Emotion Regulation Abilities of Kindergartners

The purpose of this assignment is to closely observe the development of a child through an interview and apply the theories and concept of child development in his particular cultural and educational context. I selected the child who lives in my neighborhood for the interview and began with seeking the permission from his parents. The child’s name is ‘Abdullah’ and he is seven years old. He lives with his family in Terre Haute and his family consists of parents and two sisters. Abdullah goes to Sugar Grove Elementary School in the Terre Haute city along with his two sisters and he is in grade 2. The interview was conducted at his home and I ensured his convenience. He was cooperative and provided insightful responses to the questions and he provided significant detail in the interview. I was able to track his development stages and connect it to different theories of Developmental Psychology including psychoanalytical perspectives and Piaget’s stages of development. In the following paragraphs, I will explain my observations about Abdullah’s development in the light of developmental theories with special focus on cognitive, social, linguistic, and emotional development followed by making connections between his socioeconomic and cultural background and development. Lastly, I will conclude paper by highlighting that the observations during the interview can facilitate my future practice as a teacher.

Emotion regulation involves intrinsic and extrinsic processing of monitoring and modifying emotional reactions in both positive or negative situations (Martins, 2012). In order for individuals to have the ability to regulate emotions, they must beware of their emotions. Although infants are unaware and lack the ability to regulate their emotions, it then becomes the role of a primary carer to nurture the infant, thus acting as a model for regulating emotions. Evidently, infants grow to reflect the ways in which their carers control and modify their emotions as well as social boundaries. Furthermore, emotion regulation is considered an important aspect of an individuals life as it 'can moderate emotions and keep them in a manageable range

9. Children, as well as adults, need to be treated as worthwhile individuals who can think

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.

A longitudinal study done by Lansford et. al involved the observations of 574 children from the ages 5 to 21. The participants were recruited when they entered kindergarten in 1987 or 1988 at Tennessee and Indiana. The parents of the children were randomly approached and asked if they would take part in the longitudinal study. Detailed interviews concerning the child’s developmental history were conducted with their mothers before they had entered kindergarten. In these interviews, the mothers were

If a student’s emotional regulation is increased towards their education they can pay more attention, work harder and achieve more in school. In the article, “A child’s increasing ability to “regulate” her emotions - to express her feelings in constructive rather than impulsive or hurtful ways - is now recognized as a critical factor in children’s psychological health.” “Children most effectively learn to regulate their emotions when they are confident that their feeling will be heard. When a child expects that her feelings and concerns will be appreciated and understood, her emotions become less urgent.” https://www.huffingtonpost.com/kenneth-barish-phd/how-do-children-learn-to-_b_3890461.html. Improving emotional regulation within students enables them to resolve conflicts with peers and show lower levels of physical stress. Emotional regulation produces children to be better behaved and more caring towards others. Emotional regulation means being able to think productively about how to manage with feelings. Children should have their feelings, but not be overwhelmed by them, should feel discouraged but not give up, be excited but not get so carried away in their enthusiasm that they use poor judgement in making decisions. Some therapist emphasize cognitive processes and have

Emotional development is a complex task that begins in infancy and continues into adulthood. The first emotions that can be recognised in babies include joy, anger, sadness and fear. Later, as children begin to develop a sense of self, more complex emotions like shyness, surprise, elation, embarrassment, shame, guilt, pride and empathy emerge. Primary school children are still learning to identify emotions, to understand why they happen and how to manage them appropriately. As children develop, the things that provoke their emotional responses change, as do the strategies they use to manage them.

This research is found in the Personality and Social Psychology Bulletin, and is written by Marina Schall, Sarah E. Martiny, Thomas Goetz, and Nathan C. Hall. In order to test their hypothesis, the people leading the study first investigated student’s suppression of positive emotions when it comes to getting grades in a real-life classroom setting, where the teacher was to give the student their test grade. As said in the article, suppression is an emotion-regulation strategy by which individuals inhibit their overt emotional expression

The children observed were found at the children’s center located on the California State University in Sacramento. The children’s center is a day care/preschool for children ranging in ages from 6 months to 5 years old. The researchers focused on preschool aged children (3-5 years old). All participants in this study will be assigned labels of target 1, target 2 and so forth. The group observed was made up of 3 boys and 2 girls, as well as their childcare giver. The childcare giver will be referred to as Adult. Adult was a woman around the age of 50 with a degree in child development and early childcare. The setting of the observation was in one of the many classrooms the children’s center provides. The classroom was large with around 15

Adolescence is often an emotional perfect storm. It is not surprising that many students—experiencing greater expectations in schoolwork, shifting peer relationships, and less emotional support from parents and teachers—find their emotional well-being spiraling downwards (Roeser, Eccles, & Sameroff, 2000; Larson, Moneta, Richards, & Wilson, 2002). Yet some students are able to navigate the emotionally difficult situations that arise throughout middle school. How do they accomplish this? One contributor to maintaining well-being during this period appears to be students’ theories of emotions: an interlocking set of beliefs about the nature of emotions. Past research has found that how people think about their emotions, such as whether emotional

Based on my experience, the day of my observation, I noticed the teacher implant a lot of strategies and ideas with children to support their emotions. For example, when a child was crying at the outside time, he was crying for a toy that other child had, and he wanted it too, during this time the child started crying really loud and the teacher explained that we all are friends, and that we have to share toys and material, this was the first tried that the teacher made to help the child to control his emotion, after a few minutes, a child does not stopped crying, that makes me think and feel that the child can not control his emotions by himself. After that, when the teacher saw that he could not stopped crying, she grabbed the child’s hands

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

Young children’s emotional competence— regulation of emotional quality and knowledge once necessary, and data of their own and other’s emotions—is crucial for social and educational (i.e., school) success. Thus, it's vital to grasp the mecha- nisms of however young kids develop emotional compe- tence. each folks and academics square measure thought-about as vital socializers of feeling, providing kids experiences that promote or deter the event of emotional competency. However, compared to oldsters, infancy teachers’ roles in meeting young chil- dren’s emotional competency haven't been examined. supported the findings from analysis on parental sociali- zation of feeling, during this theoretical review we tend to explore attainable teacher roles

Because self-esteem is influenced by so many different things (e.g. society, media, friends, etc…) it is very important that parents and caretakers take the proper steps in helping a child develop a strong sense of who they are (Nuttall, 1991). By the time a child reaches three years of age they have experienced a very wide range of emotions (Cluff, N.D.) Parents, teachers and caregivers will lay the foundation upon which a child emotionally develops (Cluff, N.D.). Positive emotional development is important for children because this will not only determine their ability to develop healthy relationships with their peers but also how to successfully deal with their own emotions (Cluff, N.D.). Many theorists agree that there is a connection between a child’s emotional levels and development; they also

In John Gottman’s, Raising an Emotionally Intelligent Child, it is found that teaching children to regulate and understand their emotions is important in order to create an emotionally healthy generation. Emotional intelligence, which is referred to as an “IQ” of people and the world of feelings (Gottman 17), contributes to the success of life emotionally, socially, and mentally of oneself. According to Gottman, there are multiple contributing factors that influence a child’s emotional intelligence which are parents and their parenting style, parent’s emotional expression, a parent’s interest or relationship with the child specifically between father and child, and the influences of the parent’s relationship on the child. The