not react to pain or feelings of hunger. However, it is important for caregivers to be aware that it is atypical not to react to pain or hunger, and these are not signs of an easy temperament.  Instead, these may be red flags that something in the baby’s or child’s development may require immediate professional attention. A first step is usually a referral to a pediatrician, who will start a screening process.

Some characteristics of children who are mistakenly thought to have an easy temperament include:

  • the child does not appear to feel pain (may not react to an immunization shot);
  • the child does not cry when hungry;
  • the child is not bothered by being left alone for significant amounts of time;
  • the child may oversleep.

Children whose temperament falls on the other end of the continuum may be described as being “overly difficult”. Children with overly difficult temperaments need help and should not be left to “overcome” this temperament on their own. Some characteristics of children considered as overly “difficult” include:

  • the child may cry at the slightest sign of discomfort;
  • the child may not enjoy being held or cuddled;
  • the child may not establish eye contact with others;
  • the child may be very difficult to feed;
  • the child may not have regular sleep habits and/or may continue to wake up several times during the night past the age of six months.

Most children go through “easy” or “difficult” stages.  However, if these characteristics are present most of the time, these are reasons for parents and caregivers to be concerned and seek for professional advice.

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1.4 Social and Emotional Development: Influence of Development In Early Years

How Development in Early Years Influences Development in the Elementary Years

Atypical early child development in the social and/or emotional arenas1 is likely to be also present as the child grows older. If not effectively addressed, social and emotional difficulties will turn into more serious behaviors. Atypical behaviors may signal caregivers about issues that need immediate attention and that are not part of a phase the child will “come out of ” on his or her own.

  • Some of the concerns about atypical social and emotional behaviours evolving into serious issues in the middle/adolescent school years include: A child not growing emotionally at par with other children his age, or “stunted emotional growth”;
  • A child showing cruelty to others and/or to animals;
  • A child having extremely low self-esteem;
  • A child being dependent on others to feel good about self;
  • A child at higher risk for suicide attempts;
  • A child being  unsafe about personal and intimate relationships (i.e., promiscuity);
  • A child engaging in risky, unsafe and/or criminal behaviors, including drug and alcohol use; truancy, and/or dropping out of school.

Children who continue to display atypical social and emotional skills beyond the early childhood years may end up being diagnosed with oppositional defiant disorder or conduct disorder.

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1.5 Communication Development: Expressive Language

Expressive Language

The Typical Language section of this course describes expressive language1 as a tool we use to get a message across to someone. It can be oral, like when we speak, or the use of signs or ‘non-verbal’ language (see full Glossary), like when we wave “bye-bye.”  Children develop their expressive language gradually and sequentially. Some children have a hard time learning how to use gestures, signs and words to communicate. These may be signs of expressive language delay. It is important to recognize them in order to address these delays as early as possible.

Some “linguistic” signs of delays in the area of expressive language include:

  • No babbling by  age 8 months;
  • No spoken words by 18 months;
  • Speaking in one-word phrases after age two years  (e.g.: “ball” for “play ball”);
  • Mostly using baby language after age four years;
  • Repeating what they hear over and over after age three years, or ‘echolalia’ (see full Glossary);
  • Talking to self most of the time after age three years;
  • Not taking turns when speaking, as if speaking in ‘circles’, after age three years;
  • Having difficulty stating their wants and needs after age four years;
  • Giving mostly one-word answers to open-ended questions (see full Glossary) like “what did you play at the party?” by age six years;
  • Using one word to name many things, or ‘over-generalizing’ (see full Glossary) (for example, calling most four wheeled vehicles a car).

Some “non-verbal” and “behavioral” signs of expressive language delay at 12 months may include:

  • Little or no eye contact;
  • No pointing to items or objects;
  • Little or no turn taking skills (see full Glossary);
  • Little or no joint attention (see full Glossary);
  • Little or no joint action (see full Glossary);
  • Throwing temper tantrums, or hitting (when not being able to get their point across to others);
  • Becoming easily frustrated when trying to communicate with others (e.g., crying, using a loud voice);
  • Not wanting to participate in activities with others;
  • Seldom starting a conversation with others.

As described in the Typical and Atypical Cognitive sections in this course, language and cognitive development are closely related. This is why it is so important to address expressive language delays in a child as early as possible.

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1.5 Communication Development: Receptive Language

Receptive Language

The Typical Language section of this course describes receptive language1 as the ability to understand and process language. It usually develops earlier than expressive language. The development of expressive language depends on the development of receptive language.

As part of our communication with others, receptive language is a large part of our life. Therefore, a delay in the development of receptive language skills will very likely influence the development of expressive language, as well as other areas of development.

Signs indicators of receptive language delay that appear by 12 months may include:

  • Not imitating others’ sounds or behaviors;
  • Not responding to name being called;
  • Appearing not to listen.

Some indicators that appear by age three years:

  • Appearing non-compliant (e.g. not following directions);
  • Showing delays in learning how to speak, or in developing expressive language skills.

Some indicators that appear by age five years:

  • Asking others to repeat themselves;
  • Finding it difficult to answer questions.

Some indicators that appear by age seven years:

  • Finding it difficult to make sense, or ‘process’ information (see full Glossary);
  • Not wanting to join in activities with others;
  • Having difficulty understanding stories.

Some indicators that appear by age nine years:

  • Having difficulties reading sentences.
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