The Functionalist Perspective On Emotions

Children are very complex, unique and varied individuals whose genetics, connections and backgrounds all perform significant roles in their emotional development (Wilson, 2003). The genetic blueprint a child inherits from its parents may plot a course for development but the environment and the influences within can affect how the child is shaped, how they connect with and are perceived by others and how their emotions are or are not expressed. Wilson (2003) points out emotions as an experience that is linked to cognitive interpretation, context, subjective feeling, physical reaction and behavioural expression. Campos, Campos, and Barrett (1989) suggest emotions are processes of establishing, maintaining, or disrupting the relations between the person and the internal or external environment, when such relations are significant to the individual.

The Functionalist Perspective highlights that parts of society are organized to sustain its steadiness. Racist ideologist trusted they have a ethical validation for conserving a society that usually denies evident groups of their privileges and rights. Some of the Racist Beliefs release the dominant group of the accountability to problems encountered by subordinated groups comparable to education or any social difficulty that such groups may develop. There are numerous ways racism is dysfunctional to society, racial prejudice and discernment fail to use assets of other groups. It damages other groups since of poverty, which often outcomes in crime and delinquency. It demoralizes goodwill and diplomatic interactions among countries. As well as, underestimates pacific solutions in disagreements.

The early years of life provide the foundation for a child’s social development. Social development is a gradual process and the rates of social development vary among children, however, children are active learners and have ample opportunities to learn. Social development involves the learning and skill building that enables children to effectively relate to others and to contribute to their family, school, and community in a positive way. The social development of a child is influenced by many factors including attachment, temperament, self-esteem, and emotional reactions. This essay will further examine these four factors and the effects they have on the early social development of children. For the purpose of this paper, the focus will

Firstly, the meaning of emotional regulation and Erik Erikson's theory of eight stages of development are depicted, with special emphasis on early childhood. This is done for the purpose of underlining the importance of regular emotional development as opposed to one impaired by abuse.

Attempts to define “emotion” have proved to be rather difficult. Instead of searching for a comprehensive definition, Gross (2011) describes the three core features of emotions. First, emotions occur when an individual decides that a situation is relevant to his or her goals. Second, emotions are multi-faceted, and involve both subjective and physiological experiences, as well as behaviors. The third feature involves the authoritative nature of emotions. They have the powerful ability to interrupt ongoing processes, assert their priority over other activities, and force their way into awareness. For example, some traditions describe emotions as “disorganized interruptions of mental activity” (Salovey & Mayer, 1989). Emotions are such an

As we grow older we change; these changes are most visible during infancy and childhood. From birth, babies grow larger and show noticeable development in both their social and intellectual competence. The study of age-related changes in human behaviour is referred to as developmental psychology. Child development refers to the psychological and biological changes that occur in individuals from birth to adolescence. By understanding child development, psychologists know what to expect in infants and children at each developmental stage, and can therefore establish the limitations in infant’s and children’s

“Emotions are the cornerstones of our social worlds, affecting our interactions with others in countless ways” (Soto, Levenson, and Ebling, 2005). The domain of emotion is vast with many aspects to investigate and discover. Research suggests that there are basic emotions of anger, disgust, fear, happiness, sadness, and surprise and also more complex emotions such as contempt, embarrassment, pride, and shame (Tracy & Robins, 2008). Two areas of interest in the literature culture (e.g., Tsai, Levensen, & McCoy, 2006) and gender (e.g., Hess, Adams, & Kleck, 2004).

A Mutual Cultural Perception Culture shapes one’s perspectives and characteristics in which paves a pathway into society; however, one’s cultural position is connected by one’s decisions regardless of the importance of one’s culture in terms of introducing values and beliefs at an early stage of life. In other words, as individuals within society begin to view others and interpret the world, they may choose to follow a different path into society in which their cultural influence remains static. Some individuals within society believe that one’s culture impacts one’s perspectives and moral values of one’s physiological beliefs, one’s cultural identity; however, some individuals effected by a new environment and society may feel disconnected

Children’s mental health is a very important part of learning because children need to be able to control their emotions and behaviors in order to function in developmentally appropriate ways. Mental health refers to children’s abilities to understand and manage their emotions and behaviors, to function positively with others in age appropriate and developmentally appropriate ways, and to form meaningful relationships (Amador, Daeschel, and Sorte, Pg. 416). Children are emotional rollercoasters and each one learn from adults on how to handle certain things as they grow up from the time they are

“A sociological analysis of emotion begins with the view that human behavior and interaction are constrained by an individuals’ location in social structures, guided by culture” (Stets & Turner, 2008, p 32). ”Culture” may be defined as a system of symbols that humans create and use to regulate their behaviors’ and interactions with the key elements of culture, including emotional ideologies (appropriate feelings and emotional responses to different situations), emotional stocks of knowledge (emotional experiences that build up over time and become available for use in interaction), emotional vocabularies, and feeling and display rules” (Stets & Turner, 2008, p 32/33). The marketing and consumer culture of emotions is also known as emotional

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

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.

Harding and Meldon-Smith (1999) and Sharman, Cross and Vennis (2007) provide milestones for children’s emotional development. When comparing these milestones to C’s development, it can be seen that C has only managed to reach about half of the milestones for her age in emotional development and all but a few of those for cognitive development. With regards to emotional development, C displayed a tendency to sulk rather than have an outburst (see appendix 2) and throughout time sampling observation (see appendix 1) was often seen to be watching what was going on around her. However, she failed to show an ability to control her emotions, and did not appear to be developing concepts such as forgiveness and fairness. C also appeared to have failed to reach one particular milestone for

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