SOCIAL AND EMOTIONAL DEVELOPMENT 1

Social and Emotional Development

Part 1: Child Observation - Summary and Analysis

A skilled child checklist consists of various observations conducted on a child to

distinguish areas of strength and weakness. This assessment is critical because observing in great

detailed allows us to see what areas we need to set our focus. For example during an evaluation

educators are looking for any weakness or strength in self-identity, emotional development,

social play, prosocial behavior, gross motor development, excellent motor development,

cognitive development, spoken language, prewriting and prereading, art skills, and imagination.

All of the dimensions stated above play a significant effect on the development of a child.

Identification at a young age is the best time to bring awareness to any dimension that may show

weakness.

Putting the checklist to the test for myself is only right. I decided to choose my student

Ryan to conduct the assessment. Ryan is a student of mine who I have observed many times this

year. I knew he would be an excellent choice because he shows development in all the

dimensions so conducting the assessment would identify what aspect needs strengthening.

As I started filling out the checklist, there was evidence that emotional development,

social play, and prosocial behavior were among the weakest. After assessing the three dimension

along with recalling the observations I conducted, I concluded that emotional development is the

dimension that possessed more weakness out of the skilled child checklist.

I came to this conclusion because going through the category of emotional development

it was the only dimension that showed one positive observation and all the rest were negative.

For example, some evidence I collected after conducting the list was the way Rayan struggles to
SOCIAL AND EMOTIONAL DEVELOPMENT 2

handle stressful situations. In addition to showing trouble when it comes to dealing with

problems instead of using his words, he solves his problems by hitting classmates before he even

thinks of talking it through.

The observation that stood out the most was when Ryan's parents would drop him off at

school he would create a massive tantrum.During his tantrum, Rayan did no accept any comfort

from his teacher in this stressful situation which I thought was quite odd.

Another skill that pulled a red flag was when I observed how Ryan dealt with eating away from

home. I identified that Ryan is a slow eater along with being very picky when it comes to food

that he has not been introduced to before. For instance, celery a vegetable he was reluctant to try,

so when his teacher set the celery on his plate, he automatically began freaking out. Even though

his teacher reassured that all he had to do is try it and if he could not then he was allowed to

leave it on his plate.

Now that I have a clear sense of what caused emotional development to be the dimension

that needs to be strengthening. The next step would be to break down all the factors that lead me

to this conclusion. For instance, in my observation, I identified Ryan needs strengthening in,

stressful situations, comforting, and reinforcing activities away from home all under the umbrella

of emotional development.

Now with an explicit list of skills to focus, I will need to create strong activities to help

Ryan. Once established as stated in our textbook and in-class discussions I must offer assistance

to Ryan. To do so, I must get in contact with Ryan's family to inform them about the results of

the observation. Always keeping in mind that this is a touchy subject for any parent, so being
SOCIAL AND EMOTIONAL DEVELOPMENT 3

very selective in the words I choose to use is essential. As an educator, I must always set Ryan as

a priority with an overall outcome of working together with his family for his benefit.

Chart:

Child Skills Checklist 

(From “​Observing Development of the Young Child”​ by Janice J. Beaty) 
 
Child’s Name: Ryan Observer: Jenifer Tapia Tirado
 
 
DOB: 3/27/2013 Dates: 5/18/2018 - 5/20/2018 
 
 
Program: Merced Preschool   
 
Directions: 
Put a ​✓​ for items you see the child perform regularly. Put ​N​ for items where there is no 
opportunity to observe. Leave all others blank. 
 
Item  Evidence  Date 
1. Self-Identity     
_X__ Separates from parents Ryan has difficulty separating from his parents  
without difficulty during drop off time. Mostly when it comes time 5/18/2018 
to say goodbye, he clings to his mothers crying
wanting to leave with her.
_N__ Does not cling to classroom   5/18/2018 
staff excessively 
_X__ Makes eye contact with The student makes eye contact with teachers 5/18/2018 
adults  most of the time.
_X__ Makes activity choices Yes, Ryan takes the initiative to make his own 5/18/2018 
without teacher’s help  choices.
_X__ Seeks other children to play Ryan plays with other children, but sometimes he 5/18/2018 
with  can be rough towards his classmates during play
time.
_X__ Play roles confidently in Ryan role plays well with his classmates. When 5/18/2018 
dramatic play  asked to play a role Ryan agrees with excitement
he loves role-playing.
_X__ Stands up for own rights Standing up for himself is an area where Ryan 5/18/2018 
  seems to be very confident. When faced with a
conflict with a classmate Rayan always has
something to say. In addition to making sure his
teacher is aware of the situation.
SOCIAL AND EMOTIONAL DEVELOPMENT 4

