Development of Emotion Based on Culture for Infants and Toddlers

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

Think back to when you were younger, do you remember the different emotions you had? Did you know that you learned a lot of your emotions from your parents or caregivers? Infants and toddlers go through many different stages of emotional development. Starting at birth where they show little to no emotion, up through toddler-hood where their emotions become more defined is a critical stage in there development. Infants begin to develop basic emotions at birth such as happy, sad, fear and anger. As they get older to start to understand and respond to the emotions of others whether it is their parent’s or caregiver. Around toddler-hood children learn about self-conscious emotions and when it is appropriate to feel guilt, shame, pride and

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.

The regulation of emotions within adults is considerably more complex than within an infant. However, this does not mean that infants do not share the same feelings as adults do. Infant emotion regulation is evidently derived from their primary carers. Empirical research supports idea as stated by Diener (et al, 2002) whereby the study conducted involved infants completing a strange situations procedure, this explored the connection between mother-infant relationship and the behavioural strategies used by infants for emotion regulation. Therefore, behavioural strategies used by infants including self-soothing, withdrawal and self-distraction with objects is when it is clear that infants have the ability to control and monitor their emotions (Martins, 2012; Diener et al., 2002). These strategies are supported through various studies conducted by Martins (2012) as they explore infants who are able to cope with their emotions obtain certain strategies which contribute to their ability to regulate their behaviour for example using distractions. Evidently, this shows the development of infant emotion regulation skills (Diener et al, 2002). Moreover, infants experience a range of emotions in numerous frustrating situations, including some as simple as waiting to be fed or sitting in a car seat waiting to go out. It is from this that infants become more aware of their emotions and begin to find ways of coping

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.

To summarize Dr. Bloom’s article, language and emotion are related in complex ways in the process of development. A child’s language is created by the conditions and circumstances going on in that child’s world at that moment. A child’s feelings and emotions are centered on the personal and physical world and determine the significance of language for learning. Children use words that have different feelings. Though, children typically don’t use emotional descriptive words until language development is underway, around two years of age. Dr. Bloom’s study of children nine months to two and half years of age showed the development in emotion and language from a child’s first word to speaking in sentences. While children achieved simple sentence structure at the age of two, still the children of the study differed in their ages of emotional achievement. When time

Even newborn infants show social behaviours. They love to be touched, held, smiled at and cooed to. At as young an age as one month old, infants can be seen to experiment with their faces and expressions, and may even try to mimic adults’ facial gestures. Because their facial muscles are fully developed at birth, they can make many expressions – “Newborns can smile slightly, knit their brows, or appear to pout or cry, and if you give them something that tastes awful, they look disgusted” (4).

1. Chapter 4 “The First Two Years: The Social World” section “Emotional Development” discusses the significance of variety of early emotions that humans have the experience in their life. The most common and basic forms of emotions that infants present as their age is pain and pleasure. Throughout their life, they develop mentally and physically, as well as learning more emotions that enable them to show expressions, reactions, and reasons that trigger those reactions (Berger, 130) During toddlerhood, between the ages of two and up, emotions are strengthened, for example, toddlers’ laughter and cries are more apparent and amplified. Together with their anger and fear becoming less frequent but directed towards experiences that are terrifying and infuriating. In addition, toddlers often have temper tantrums, “when something angers them, they might yell, scream, cry, hit, and throw themselves on the floor” (Berger, 130) Toddlers’ temper tantrums can even cause more tantrums or worsen the situation if a response from an adult or is negative, like out of anger or teasing the child.

Experience-expectant development of emotions of the four does not differ in different cultures. They all develop from a limited, general emotions to more differentiated expressions. In Ponijao development, when newly born, she does not react to her mother playing with her. However, after several scenes, we see that she then smiles and laughs whenever the mother shakes her lightly. The same emotional development can be seen in Bayar.

First of all, what are emotions? Emotions includes feelings, physiological correlates (heart rate and brain wave activity), cognition that conduces physiological changes, and actions that follow the desire to communicate needs or avoid harmful. I believe that infants have emotions because after watching the video I can say that infants create a relationship with their parents or caregivers that help them to identify the emotional stage of the baby with the cues that the infant is giving at a particular time. That’s why is very crucial for parents and caregivers to keep an excellent emotional education, patient and good humor with infants so they can distinguish what they are feeling. The primary facial expressions of babies at birth are expressions

I learned in chapter seven of children of emotions. A researcher named michael lewis who has has state that there is a differences in emotion. There are emotions that are found in every person and animals called primary emotions. Primary emotions are anger, fear, sadness, joy, interest, and disgust, they present themselves in the first six month. Then according to lewis self- conscious emotion that requires that a child is conscious of their own sense of being. Those emotions are pride, shame, empathy, jealousy, and embarrassment which usually don’t appear until around a six months to two years. Though it has been debated that self awareness don’ts happen until around eighteen months. I think it's interesting to learn about the emotion that infants might feel.

Emotional and social development in the infancy age period states an emotional bond between two people is generated, and supports the Erikson theory of the infancy stage of Trust vs. Mistrust. Additionally, emotions is known as an infants first form of language and communication, and newborns crying is the utmost significant mechanism they have to communicate.

In, “Cultural Differences in Emotional Responses to Success and Failure”, Michael Lewis, and Robert Wood Johnson are looking to address cultural differences and values and how they effect how kids respond to achievement situations. Previous studies have been conducted in which prove that “self-evaluative emotions of shame, embarrassment, and pride have been found to be influenced by both biological and socialization factors (Ferguson, Stegge, & Damhuis, 1991; Kochanska, 1995; Lewis 1992; Lewis and Ramsay, 2002; Rothbart, Ahadi, & Hershey, 1994).” However, there has been very little research into whether or not cultural differences could play similar roles in the expression of the same set of emotions. Thus, this study by Lewis and Johnson to further explore such using preschool students as studies suggest that “self-conscious emotions begin to become prevalent sometime after 15-20 months of age.” (para 2)

Culture is a set of values that are ingrained in human beings from birth. They define our actions, our view of what is good, fair, and just, and shape the way we live our lives. The definition of cross-cultural values and beliefs is that of where people from different countries or regions interact, bringing their different values, viewpoints, and practices unique to their culture (Dictionary, 2017). In this literature review, we will analyze the differences between Chinese and Western culture in child rearing, with a focus on the impact of cultural values on parents and/or teachers’ socialization efforts, how children accommodate or resist those socialization efforts, and finally, we will discuss the implications for parents and teachers.

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.