The Importance Of Emotion Knowledge And Emotion Competence Essay

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.

Think back to when you were younger, do you remember the different emotions you had? Did you know that you learned a lot of your emotions from your parents or caregivers? Infants and toddlers go through many different stages of emotional development. Starting at birth where they show little to no emotion, up through toddler-hood where their emotions become more defined is a critical stage in there development. Infants begin to develop basic emotions at birth such as happy, sad, fear and anger. As they get older to start to understand and respond to the emotions of others whether it is their parent’s or caregiver. Around toddler-hood children learn about self-conscious emotions and when it is appropriate to feel guilt, shame, pride and

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.

Infants and toddlers are facing increasing sophistication of their social world, which calls the need for them to learn how to regulate their emotions (Denham, von Salisch, Olthof, Kochanoff, & Caverly, 2002). Emotion regulation is very important for them as it plays a critical role in their lives that it influences their all areas of lives including learning, relationships and psychological health and wellbeing (White, Hayes & Livesey, 2015). Children who have emotional dysregulation may have psychopathological issues and their future development can be deviant (as cited in Cole, Michael, & Teti, 1994; Maughan & Cicchetti, 2002). Therefore, early childhood educators should have a sound understanding of emotion regulation and support children to grow into emotionally steady individuals. This essay will provide various definitions of emotional regulation and four methodologies to study

A concept of “emotional competency” Carol Saarni (1990) articulates involves awareness of our own emotions, including multiple emotions experience simultaneously, the ability to recognize and empathize with others’ emotions, awareness of the impact of our expression of emotions on others, and sensitivity to cultural rules for expressing emotions (as cited in Wood, J. T., 2010, p. 171) I felt mirrored a personal and career mission statement of mine.

In the article, “Emotion Knowledge as a Predictor of Social Behavior and Academic Competence in Children at risk” the researchers Izard, Fine, Schultz, Mostow, Ackerman, and Youngstrom studied how children’s understanding of emotions or emotional knowledge contributes to social and learning problems. In this study, emotional knowledge was evaluated as a predictor of positive and negative social behavior and academic competence. The sample of children studied were from economically disadvantaged families, children living in families at or near the poverty line with a mean family income of $17900, and data was collected from three sources (child, parent, teacher) at age 5 years and again at 9 years. At 5 years there were 102 participants; at 5 and 9 years there were 72 participants. This research study hypothesized that emotional knowledge at age 5 predicts social behavior and academic competence at age 9.

This study is about the possible impact learning disabilities and abuse have on children’s emotion understanding. Past researchers have discovered that a child’s experiences, including abuse, have very little to do with their response to emotion understanding. Neither do these experiences hinder the cognitive ability needed to obtain emotion understanding. It was listed that this study had researchers who were the first to examine the influence of abuse and learning disabilities on straightforward and intricate components of emotion understanding through late childhood and early adolesence.

Children's understanding of emotions contributes to their cognitive development and interpersonal relationship. The development of ability to identify basic emotions by children has been tested by different tasks. According to type of task the recognition of emotion was tested using facial expressions, scenarios describing the situations or drawing a person or face expressing basic emotions (Camras & Allison, 1985; Widen & Rusell, 2003; Picard et al., 2007).

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

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.

The term emotional intelligence was first used by Wayne Payne in 1985. Origins of concept of emotional intelligence lie in writings of Edward Thorndike (1920) who used the term social intelligence to describe the extent of one’s ability to relate to other people. Mayer and Salovey (1993) defined emotional intelligence as the ability to perceive emotion, integrate emotion to facilitate thought, understand emotions and to regulate emotions to promote personal growth. Daniel Goleman, who is credited for popularizing the concept in his book Emotional Intelligence in 1995. He gave hierarchical model proposes five emotional competencies: (1) the ability to identify and name one’s emotional states and to understand the link between emotions, thought

A comprehensive aptitude of self-regulation, empathy, independence and resilience is crucial to establishing high emotional literacy (Andrew, 2015, p.359). Based “on a large and diverse range of experiences”, such social and emotional understanding is fundamental in developing a secure base and resilient sense of self-concept; with emotional connection strategic in overcoming adversity (Andrew, 2015; Dowling, 2014). Such emotional capacity to regulate feelings is strongly influenced through primary attachments, with children often mirroring observed behaviours, whether positive or negative (Dowling, 2014). Thus, early experiences of a supportive family environment, endorsing the expression and discussion of emotions, positively promotes self-assertion

For this week’s discussion post, I will be discussing how nurses use emotion management to protect their own psychological and emotional well-being on and off the job. In reference to the article, venting to peers is the most recognized method of managing high levels of emotions, this is done venting to colleagues, who can relate because they too share the same environment. Another equally effective method often used is reconstructing difficult situations into a positive light. For instance, a patient who has passed away can be recognized as a relief of suffering (Hammonds & Cadge, 2014, p. 166).

The study of child psychopathology is a more recent discussion topic among professionals and experts in the psychology field. There have been several studies that support the idea that child psychopathology is an indicator or predictor for long-term mental issues. However, this brings up an important question as to how a child develops psychopathic characteristics. Research suggests that maltreatment affects children’s capabilities of expressing their problems or issues in a healthy manor. Children will tend to have problems with emotional regulation, along with externalizing and internalizing their problems (Kim & Cicchetti, 2009, p. 706-707). Without sensitive child-parent interactions, children will lack proper emotional understanding. The inability to regulate emotions has been said to lead to poor social interaction, and furthermore, lead to psychopathology. In order to gain a better understanding of this, experts Jungmeen Kim and Dante Cicchetti conducted a study to determine if maltreatment affected children’s emotional regulation, peer acceptance and rejection, and psychopathology (Kim and Cicchetti, 2009, p. 706-707).

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