_X__ Displays enthusiasm about Sometimes Ryan becomes lazy when it comes to 5/18/2018 
doing things for self  doing things for himself. For example, every
student was assigned to take their shoes and
socks off to paint their feet. With the help of the
teacher, they were to create a footprint for an art
project. Everyone was instructed to put on their
socks and shoes after their turn. Every student
did just that, but Ryan was reluctant to attempt.
After many repetitions and encouragement Ryan
finally put his socks and shoes on all by himself.
2. Emotional Development     
 
_X__ Allow self to be comforted Yes and no when Ryan gets upset, he keeps to 5/18/2018 
during stressful time  himself. If you ask him a question, he will not
elaborate. All will get out from him is a yes or no
answer.
_X__ Eats, sleeps, toilets without - When it comes to eating Ryan is always  
fuss away from home  the last one at the table. I noticed he is a 5/19/2018 
picky eater.
- During nap time Ryan has to be placed in
the crib because he has a habit of moving
around a lot. One day he was walking all
over the napping room waking up all the
other students.
- Ryan's parents bring him with a pull up
every day. Some days he has accidents
during class. It could be that he knows
that the pull up is there, so he does not
make it a priority to make it to the
restroom.
_X__ Handles sudden Most of the times Ryan handles sudden changes. 5/19/2018 
changes/startling situations with I did notice that when it comes time to put the
control  projects (blocks, legos, etc.) away, Ryan
struggles. Getting upset about the fact that he
has to put them away.   
_X__ Can express anger in words When expressing anger, Ryan sometimes hits his 5/19/2018 
rather than actions  classmates. If continuously reminded not to hit,  
then he won't.
_X__ Does not withdraw from He does withdraw from his classmates when they 5/19/2018 
others excessively  do not do what he wants.  
_X__ Shows people affection, Ryan is a loving child he always comes into the 5/19/2018 
connection, love  classroom and hugs his teacher saying "I love  
you."
_X__ Shows interest/attention in Always wants to be involved in what is going on 5/19/2018 
classroom activities  in the classroom.
_X__ Smiles seems happy much Most of the time Ryan has a smile on his face. 5/19/2018 
of the time   Except when a situation does not go his way. He  
SOCIAL AND EMOTIONAL DEVELOPMENT 5

gets upset and makes faces to the teacher and his

classmates.   
3. Social Play     
_X__ Spends time watching Now and then he watches others play. 5/19/2018 
others play 
_X__ Plays by self with own Yes, Ryan plays alone when he tells others what 5/19/2018 
toys/materials  to do. His classmates tell him that they want to
play something else, so they leave him since he is
unwilling to change his mind.
_X_ Plays parallel to others with Yes, Ryan plays parallel to other children during 5/19/2018 
similar toys/materials  projects. Parallel playing is identified when his
classmates build a tower.
_X__ Makes friends with other Yes, Ryan plays parallel to other children during 5/19/2018 
children  projects.This changes when Ryan tries to tell his
classmates what to do.
_X__ Gains access to play in a Yes and no Ryan seems to think he should 5/19/2018 
positive manner  always get what he wants. So when he is told no  
by his classmates, he gets upset.
_X__ Maintains role in ongoing Yes until something does not go his way. 5/19/2018 
play in a positive manner   
___ Resolves play conflicts in a Ryan seems to want to be in charge of the 5/19/2018 
positive manner  situation regularly.
4. Prosocial Behavior     
_X__ Shows concern for Shows concern for others when he has nothing to 5/20/2018 
someone in distress  do with them feeling that way. In contrast to
when he hurts a classmate, he stands there staring
at them.
__X_ Can tell how another feels Yes even though he does not show much 5/20/2018 
during conflict  affection towards the students. His face shows
that he is affected by the person that was hurt.
_X__ Shares something with In a happy mood Ryan Shares with other. When 5/20/2018 
another  he is not in a happy mood, he gets upset when he
has to share.
_X__ Gives something to another  What Ryan is okay with giving something to a 5/20/2018 
friend he does.
_X__ Takes turns without a fuss It depends on the day he's having. The teacher 5/20/2018 
  encourages taking turns and explains the
importance of why they should.
_X__ Helps another to a task When Ryan is getting along with his classmates, 5/20/2018 
  he tries to help them.
_X__ Helps (care for) another is Yes as long as he's not upset, he likes to take care 5/20/2018 
need  of others. For example, when his teacher showed
his a cut she had, he was extra helpful to her that
day.
5. Gross Motor   
Development 
SOCIAL AND EMOTIONAL DEVELOPMENT 6

