How Stressful Life Experiences Affect A Child 's Emotional Development Essay

The present research is aimed at providing an account of early childhood abuse and its effects on further emotional development. A first focus falls on outlining the psychological stages of emotional development and the notion of emotional response, followed by a thorough analysis of the child abuse spectrum together with effects, both early and belated, of general and most notably socio-emotional nature.

The document, The Inventory of Practice for Promoting Social Emotional Competence, CSEFEL (2013) is a helpful document to evaluate the teacher’s strength and weakness in promoting children the social and emotional competence as educators. The document, CSEFEL (2013), suggest that in order to promote children’s social and emotional competence, the classroom teacher needs to have skills in the qualities, such as building positive relationships with children and family, designing supportive environments in the classroom, social emotional teaching strategies to enhance the children’s self-esteem , and individualized intensive interventions as necessary (CSEFEL, 2013).

Durlak, J A., R P. Weissberg, A B. Dymnicki, R D. Taylor and K B. Schellinger. Child Development, 82, 405-432. doi: n.p., 2011. Cited in Brackett, Marc A. "Transforming Students’ Lives with Social and Emotional Learning." Handbook of Emotions in Education. By Susan E. Rivers. N.p.: Yale Center for Emotional Intelligence, n.d. N. pag. Ruler. Web. 29 June 2016.

Stress in children are situations that produce anxiety and require them to adapt or change. Family stressors such as divorce, domestic violence, and poverty have a tremendous affect on preschool children and are ultimately detrimental to their development. Although stress is normal for children to experience, preschoolers are not resilient towards stressors and are highly affected by them. The effects of stressors on children are not minimal either. Not only do family stressors affect children's’ behavior in the preschool classroom, but it influences their development and overall future. This makes it that much more important for parents and childcare providers to be aware and help/guide children.

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

In this article, the author describes the way in which the minds and bodies of children react to stress. Through this study it was discovered that stress and trauma experienced by a child can often cause significant mental health problems which can be long lasting. It was shown that a child’s immediate reaction to extremely stressful situations can take significance amounts of time for the child to adapt and recover. It was shown that the earlier the intervention and treatment for children who have experienced significant stress the better as it works to enhance their ability to cope while enhancing resilience in the future.

In this poster I am going to be talking about how a child develops emotionally from the prenatal stage up to 2 years old. Children do not automatically know what their emotions are or how to control them- it is something that they need to learn. Through the different stages of development children experience different emotions, and will have different ways to express them. Children will gain emotional intelligence from first-hand experiences, along with their expression and understanding of emotions (Olde, 2013). There are many factors that can affect emotional development, in this poster I will be discussing how neglect can affect a child emotionally, and I will also explain the impact it will then have on other areas of development.

The first looks at babies which can include joy, anger, sadness and fear. Later as a child begins to develop a sense of a child’s self, more complex emotions such as becoming shy, surprise, guilt, shame as well as empathy. A child in primary school, is still learning to identify their emotions, to use this to understand why they happen and how they can manage these appropriately. As a student develops, there are things that provoke that emotional response change, as do the strategies they may use to manage them. There is also many things that can affect the way a child expresses emotions, both through words as well as behaviour. These may also include values, beliefs about appropriate as well as inappropriate ways of expressing emotions that children learn. Whether this is from parents, carers as well as teachers. How effective a student’s emotional needs are usually met, as well as a student’s temperament.

Stress is a greater frequency on children that deal with a lot of different changes due to life and other involvement. The brain functions too many different structure in humans such as Amygdala and structures such as Hippocampus. Amygdala is a roughly almond-shaped mass of gray matter inside each cerebral hemisphere, involved with the experiencing of emotions. Hippocampus is the elongated ridges on the floor of each lateral ventricle of the brain, thought to be the center of emotion, memory, and the autonomic nervous system. The different kinds of stress are Acute Stress occur when daily living change such as taking a test or doing things that are normally done. Chronic Stress can be caused in children by failure in school or other activities and also when being bullied by other children which can lead to low

According to the article, “Stress and Child Development” (2014) by Ross Thompson, stress is defined as “a complex psychobiological process with biological, emotional, mental, and behavioral consequences, all of which influence one another” (Thompson, 2014, p.46). Thompson’s research provided insight into helping children who suffer from stress, and cope with this stress through neurobiological processes, including two-generation and multi-generation intervention, which includes parents, teachers, relatives and grandparents or anyone who provides care for these children. Thompson’s research found that children who grow up in a loving environment are less stressful, and when confronted with stress, these children cope with stress better than children who live in a non-loving environment. Thompson suggested that stress is brought on when an individual feels threatened or when her or she feels surrounded by, or in immediate danger, thus, emphasizing how a child’s social experiences plays a key role in the development of a child’s neurological systems as well as his or her biological system (Thompson, 2014). Thompson’s research of Hurricane Katrina found that children whose parents could no longer provide care for their children faired much worse than children whose parents provided care, as it relates to stress. Thompson’s study of a Romanian orphanage found that the sooner a child was adopted into a loving environment, the sooner a child learned how to cope and

Young children learn through observing, and interacting with people and world around them, their behaviour reflects what they have learnt from these interaction. The behaviour of a child closely reflects their view on what is happening around them and what they have learnt is the expected behaviour based on their observations. These views can have both a positive, or negative effect on a child’s emotional well-being, development and learning. Therefore, this essay will be focusing on examining how social and cultural factors, stressful and traumatic events, and motivation influence children’s learning and behaviour. It will be suggesting strategies an early childhood teacher could implement into their teaching practice, which can help support

This paper is submitted for the EDEC 5970 – Social & Emotion in Early Childhood as part of the course requirement.

Within teacher’s work, there are many complexities and challenges to face. It is important to recognise these as they will affect all teachers throughout their working years. The challenges teachers face also affect society as a whole, as everyone’s life is influenced by the education system. The issues that teachers face also affect the ability of students learning, thus limiting the capacity of society. Without education and teachers there are no building blocks for success. Teachers account for approximately 30% of students achievements (Hattie, 2002), proving that the complexities that affect teachers, affect everyone. These complexities can generally be grouped into four different topics; political, economic, social and cultural. Each

An early childhood education student planing on becoming a teacher needs to know certain things about children before stepping into a classroom. They must look at their own personality and how they handle stress. An upcoming teacher must have a mindful awareness, focused attention, and self authority. Mindful awareness skills in stress can be mixed in with your relationships with your peers and social skills. If a teacher is not well balance when it comes to stressful situations they wouldn’t be prepared to deal with stress in the classroom and can affect the students you are teaching. Becoming a teacher you are exploring and teaching young minds by developing their own skills. They need to be prepared for the stress and impact it can have

Once believed to be a low-stressed profession, ‘teaching’ was the most pleasant occupation with less workloads and more flexibility. But today, studies reveal that the teachers undergo a high amount of stress specially the university teachers. Teaching is such a kind of unique profession in which the expectations of student’s guardians are very high regarding to the student’s educational progress, future carrier and about the establishment of the personalities of students along with education (Wilson, 2002). The present pilot study was conducted to identify the factors causing stress among the faculty of Graduate and Post Graduate colleges in Hyderabad, administering a questionnaire. A few coping strategies used by the faculty members to combat stress are also reviewed. Through the conclusions drawn from this study, it can be suggested that the management of the colleges should focus on three things, causes of stress, effects of stress and remedial measures, to reduce the occupational stress of the faculty members. Care should be taken to identify the potential of the faculty members and recognize all of them to be equally important for the student development in particular and college development at large.