Lincoln and his emotions Unit details EPE111 Student name Ruth Oshini Kurukulasooriya

Scenario Lincoln and his emotions
Unit details EPE111
Student name Ruth Oshini Kurukulasooriya
Student number S324497
Date 19/09/2021

All elements of a child’s development must be addressed in order for them to succeed
and attain their full potential. While its easier to put emphasis on a child’s intellectual skills
during their early years, it is also critical for them to develop their social and emotional skills,
cognitive skills, moral skills and language acquisition. As an educator, I believe that one of
my responsibilities are to encourage holistic development in a child’s early years. This essay
examines certain theoretical pedagogies based on a scenario that I witnessed in a real-life
scenario during my previous placement involving a toddler who was experiencing emotional
distress and had trouble forming safe and secure relationships. Finally, after relating the issue
to several theories and unit themes, it proposes an acceptable pedagogical response for the
incident.
Scenario
Being placed in the 12 months – 24 months old room at La creche on the avenue, early
learning and childcare centre in Darwin, I observed Lincoln who often appeared to be very
emotional and upset at all times. Lincoln who was 1 year and 8 months old was in an active
environment with 16 other toddlers which challenged his physical development, creativity,
imagination, problem-solving and social-economic skills. Lincoln is recognised as an active
child who takes part in both individual and group activities conducted. However, I noticed
that he got easily emotional and upset during group interactions for no specific reason. For
instance, he would get easily upset when a peer talks to him or tries to help him. Furthermore,
I observed that he does not seem to get satisfied with any comfort, material or rewards given
to him by his educators.
As I enter the outdoor play area, I watch an educator offering Lincoln to have a nappy
change. Lincoln agrees with the educator and walks with her to the washroom. Previously, I
noticed the educator rewarding the children by providing a sticker after each nappy change.
As I was standing outside the washroom door, I watched the educator rewarding Lincoln
with a sticker too. I watched as Lincoln asked the educator for another sticker. The educator
gave him one more. Lincoln requested for more. The educator tried to make him understand
that the rest is for the next time. I watched Lincoln getting upset even after having two stickers
on both of his hands. He got even more upset when the educator brought him out of the
washroom. I tried to settle him down by offering him a hug, but he was very focused on
getting more stickers. However, after a long time, he got distracted and started playing with
two balls which he refused to share with one of his peers. The balls were of the same kind,
same colour and same design. He became very emotional when he was asked to share and
refused to play with one ball by throwing it away. He spent a long time on the floor, crying
and indicating the educators to pick him up by raising up his hands to them. The educators
picked him up, comforting him and encouraging him to share but it made no change to his
behaviour. He kept saying “Mine” in a loud voice. On the other day, I observed Lincoln in
the outdoor yard, choosing his own materials to play with. He chose a big traffic cone with
holes all over it and some mini blocks. He sat on a comfortable spot and attempted to put the
blocks through the hole in the cone. He showed it to me saying “look” and once he put the
block through, he pointed inside the cone saying “there, there”. He was joined by a peer, but
Lincoln showed that he did not want to be joined by anybody by getting emotional. He started
crying loudly until the other child

Theoretical connections with regard to Lincolns social and emotional
wellbeing, moral development and cognitive development.
Our engagement with others is what drives our emotional and social development. It’s
the ability to build strong bonds with other individuals. Regulating and expressing emotions
are two aspects of emotional development. It is concerned with how one feels about oneself,
others, and the world. Moreover, social, emotional and academic success is based on strong
socio-emotional development. Early ties with parents, families, educators and teachers
educate youngsters on how to pay attention, cooperate and get along with others. They
become confident to learn and investigate their environment. children’s social and emotional
health is equally as important as their physical health, and it has an impact on their ability to
develop and lead a happy life. Children who are mentally healthy are happier, more
motivated to investigate and explore their learning environments, have positive attitudes
(Kostelnik et al., 2014). According to Hyson (2004), youngsters who have delays in their
social and emotional development is known to have a tough time following instructions and
participating in learning experiences and activities.
It is clear from the scenario, that Lincoln has not built close bonds with his immediate
surroundings. As a result, he has trouble communicating and negotiating with his playmates.
Furthermore, it is evident that Lincoln needed assistance understanding and managing his
emotions, as indicated by his continuous emotional outbursts for a variety of minor causes.
He requires regular reassurance that he is fine, and he avoids any activity that requires him
to engage with others. These signs could also indicate a delay in his social and emotional
competences.
Accordingly, Lincolns situation can be explained through the ‘Circle of Security’
(COS). The COS is the relationship/attachment paradigm that underpins parenting, school,
and early childhood intervention frameworks (Belonlovsky & Daly, 2015). It helps you see
beyond a child’s behaviour and encourages you to react in a way that assists you and the child
to understand emotional and interpersonal needs.
From what is the circle of security? Developing Specific Relationship Capacities by Circle of
Security International, 2019. https://www.circleofsecurityinternational.com/circle-of-
security-model/what-is-the-circle-of-security/