_X__ Walks down steps Yes, always. 5/20/2018 

alternating feet 
_X__ Runs with control over Yes 5/20/2018 
speed and direction 
_X__ Jumps up and lands on two Yes 5/20/2018 
feet 
_X Hops on one foot  Yes 5/20/2018 
_X__ Throws, catches and kicks Yes 5/20/2018 
 
_X__ Climbs up and down Yes, a little slow but well overall. 5/20/2018 
climbing equipment with ease 
_X__ Moves legs and feet in Yes  5/20/2018 
rhythm to beat 
_X__ Moves arms and hands in Yes  5/20/2018 
rhythm to beat 
6. Fine Motor Development    5/20/2018 
_X__ Show hand preference His right hand. 5/20/2018 
(which is ____________) 
_X__ Turns with hand easily Yes  5/20/2018 
(knobs, lids, eggbeaters) 
_N_ Pours liquid into glass   5/20/2018 
without spilling 
_X__ Unfastens/fastens zippers, Unfastens zipper, shoe laces, buttons, and velcro. 5/20/2018 
buttons, Velcro tabs 
_X__ Picks up and inserts objects Yes 5/20/2018 
with ease 
_X__ Uses drawing/writing tools Yes, but sometimes gets out of control when 5/20/2018 
with control  coloring and begins to scribble.
_X__ Pounds in nails, uses clay Yes 5/20/2018 
with control 
7. Cognitive Development:     
Classification, Number, 
Time & Space 
_X__ Identities objects by shape  Yes, all the basic shapes. 5/20/2018 
_X Yes, Rayan is good with identifying his colors. 5/20/2018 
 
_X__ Identifies objects by size Yes 5/20/2018 
 
_X__ Sorts objects by likeness Yes 5/20/2018 
 
_X__ Puts events in sequence Yes 5/20/2018 
 
_X__ Counts how many are Yes 5/20/2018 
present 
_X__ Knows what happens today  Yes 5/20/2018 
_N__ Can build a block enclosure  Ryan writes and speaks well. 5/20/2018 
8. Spoken Language     
_X__ Listens but does not speak  Ryan listens and speaks well. 5/20/2018 
SOCIAL AND EMOTIONAL DEVELOPMENT 7

_X__ Gives single word answers Not only does Ryan give single word answers, 5/20/2018 
  but he likes to elaborate.
_X__ Gives short-phrase Ryan likes to elaborate. 5/20/2018 
responses 
_X__ Does chanting and singing  Yes, Ryan likes to participate during singing 5/20/2018 
time.
_X__ Takes part in conversations  Ryan always wants to be included in the 5/20/2018 
conversation.
_X__ Speaks in expanded He always speaks in expanded sentences. 5/20/2018 
sentences 
_X__ Asks questions Now and then Ryan asks a question he mostly 5/20/2018 
  states his opinion.
_X__ Can tell a story Most definitely he loves to a story. 5/20/2018 
 
9. Prewriting & Pre   
Reading Skills 
__X_ Pretends to write with Ryan does not necessarily pretend he does with 5/20/2018 
pictures and scribbles  crayons.
_X__ Makes horizontal lines of Yes, for a specific time not too long. I would say 5/20/2018 
scribbles  five good strokes.
_X__ Includes letter like forms He makes a great attempt. 5/20/2018 
 
_X__ Makes some letters, prints Writes some letters but cannot write his name. 5/20/2018 
name or initial 
_X__ Holds book right-side up; Rayan is excellent at handling a book. 5/20/2018 
turns pages left to right 
_X__ Pretends to read using He always pretends everytime he grabs a book. 5/20/2018 
pictures to tell the story 
_X__ Retells stories from books After Ryans teacher reads a story for the class, 5/20/2018 
with increasing accuracy  Ryan can retell the story for the most part.
_N__ Show awareness that print   5/20/2018 
in books tells the story 
10. Art Skills     
__X_ Makes random marks on When given a paper he always starts scribilling. 5/20/2018 
paper 
_X__ Makes controlled scribbles Now and then 5/20/2018 
 
