Intelligence | English homework help

Background: According to Hearron and Heldebrand (2009), “Infants come into the world endowed with the potential for growing, developing, and learning” (p. 4). This human potential is impacted by the interactions and experiences that we have with certain individuals. As a result of these interactions and experiences, individuals begin to develop a sense of self, and a way of relating both socially and emotionally in the world, otherwise known as “emotional intelligence.” 

To Complete this Assignment:
Please review the following resources in preparation for this discussion:

• Read the Infants and Young Children Fact sheet (PDF);
• View the following videos
• Complete the emotional intelligence inventory making note of the results.

After viewing the videos and completing the emotional intelligence inventory, familiarize yourself with the Pyramid Model for Promoting the Social and Emotional Development of Infants and Young Children Fact Sheet. Using that information and the other course content please address the following:

• Discuss the role of:
• Parents
• ECEC providers
• Peers in guiding the development of emotional intelligence and social and emotional skills in infants and toddlers.
• Additionally, evaluate how these individuals contribute to appropriate or inappropriate emotional and social development in infants and toddlers.

Please ensure the assignment is at least 250 words in APA format.

Required Recourses:

 Hearron, P. & Hildebrand, V. (2013). Guiding young children (9th ed.). Upper Saddle River, NJ: Pearson Education, Inc.

https://www.youtube.com/watch?v=eFc492pXNuM&list=PLD_1Ayh30eZbKkwwkkdlTvBUTAezEg7eJ

https://www.youtube.com/watch?v=PlWY51JbPiU&list=PLD_1Ayh30eZbKkwwkkdlTvBUTAezEg7eJ

http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/health/mental-health/policies-procedures/pyramid-model.pdf

Other References

Child Welfare Information Gateway. (2009). Understanding the effects of maltreatment on brain development. Issue Briefs. Retrieved from https://www.childwelfare.gov/pubs/issue_briefs/brain_development/brain_development.pdf
Erikson, E. (1993). Childhood and society. New York: W.W. Norton. (original work published 1950). 
Films On Demand, (2009). Child development theorists: Freud to Erikson to Spock . . . and beyond [Video file]. Retrieved from http://digital.films.com/PortalPlaylists.aspx?aid=18596&xtid=41255
Goleman, D. (2005). Emotional intelligence: Why it can matter more than IQ. New York: Bantam.
Greenspan, S. I. & Benderly, B. L. (1997). The growth of the mind and the endangered origins of intelligence. Reading, MA: Addison-Wesley.
Greenspan, S. I. (2002). The secure child: Helping our children feel safe and confident in a changing world. Cambridge, MA: Da Capo Press Books.
Harlow, H. F. (1958). The nature of love. American Psychologist,13, 673-685. Retrieved from http://psychclassics.yorku.ca/Harlow/love.htm
Hearron, P. & Hildebrand, V. (2009). Guiding young children. (8th ed.). Upper Saddle River: Pearson.
Mackrain, M., Golani, B., & Cairone, K. (2009). DECA-I/T Parents Guide (For Now & Forever) [Pamphlet]. Lewisville, NC: Kaplan Early Learning Company.
McLeod, S. A. (2008). Erik Erikson. Retrieved from http://www.simplypsychology.org/Erik-Erickson.html
Nelson, J., Erwin, C. & Duffy, R. (2007). Positive discipline: The first three years. New York, NY: Three Rivers Press. 
Spitz, R. A. (1945). Hospitalism: An inquiry into the genesis of psychiatric conditions in early childhood. The Psychoanalytic Study of the Child, 1, 53–74.
Werner, E. E. (2005).  Resilience and recovery: Findings from the Kauai longitudinal study.  FOCAL POiNT Research, Policy, and Practice in Children’s Mental Health, 19(1),11-13. Retrieved from http://isites.harvard.edu/fs/docs/icb.topic868773.files/1018WernerArticle.pdf