Social Interactions And Development During The Younger Age Group Essay

. • Effective expression and modulation are taught to help children and parents identify and cope with a range of emotions

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.

Chapter nine was all about the ways in which children outwardly display their cognitive development, the understanding of their environment through their experiences. In fact, by observing children closely in their involvement with dramatic play, use of materials, and the relationships that they form with other adults and children, we can see what we assume are indication of these thought processes developing (Cohen, 142). There are nine processes that we can observe that will help guide us into understanding a child’s cognitive development, which include, forming generalizations, the ability to differentiate, the ability to perceive similarities and differences, the ability to draw analogies, the ability to perceive cause and effect, time orientation, the ability to classify, perceiving patterns, and understanding spatial relationships.

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.

This paper takes a closer look at the social learning’s of society’s subculture that displays delinquent behavior. Using differential association I explain the learned behavior through the social environment such as role models, peer influence, and poverty stricken families. Delinquency is not biologically nor psychologically but is learned just as a person learns to obey the law. The study design is to help further the notion that criminal behavior is learned and not inherited due to genetic structure.

Caydence’s emotional competence development is thriving. The self-regulation such as showing affection to others, releasing emotion, such as crying, and express and labeling a feeling is a huge part of the emotional competence (Beaty, 2014). Caydence expresses her affection toward her

Individual became upset and argumentative with his peers using negative names to agitate his peers, argue with peers, and scream at a student during group activity. Individual also became argumentative with one of the group members and called him stupid and big head.

Emotion knowledge and emotion competence has a neutral and negative effect in some areas of preschool child development (Salmon, Dittman, Sanders, Burson, & Hammington 2014; Berzinski & Yates 2013). Berzinski and Yates (2013) found that children with behavior problems also have low emotion knowledge and low emotion competence subsequently they believed that emotion knowledge along with emotion competence would affect the behavior of children. Berzinski and Yates (2013) presented evidence that suggested harsh punishment was linked to the behavior adjustment of children. They conducted a study that analyzed the possible relationship between emotion knowledge, emotion competence, and harsh punishment of preschoolers. Their study involved observing child and parent interaction within a clinical setting.

Our brain developments are growing by the physical experience. We learned the fire was hot and ice was cold by the physical contact. “Early childhood experience is crucial in developing those parts of the brain that are largely dedicated to social interaction, empathy, and other interpersonal concerns” shows the correct way to be mature and proved Hening’s point of our brain develop by experience. We have to control the time on virtual interaction in order to have more time to gain social experience. At the same time, social development impact our way to emerging adulthood. We continue improving ourselves and extending our knowledge for the purpose of adapt the new society and the new social media. Emerging adulthood became a necessary period

Adolescence is a time period of crucial development. It is marked by a transition from childhood to a period of a young adult which then leads into adulthood. With such transitions come an increase in risk of sexual behavior in adolescents. Risk-taking has been proven to increase between childhood and adolescence and decrease into adulthood. The risk is associated with changes in the socio-economic system of the brain as well as social factors such as the presence of peers. Physiologically, risk-taking is partially caused by a lack of development in the prefrontal cortex and amygdala which are both vital parts of the brain responsible for controlling decision-making and social behavior (Steinberg, 2008).

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).

According to Piaget, Marcus is exploring and learning about the world that he lives in as he acts in his environment. As I observed, he grasps, grabs, stares, listening, as well as pretend in the classroom. Therefore, these are the developmental sensorimotor allows him to grow (Berger, 2016). When I observed Marcus, he exhibited these skills as he played with his favorite ball. He also demonstrated his developmental social and emotional skills during the time he interacted with his peers. When Marcus classmates left him, he cried, this allows him to express himself as well show his feelings. Although, the caregiver redirected him, he demonstrated emotions at that time. Children express their feelings through both nonverbal communication and verbal communication. However, this depend on their caregivers to read and recognize their cues. Emotional expression is not developed in isolation; children’s emotional expression is linked to their ability to regulate their emotions (Illinois Early Learning Guidelines). The infant up to two years old strictly depend on their caregivers to assist them. I also learned, that emotions are connected to the cultural and societal influences

Building up the starting points of social development is driven by the experience of feelings also referred to as emotions. Feldman (2014) indicates that emotions are experienced at a very young age. He asserts that developmentatlists indicate true emotion has three constituent parts: biological, cognitive and behavioral. At a very young age an infant might exhibit an expression that would indicate an emotion, nevertheless it is believed that the young infant is not experiencing the cognitive component (not aware of the meaning of this feeling). Furthermore they are not at the cognitive level to achieve the behavioral component in which we would recognize an adaptive purpose to thus an expression of emotion.

Play is so important in a child’s development that the United Nations High Commission for Human Rights has recognized it as a right of every child (Parents Magazine, 2015). Play is also important in social development as highlighted in my poster for parents, this rationale of my poster will discuss the key theories, processes and messages that are presented when looking at how play affects social development. Many theorists including Vygotsky, Piaget and Bandura have conducted studies on play and the social development of a child. As Piaget stated play performs a major role in children 's expanding mental abilities (Piaget, 1962) this was supported in studies conducted by both Bandura and Vygotsky. Vygotsky’s Zone of Proximal Development (ZPD) is a supported theory on the difference on what children can achieve independently and what they can achieve or understand with help from a More Knowledgeable Other (MKO), which is someone with better understanding or a higher ability than the learner. This can be a teacher or another student in a school setting.

Emotional development is another important factor in a growing child. Humans use different emotions to express their feelings to others everyday. In studying young children, one will see that no two children are exactly alike. Although they may look alike, identical twins differ in personality. This is why psychologists have “emphasized the importance of the