Contextual Information And Purpose Of Children

Chapter 4 discussed the emotional development developed in the first two years of infants and how it deals with the social world. Infants show different emotions according to their ages. Newborn infants are happy and relaxed when fed and they cry when they are hungry or hurt. About 6 weeks they start to express happiness through the social smile. The different emotions developed through different stages. I remember some of my childhood memories. When I was 6 years old, I started to learn riding motorcycle but one day I felt down and was badly injured. After that, I was scared to ride a motorcycle. This shows that fear is developed inside me. In addition, in the same age, whenever I was alone, I always act as doctor and used to make my Barbie

Bronfenbrenner and Evans (2000) signify that environment is a dominate factor with child development and as emotions are central to all humans; a child’s environment produces significant influence on emotion development and emotion expression. The base emotions (happiness, sadness, fear, anger, disgust, interest and surprise) are considered universal as they appear across all cultures, are present from

A total of 59 participants took part in this experiment. They were split into two independent experimental groups, one being the control group, and the other the experimental group. There were 30 participants in the control group, and 29 participants in the experimental group. The male to female ratio was fairly equal with

Emotional development is the happiness; anger and surprise along with fear and sadness are considered as basic emotions (Kail & Zolner, 2015). The significance of social and emotional development is seen in every area of a child's life. A child will have a strong foundation for later development if he or she can manage personal feelings, understand others' feelings and needs, and interact positively with others. Infant starts to express his emotional by expressing comfort, discomfort, anger, fear and sadness. They show affection with hugs and anxiety when they are separated from parents. They show clear attachment with their parent. Toddlers can express aggressive feelings and behavior. They begin to show self-conscious emotion like shame, guild and pride. They can also show empathy by showing awareness of their own feeling and other too. Pre-school children will know the idea of “self concept” and “self-esteem”. They can identify their emotions and expressing negative emotions in a ways they do not harm others.

At 6 weeks infants develop a social smile, at 3 month laughter and curiosity develop, at 4 months full responsive smiles emerge, from 4-8 months they develop anger, from 9014 months they develop a fear of social events, at 12 months the are fearful of unexpected sights and sounds, and at 18 months they are self-aware, feel pride, shame, and embarrassment. In the first two years, infants develop from reactive pain and pleasure to complex patterns of social awareness. Emotions in infants are produced from their body as opposed to their thoughts. Therefore fast and uncensored reactions are common in infants. During their toddler years, the strength of their emotions will increase.

They were 67 participants in study 1 and they were students from the Princeton University subject pool, there was an equal amount of men and women in the study and 1 unknown. Also, 2 of the participants were excluded from the study, 1 because he was already exposed to the experiment material and the other

All children are different in their unique way. The goal of this assignment was to observe different children in an uninterrupted environment. Although all the children observed were the same age, they all acted differently during their observation. The differences in the way we react to different situations are what make us human. These differences can be explained through the theories that different psychologist have developed over the years. Some children react better to things like praise from a teacher or being able to be creative in the activities that they are participating in.

Amongst the statistically significant data, male researchers received more smiles from the opposite gender when making a neutral and a smile compared to its own gender at p<.01 for female researchers is receiving more smiles from the opposite gender when making a neutral face. In perspective of the difference between female and male researchers, females received more smiles from the same gender while male researchers received more smiles from the opposite gender. These data sets confirm the part in the hypothesis about men being less likely to offer a smile.

Babies have learned how to express a wide variety of emotions by the time they are nine months old. Their emotions are all over the place. They can go from intense happiness to intense sadness extremely quickly. By the time they are twelve months, babies are aware of other people’s expressions and their emotional states. At this time they are making the connection that expressions match feelings on the inside and show on the outside. By age two, toddlers can show a wide range of emotions and are becoming more aware and are able to cope with their emotions. Their ability to use language becomes more apparent, learning words that mean something to them. They are known to use a single word with an emotional emphasis to express a complete thought, question or request. During the second year their language becomes more sophisticated. Toddlers began to put 2 to 3 words together forming easy phrases. Their vocabulary grows from there. From infancy to toddler and onward, language and emotional development are

Boys and girls are completely different and emotional literacy shows that girls will express their feelings in some shape or form but boys won’t even give a facial expression or any emotion to show how they feel. Many parents instill into boys that they must be tough, heartless and trust no one. Raising Cain states that boys cry more as babies but as boys get older they express less emotion. (pdf)

When doing any research studies, there must be enough participants to make the sample representative of the target population and to also determine an anticipated effect size. However, 120 individuals (60 men and 60 women) are also being tested in order to maintain an equal gender balance in both groups for the study.

“Emotions are the cornerstones of our social worlds, affecting our interactions with others in countless ways” (Soto, Levenson, and Ebling, 2005). The domain of emotion is vast with many aspects to investigate and discover. Research suggests that there are basic emotions of anger, disgust, fear, happiness, sadness, and surprise and also more complex emotions such as contempt, embarrassment, pride, and shame (Tracy & Robins, 2008). Two areas of interest in the literature culture (e.g., Tsai, Levensen, & McCoy, 2006) and gender (e.g., Hess, Adams, & Kleck, 2004).

Adults, for example, experience anger mostly because of their ego and anger which generally occurs because they are trying to protect or enhance their self-esteem (128). Too, adults generally put the blame onto somebody whether it be who has seemingly mistreated them or they tend to feel guilt or shame toward themselves (128). In contrast, Lazarus feels that a baby at three months, cannot understand the intent of an action, and therefore cannot find a reason to feel angry (129). Therefore, a baby’s anger is much different from that of an adult’s anger. It is difficult for babies to understand the actions of another or to act out in a way that attends to their ego or their self-esteem (129). With this theory, it suggests that emotions occur in three stages overall: the experience, physiological arousal and the

*** Children cannot feel loveable if the targeted person/parent is seen to have surrendered her/him and does not love her/him. The unavoidable result is that they "will look for love in all the wrong places throughout their lives.

Now that the child is school age, it has many different learned experiences with facial expressions from parents, siblings, friends, and teachers. A child will be reprimanded for doing something against the parents’ wishes and will be told to stop. Children will often test the parents’ limits and continue with the action and when the parent combines the verbal action along with the stern facial expression, the child understand it has reached the parent’s limit. Verbal communication combined with facial expressions provides more meaning to the conversation than just words alone.