_X__ Makes basic shapes Rayan can make a circle, triangle, square, heart, 5/20/2018 
  and a rectangle.
_N__ Combines circles/squares   5/20/2018 
with crossed lines 
_X__ Makes “suns”  He attempts 5/20/2018 
_X__ Draws person as sun-face Not very clear, but you can see he was trying to 5/20/2018 
with arms and legs  do that.
_X__ Draws animals, trees, He attempts 5/20/2018 
flowers 
_X__ Draws objects together in a Yes, I see more objects in his drawing. 5/20/2018 
picture 
SOCIAL AND EMOTIONAL DEVELOPMENT 8

11. Imagination     
_N__ Pretends an action without   5/20/2018 
taking role 
_X__ Assigns roles to takes He gives his classmates roles. 5/20/2018 
assigned roles 
__X_ Takes on characteristics He is happy to take on roles. 5/20/2018 
and actions of role 
_X__ Needs particular props to do No Rayan likes to play pretend in whatever way. 5/20/2018 
pretend play 
_X__ Can pretend with imaginary Yes, Ryan does this a lot during play time. 5/20/2018 
objects 
_X__ Uses Language for creating Most of the time with his classmates he uses 5/20/2018 
and sustaining plot  language to create a plot.
_N__ Uses exciting, danger He keeps it simple 5/20/2018 
packed themes 
_N__ Uses elaborate themes, He keeps it simple 5/20/2018 
ideas, details 
 
 
Part 2: Learning Prescription

LEARNING PRESCRIPTION

Child’s Name: Ryan Age: 5 Date: 6/26/2018

Areas of Strength and Confidence

1. ​ ​Ryan showed great strength when I observed him during role play. What stood out the most was how
excited he was when his friends offered him a role. The various times I was present during role play Ryan
was offered to play the baby, uncle, and dad. Ryan was always ready to play any role. Showing how
observant Ryan is to know exactly how to play each role correctly.

2. ​Standing up for himself is an area where Ryan seems to be very confident. When faced with a conflict
with a classmate Ryan always has something to say. In addition to making sure his teacher is aware of the
situation.
Even when he's not the one involved he's still there ready to say what went on.

3.​Above all Ryan loves to be involved in any activity that is going on throughout the class no matter how
small. An excellent strength that I saw in Ryan during the whole observation. For example, Ryan was
always ready to answer a question regarding a book read. Along with raising his hand to add to the
conversation in any way he could.

Areas Needing Strengthening

SOCIAL AND EMOTIONAL DEVELOPMENT 9

1. ​ Ryan needs strengthening when it comes to handling his anger in stressful situations. During a
stressful situation, Ryan cannot hold in his anger. Ryan sometimes hits his classmates. If continuously
reminded not to hit, then he won't. When his teacher is not around, Ryan does not seem to think about
using his words. Instead, he goes back to solving his problem by hitting.
2. ​When Ryan is upset, he does not let his teacher comfort him. For example, when he is dropped off at
school; Ryan makes a tantrum almost every morning. Ryan lacks in the foundation of a relationship with
his teacher. This skill is something fundamental that needs to be practiced.
3. ​Eating, potty etiquette, and napping are skills that need strengthening. When it comes to eating Ryan is
always the last one at the table. I noticed he is a picky eater. During nap time Ryan has to be placed in the
crib because he has a habit of moving around a lot. One day he was walking all over the napping room
waking up all the other students. Also, Ryan's parents bring him with a pull-up every day. Some days he
has accidents during class. It could be that he knows that the pull up is there, so he does not make it a
priority to make it to the restroom.

