Critical Review of Brechet Et Al. (2009). How Does Sam Feel?: Children’s Labelling and Drawing of Basic Emotions

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

Emotional- Babies at this age are not unable to communicate so show their emotion by crying or laughter and may use some facial expressions to show how they feel about what’s going on around them. As they get older say around two years old they show their emotion by having tantrums. When they reach three they begin to care about the people around them and tend to share toys with them and play with them.

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.

Infants communicate important aspects of their lives, such as joy, fear, sadness and interest through emotions. In reference to behavioral organization, emotions help regulate social responses and adaptive behavior. Also, infants have negative and positive emotions. Infants’ emotions are influenced by both biological foundations and a person’s experiences. Chapter four provides that in a recent study of 18-24 month olds found that parents’ elicitation of talk about emotions was associated with toddler’s sharing and helping behaviors. Emotional interchanges also help the infant create attachment. Guilt, pride, despair, shame, empathy, and jealousy are all emotions that could potentially appear in the second year, if not before. By age two, infants can use language to define their feelings, such as the phrase “puppy scary”. Emotions are very developmentally important in the second

Uniquely cognition and emotional development appear to be connected by jointly working together. Furthermore, cognitive processes, such as decision making, are affected by emotion (Barrett and others 2007). Brain structures involved in the neural circuitry of cognition influence emotion and vice versa (Barrett and others 2007). Emotions and social behaviors affect the young child’s ability to persist in goal-oriented activity, to seek help when it is needed, and to

Stenberg, C. R., & Campos, J. J. (1990). The development of anger expressions in infancy. In N. L Stein, B. Leventhal, & T. Trabasso (Eds.), Psychological and biological approaches to emotion (pp. 247–282). Hillsdale, NJ: Lawrence Erlbaum

Denham, Mitchell-Copeland, Strandberg, Auerbach and Blair (1997) conducted a study that involved preschoolers from 60 families. The research was held in both home and classroom settings. They used observational and self-report methodologies to measure the emotional ability. The results showed that children whose parents’ responses were more positive, had a better relationship with peers and were more socially competent. Instead, children whose parents’ responses were more negative, they displayed a negative emotion to peers. They suggested that children observed how their parents reacted and they reacted in the same way in similar situations. The research showed that children learnt to self-regulate their emotion through social

In this study, it is discussed how children can recognize the 6 basic emotions (sadness, anger, fear, disgust, happy, and surprise) through adults’ facial expression. Children can recognize these emotions by looking at how the posture (slouching, leaning back, arms) and facial expressions (smiling, frowning, graze). Being able to express their own emotions and matching emotions with certain situations are some of the ways researchers have tested this. Although they can identify these basic emotions and place them; pride is a little harder for them to distinguish. Pride is not seen as early as the other basic emotions since the facial recognition is harder to understand, and it requires them to have

Moreover, although consensus has generally agreed on the structure of self-regulation (Ursache et al., 2012), recent research has highlighted an intricate relation between executive functioning and another other aspect of emotion, emotionality (Ferrier et al., 2014). Emotionality, the combination of the expression and experience of emotion, is observable everywhere in a preschool classroom. Recall that emotion regulation, cognitive regulation (i.e., executive functioning), and behavioral regulation are all considered essential aspects of self-regulation (Jahromi & Stifter, 2008; Ursache, et al., 2012). Moreover, remember that behavioral regulation has been defined as the “execution and manifestation of cognitive processes in overt behavior” (Morrison et al., 2010, p. 204). In the same light, just as behavioral regulation is the expression of corresponding cognitive processes (i.e., cognitive regulation/ executive functioning), we propose that emotionality be conceptualized as the corresponding expression of emotional processes (i.e., emotion regulation). It is worth mentioning that the emotionality we refer to is conceptually distinct from the term emotionality used in temperament research to describe an innate emotional disposition (e.g., Blair et al.,

Have you ever watched a group of preschool age children at play and thought, “Did I used to do that, did I ever say that or even did I just hear that”? Preschool age children between the ages of three and six are just beginning to create and achieve milestones as they continue to evolve while developing their social, cognitive and developmental skills. In order to really understand the mind of a preschool age child one must be able to experience it firsthand. Perhaps one should do a little research prior to engaging in an experiment of this nature. As we all know children develop differently and progress at their own pace. Physical and cognitive abilities along with motor and social development often refer to as a child’s capability to comprehend and grasp everyday

will be strongly affected by the way they are feeling. For example, a child that is feeling unwell, will

Correspondingly, in early childhood emotions are not yet regulated, as a result children act on impulse. They are encountering a range of emotions from anxiety to anger to joy. All of which they must learn how to process in a socially acceptable manner. Similarly, children are developing socially learning how to interact with peers as well as other

Children spend their formative years evaluating mood states, which later develop a special sensitivity to small cue of emotion.

Tanyel, (2009, p. 10), quoted emotional regulation is the individual effort to manage, inhibit, enhance, or modulate emotion. He stated that self-awareness is the groundwork for emotional into patterns is a major challenge for toddlers and is also needed for high-level thinking. Toddlers expresses themselves through gestures, cheerful voice and smiles from their parents. The most importantly, views are based on hereditary and environmental factors within the child. The factors are child’s temperament, family circumstances, parenting styles, cultural traditions. The parent’s emotional health as well as the child’s expectations influences the quality of

Inabilities to understand emotional affect is attributed to the limited discrimination of emotional states, children learn via play and use the mother’s facial expression as a form of social referencing (Happé, 1994). If the mother reacts with disgust, fear or appears happy the child recognises these emotional expressions and with age and experience, recognising them as internal emotional