Explain How To Promote Children's Emotional Development

A child who utilizes his/her affect as a coping mechanism is relying upon the ability to express or ventilate through emotion. He/she will require opportunities to share anxieties, fears, anger, sorrow, and grief, and have those emotions validated by the adults in his/her life.”

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

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

Young children need to understand that feelings are a part of life for all human beings. Caregivers are responsible to help children understand that their feelings are valid and very okay to have. Sometimes we give children mixed messages regarding this abstract concept for example if a child is fussy or crying we will say “be quiet there’s nothing wrong with you” when they may be tired or hungry. Sometimes we have to explain to children that you cried to get what you wanted when you were a baby because you did not have words; now that you know how to talk, you can use words to tell people what you need. The objectives of this lesson plan are to introduce children to the vocabulary associated with the feelings they have

Lewis (2013) explains the ability to control your emotions does not begin until a child nears the age of six (as cited in Berger, 2014, p. 276). The need to maintain control of feelings and emotions remains important throughout adulthood. It would not be normal for a 38-year-old lawyer to throw a temper tantrum in the courtroom because they did not win a case. Not everyone is great at controlling their emotions, but there is always room for improvement (Berger, 2014). A child is not born with this control, nor can one learn it on their own. Morris et al. (2007) discussed the importance of parents, teachers and other adults that may be in a child?s life to instruct and inform children of appropriate ways to manage their feelings for them to learn or develop over time (as cited in Berger, 2014, p. 276). It is the same aspect as manners. A child does not come out of the womb saying ?please? and ?thank you,? but must be taught to use such mannerisms. Eric Erikson explained that children believe they can achieve any goal just as long as they keep trying because their view of their abilities is not yet within reason (Berger, 2014). A child may see a fish breath underwater and believe they too can breathe while swimming

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.

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

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

Social Emotional Learning (SEL) is a process for helping children develop the fundamental skills essential for academic and life success for all children. These skills include the ability to recognise and manage emotions, problem solving and forming positive relationships. Research indicates fundamental skills can be taught by regular teachers, in regular classrooms to all students irrespective of their individual background or needs. Society has an expectation that children will inherit the social roles now occupied by adults and schools are paramount to preparing children for this responsibility. Many factors influence social and emotional development including family and environmental factors, genetic disorders, serious illness and disabilities.

Emotions are essential to children’s development and their expression is an important part of developing relationships (Zeman & Gerber, 1996). Gnepp and Hess (1986) recognised that emotional expression can voluntarily controlled and Choy (2007) recognised that emotional display can be inconsistent with real emotion. This leads to display rules, the intentional regulation of emotional expression to circumvent perceived repercussions of genuine emotion (Gnepp and Hess, 1986). An example of this is a child not throwing a tantrum when in public (Saarni, 1981). Understanding how these display rules develop in children, and when they are used, is crucial to understanding how humans socialise as well as how children understand their emotions (Gnepp and Hess, 1986).

Throughout the process of growing up there are multiple emotions and situations a child may face, they will not always be easy to overcome. The most prominent emotions or stages are anger and pessimism, feeling neglected, the issue of trying to find yourself, and lastly a brokenness that is a mixture of being misunderstood and impulse.

In this essay I am going to show my understanding of a child's early emotional development based on the psychoanalytical view of child development. I will show how emotional skills gained in the early years can be of a significant relevance to later life. I will show my understanding by illustrating it with the clinical material. Although I am focusing on the psychoanalytical approach to child development I believe that it is beneficial to present also some general background knowledge of child development.

Social-emotional development is a child’s ability to understand the feelings of others, control their own feelings and behaviors, and get along with other infants. In order for children to reach the basic skills that they need such as teamwork, following directions and demonstrating self-control, they must have social-emotional skills. Feelings of trust, confidence, friendship and affection are all a part of a child’s social-emotional development. A child 's positive relationship with trusting and caring adults is the key to successful emotional and social development. The foundation of social emotional development begins in infancy and each of these skills develops on their own and builds upon one another. For this reason, it is important as an educator to foster this developmental domain by implementing activities that will foster such development. These activities must be done in a way that is safe and also will make the infant feel safe and secure. For my age of 9-18 months, these activities must be done on a routine basis, since routines make infants feel secure.

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

Imagine where you might be if it was not for your supportive, loving, engaged, and dependable family and friends? In our first couple years we get to live through a vast amount of experiences that we most likely do not recall even though they will influence and guide us in our future. Most of us do not constantly wonder who and what helped shape us into who we are today, but according to Some Early Childhood Experiences Shape Adult Life, But Which Ones? a study published in Child Development uncovered that “the type of emotional support that a child receives during the first three and a half years has an effect on education, social life and romantic relationships even 20 or 30 years later.” Our family and friends deserve recognition for their inspiring work and dedication which shines through the person we have become. As annoying and frustrating it is having your parents control your childhood, you will be appreciative of their engagement as an adult because you will realize how much they impacted your success in life. People’s life decisions are instigated by uncountable factors, but their environment and what drives their judgments and treatment of others are fundamental aspects directing their life path.