Activities to Help

1.​ Since Ryan is struggling to control his anger, I will create a small booklet about how to manage anger.
I will make sure it is a coloring book to spark conversation among the children as they color. After the
students finish coloring, They will be asked to come to the front if the class and give an example of what
they can do to keep calm in a stressful situation. After that, the students will be assigned to put their
booklets in the backpack. Their homework would be to read the story to their parents. This way parents
know we are trying to encourage our students to make good choices when faced with stressful situations.
Providing the support of parents backing us up.
2. ​Ryan does not let people around him when he's upset. So to build this skill, there is going to take
support from the family and teacher. It is evident that Ryan does not feel a sense of safety in his
classroom nor towards his teacher. To build trust Ryan’s teacher must make it an effort to interact with
him more. For example, his teacher can make it a priority to greet every child as they walk in the door.
She can also make sure that when Ryan has a meltdown, she is always around as encouragement him that
things will be okay. Parents can also assist in the process by having conversations with Rayn about how
his school is a safe and fun place. Reassuring Ryan that school is not that long he should enjoy it and have
fun. Instead of crying when he gets dropped off.
3.​ Eating, potty etiquette, and napping are skills that need strengthening. To do so, it must start with
Ryan's parents. Since all of the abilities stated above are taught at home. His teacher can suggest not
allowing Ryan to wear a pull-up to school anymore. Along with encouraging parents to expose Ryan to
more foods since he rarely wants to eat at school. Also, parents could have a serious conversation about
being respectful when others are sleeping around him. During the process, the educator can encourage
Ryan's family not to give up and to keep a firm stance if Ryan begins to act up. During class, to reinforce
what Ryan is working on at home his teacher can have conversation about the skills or she can create a
social story about the skills he is developing.
SOCIAL AND EMOTIONAL DEVELOPMENT 10

Part 3: Curriculum File and Resources

Activity 1: How can I control my anger?

Resources:

Anger Management Coloring Pages. (n.d.). Retrieved from

http://www.mssrainbows.com/27561/anger-management-coloring-pages/

Focus Area: ​Emotional Development

Behavioral Objectives:

● Students will experience self control.

● Students will learn the best way to deal with stressful situations.

● Students will learn about themselves.

● Students will create new ideas to control their emotions.

Group size:​ Class activity, 1-20 Students

Ages(s):​ 5-7

Materials:

● Crayons

● Markers

● Stapler

● Printed book pages

● Pencils
SOCIAL AND EMOTIONAL DEVELOPMENT 11

Procedure:

● Overview:

- Read the booklet as a class.

- Have a conversation about what the booklet was about.

- Tell the students they will each be receiving their own booklet to color.

● Presentation:

1.​ Direct students back to their seats.

2.​ Direct the students to take out their crayons.

3.​ Hand each child a booklet.

4.​ Instruct students to begin coloring when they receive their book.

5. ​Direct students to think while coloring about what they will do in order to keep

calm in stressful situations.

Discussion Questions/Follow-Up Activities:

● After all the students have finished coloring their booklets, we will make our way

to the carpet to discuss their booklets. I will then ask each student to come to the

front and present. Discussing with the class their best strategy to keep calm during

stressful situations.

● I will then continue the conversation by also providing my strategy that keeps

calm when I am stressed. I will then discuss possible scenarios with the class.

Asking them how they will react during each one. For example, "if a friend grabs

your toy without asking what would your reaction be?"

SOCIAL AND EMOTIONAL DEVELOPMENT 12

Activity 2: Safety Net

Resources:

Establishing Teacher-Child Relationships. (n.d.). Retrieved from,

https://www.prekinders.com/establishing-teacher-child-relationships/

Focus Area: Emotional development: Building a relationship with your teacher

Behavioral Objectives:

● Students will develop a closer relationship with their teacher.

● Students will feel safe when coming to school.

● Students will seek comfort in theri teacher.

Group Size​: 1-5 Students

Age(s):​ 3-7

Materials:

● Paper

● Crayons

● Markers

● Activities such as, blocks, legos, or puzzles.

● comfort items

Procedure:

● Overview:

- Direct students to get into groups of two.

- Direct students to select an activity to work on

Presentation:
SOCIAL AND EMOTIONAL DEVELOPMENT 13

- While students are working in groups, the teacher will make it a priority to spend enough

time with each group. To builds their relationship by supporting them in their activity.

- After the activity students will be encouraged to draw what makes them happy when they

are sad.

Discussion Questions/Follow-Up Activities:

● After the students are done creating their picture, they will be directed to come to the

carpet. At the rug, there will be a discussion about how important is to allow others to

help them when in time of need. For example, A question that can be asked is how did

you feel when I went around to help you during your activities?

Activity 3: ​Reinforcing Activities Away From Home

Resources:

Morin, A., & L. (n.d.). How to Use Positive Reinforcement With Your Child.

