Emotions Affecting Infants

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

Don't underestimate children's ability to communicate even though their verbal language skills may be nonexistent or minimal (Gonzalez-Mena & Eyer, 2015, p. 6). For this principle to tell the differences between each infant cries, words, movements, and facial expressions I would learn their unique ways of communicating by spending time with time.

The development of attachment bonds to other biological figures plays an important role in emotional development. Throughout life, an individual will form several relationships, some of which will be sincere and intimate while others will be superficial. However, collectively these relationships provide the foundation of our communities, families, and friendships and become essential to our survival as a species. A secure attachment bond can be classified as the interactive emotional relationship between a caregiver and infant involving the emotional responses of the caregiver to the infant 's cues (Bowlby, 1969). These emotional responses can be expressed in a variety of forms including gestures, sounds, or even movements. Thus, this interactive emotional relationship between the caregiver and infant brings the two closer together creating an environment that allows the infant to feel safe and secure, further developing their ability to communicate and interact with others (Bowlby, 1969).

seen and provide a way that afterwards the child can then understand and be able to communicate what they have seen effectively. These skills are all very crucial in helping children and young people to learn and manage how to listen and understand different concepts. They can then have a chance to develop their own opinions and ideas to then be able to participate in different decision making and problem solving in appropriate ways. Babies are nonverbal so to begin with they use sounds and facial expressions to communicate to adults expressing themselves and their needs (e.g. smiling, cooing and gurgling). Toddlers then start to have a small understanding and can use words and gestures to make connections to people and be able to develop their knowledge and understanding

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

At a certain age infants begin to resist the unfamiliar and are very vocal in expressing their feelings (Brazelton, 1992).

Imitation and observational learning are important in aiding the attainment and portrayal of new behaviours, beginning as early as infancy (Meltzoff, 1993, p. 467). Deferred imitation and mental representations were concepts by developmental psychologist Jean Piaget in his theory of infant cognitive development. Deferred imitation refers to a child’s ability to imitate the actions that they have seen others perform, following a delay, (Slater, Lewis, Anzures & Lee, 2011). Piaget proposed that the emergence of deferred imitation during the sensorimotor period, is a sign of mental representation, (Jones & Herbert, 2009, para. 14). His proposal of the formation of this ability has been accredited by several studies that document the presence of deferred imitation in infants from as early as birth to 24 months of age and beyond (Barr, Dowden, & Hayne, 1996; Heimann & Meltzoff, 1996). A study by Heimann and Schaller (1985) used infants between 14-21 days old, (p.33). The mother was told to either protrude her tongue or open her mouth while the infant was engaged and observing during the exposure sessions, (p. 33). Two observers scored each infant on the number of times they opened their mouth or protruded their tongue, depending on the groups they were assigned to within the 60 second response period, (p.33). The results showed that the total number of tongue protrusions or mouth openings were highest when the behaviours were modelled to the infant, (p. 36). To reproduce the

As the child grows a little older and starts into the preoperational stage they start engaging in symbolic play. One of the key evidence of being able to engage in symbolic play is by imitating the actions they see others doing after they cannot observe them being done (Fein, 1981). Imitating past behavior of others uses representational skills and is called deferred imitation (Vasta,

What are the first emotions to appear in infants? Page is in 132: Pleasure and pain

For centuries, the bar for maternal care was set low. Until the mid-twentieth century, maternal mortality remained at 30% from antenatal, delivery, and postpartum complications. For many years the role of the obstetrician during the antenatal time was primarily focused on preparation of the mother to reduce risks of delivery and avoid fetal mortality and acute morbidity. Only recently did the obstetric field begin to focus on the health of the baby. The advent of ultrasound and fetal heart rate testing provided opportunities to detect issues prior to catastrophic events, but were still essentially passive tests that did not allow for intervention until

At another extreme, there are others who would tell parents to respond to their crying infants. Proponents of this practice believe that responding to a crying infant will contribute to the development of infant trust and attachment. According to Ludington-Hoe, Cong & Hashemi (2002), failing to respond to an infant’s cries quickly, regularly and thoroughly may lead to low self-esteem and a damaged attachment between the caregiver and the infant. Yet, there are still many parents who delay responding to infant crying due to the belief that infants can be spoiled when their cries are answered. Parents can be reassured that this belief is not supported by any research and neuroplasticity suggests that managing early infant crying appropriately

To Wu and Gros-Louis (2014), infants enjoy a wealth of prelinguistic communication system prior to language development. As Igualada, Bosch and Prieto (2015) put it, infants may purposefully apply multimodal tactics to invigorate their communicative outputs, a behavior that appeals for common attention processes. Tomasello, Carpenter, and Liszkowski, (2007) consider the ability to apply pointing gestures as a patent and potent non-verbal tactic.Intention, attention and reaction by infant are the most noticeable strategy understandable to all walks of people from plebian through experts in the field of child development and learning.

According to Child Development, Emotions are known as, “The feelings, both physiological and psychological, that people have in response to events that are personally relevant to their needs and goals”(McDevitt, pg 434). Emotions are something that every human being young or old displays throughout their life. Some people showcase their emotions and others bottle them up inside themselves. Teddy displays a number of emotions on a daily basis, most of them are cheerful, he is usually in a very good mood. Teddy is usually very focused on his work and shows healthy and positive emotions, when appropriate. Since I have not observed Teddy for that long, I was only able to see his emotions for a short amount of time which were not negative for the most part.

First of all, the question when children begin to acquire the ability of understanding the intentions was studied to determine the developmental trajectory of this ability. According to Piaget, children started to reflect an understanding of intentions in behavior over the age of 7 years of age (Kelly, 2011). However, more recent studies showed that children could have this understanding earlier. One of these studies was conducted by Carpenter, Akhtar and Tomasello in 1998. The participants of the study by Carpenter and her colleagues (1998) are 20 infants aged 14-18 months. In the study, infants are measured with an implicit measure in which they observed an adult that exhibit two actions on objects with one of the discriminative cues that was saying either “Woops!” that refers to accidental actions or “There!” that refers to intentional ones. There were three conditions: an intentional action followed by an accidental one (I-A condition), an accidental action followed by an intentional one (A-I condition) and also two intentional actions (I-I condition). Each infant participated in each condition twice. It was hypothesis that infants as young as 14 months would preferably imitate intentional actions over accidental ones. According to the results, children as young as 14-18 months of age showed the ability to differentially imitate and distinguish the intentional actions from accidental ones (Carpenter, et al.,

We will first observe on these contents of emotional and social processes that are present very early in life - infant temperament and attachment .