Retrieved from

https://www.verywellfamily.com/positive-reinforcement-child-behavior-1094889

Focus Area​: Reinforcing activities away from home such as, eating, potty etiquette, and

napping.

Group Size:​ 1-5

Age(s): ​3-6

Materials:

● Social story book

● pamphlets
SOCIAL AND EMOTIONAL DEVELOPMENT 14

● videos

Procedure:

● Overview

- Direct students to sit together at the carpet

- Direct students to sing when it is time.

- Inform students to pay attention because they will need to practice their social

stories at home.

● Presentation

- Before conducting any activity, I will talk to the parents so they can begin

the conversation about the proper ways to eat, potty, and sleep at school.

- On the carpet we will go over a social story for each skill.

- Then I will play a song that goes with each social story as well.

Discussion Questions/Follow-Up Activities

● After we are done doing all the activities, we will gather once again to discuss and

compare how we eat, potty, and sleep. For example, I will ask the students is it right to be

picky about our food just because we are at school and our parents are not here? What

can we do to sleep better during nap time? We can offer examples such as bring a stuffed

animal, blankie, or a binky.

Annotated Bibliography
SOCIAL AND EMOTIONAL DEVELOPMENT 15

Books Relating to: Emotional Development

1. Vail, R., & Heo, Y. (2005). ​Sometimes Im Bombaloo.​ New York: Scholastic Press.

A great example of a book illustrating how to deal with your emotions is, Sometimes I'm

Bombaloo. A great story about a little girl named Kate Honors that when angry she identifies

herself as “Bombaloo.” The book starts with Kate elaborating about how helpful she is and how

sometimes she keeps her anger from coming out. Further, throughout the story like any other

child, Kate explains that she gets angry and will make mean faces, hit, and yell. When Kate is

angry has to take some time for herself to think about her actions. Towards the end, Kate

explained that when she becomes “Bombaloo,” she can not smile or say sorry. When she does

laugh, Bombaloo goes away, and she says sorry and cleans the mess she made. Using Sometimes

I'm Bombaloo with students will help them realize that when they do not manage their anger

correctly, they look just like Kate from the book.

2. Graves, S., & Guicciardini, D. (2013). ​I hate everything!​ Minneapolis: Free Spirit

Publishing.

It is difficult for children when they do not get their way. Sam dislikes when his brother cries

or when his dad is too busy to play. During activities, Sam cries for example when he loses in

Musical Chairs. Overwhelmed with emotions Sam says, “I hate everything!” Thanks to sams aunt

she helps guide him to learn new ways of dealing with his anger. I hate everything is a book that will

help students understand that not everything will go their way. So developing patience is very

important. A great example that will resonate with the students is when Sam got upset with his

brother and father because they were no attending to his needs. I bet this happens a lot to many
SOCIAL AND EMOTIONAL DEVELOPMENT 16

children at home, so it will get them thinking maybe next time they will be understanding when they

hear the word no.

3. ​Wright, L., & Santos, A. (2018). ​I will be okay​. Place of publication not identified: Laurie

Wright.

According to the book above telling children, they will be okay is not enough. For

example, the book shares different ways parents or teachers can tell children they will be okay.

Such as when a child is worried about mom and dad going out for the night. When in many cases

a child will crying and feeling sad instead the child can make them a surprise present upon their

return. I will be okay Is a lovely book that does a great job of introducing children to another

form of dealing with their emotions.

SOCIAL AND EMOTIONAL DEVELOPMENT 17

References

Anger Management Coloring Pages. (n.d.). Retrieved from

http://www.mssrainbows.com/27561/anger-management-coloring-pages/

Beaty, J. J. (2014). ​Observing development of the young child​. Boston: Pearson.

Establishing Teacher-Child Relationships. (n.d.). Retrieved from,

https://www.prekinders.com/establishing-teacher-child-relationships/

Graves, S., & Guicciardini, D. (2013). ​I hate everything!​ Minneapolis: Free Spirit Publishing.

Morin, A., & L. (n.d.). How to Use Positive Reinforcement With Your Child.

Retrieved from

https://www.verywellfamily.com/positive-reinforcement-child-behavior-109488

Wright, L., & Santos, A. (2018). ​I will be okay.​ Place of publication not identified: Laurie

Wright.

Vail, R., & Heo, Y. (2005). ​Sometimes Im Bombaloo.​ New York: Scholastic Press.