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Social and Emotional Development
Emotion is what people feel when identifying to a situation at a personal level. Emotions energize the behavior that one has when aiming to attain a certain goal, and influence children's physical well-being. As a result of this, emotions are vital to every person's social and physical interaction with society and its environment.
Basic emotions such as happiness, anger, sadness, and fear are universal in humans.
- Happiness: is first expressed in a baby's smile as a warm and secure bond is developed between the parent and the infant. This vital and supportive relationship is vital for a children's developing competence as they age.
- Anger: is normal in all children and it motivates parents to ease the distress and to come to a proper and reasonable solution to what is angering the child.
- Sadness: occurs in response to deprivation of a familiar, loving caregiver
- Fear: expressed as stranger anxiety
It is important that children develop emotional self-regulation - strategies for adjusting emotional states to a comfortable level of intensity - and must learn to follow the emotional display rules of their society.
Attachment security/insecurity happen to many children in their early stages of development, but it should progressively settle. As children age and adapt to the school environment, they will feel more secure and safe at school. Their reassurance and sense of security is developed as they know that they will go home and see their parents/caregivers after school.
School-age children's developing sense of self-worth and expanding knowledge of the wider world pose new challenges in regulating negative emotion. Common fears of the school years include poor academic performance, rejection by classmates, and threats to parental health.
By approximately age 10, most children shift between two general strategies for managing emotion:
1) Problem-centered coping - they see the situation as changeable, identify the problem, and then decide what the best thing to do about it is
2) Emotion-centered coping - individuals who cannot solve the problem, they react by controlling their emotions by internalizing and privatizing them to control their distress when little can be done to cope with the outcome of the problem
Resources:
Berk, Laura E. (2013). Child Development: Chapter 10 Emotional Development. Pearson Education, Inc.
Basic emotions such as happiness, anger, sadness, and fear are universal in humans.
- Happiness: is first expressed in a baby's smile as a warm and secure bond is developed between the parent and the infant. This vital and supportive relationship is vital for a children's developing competence as they age.
- Anger: is normal in all children and it motivates parents to ease the distress and to come to a proper and reasonable solution to what is angering the child.
- Sadness: occurs in response to deprivation of a familiar, loving caregiver
- Fear: expressed as stranger anxiety
It is important that children develop emotional self-regulation - strategies for adjusting emotional states to a comfortable level of intensity - and must learn to follow the emotional display rules of their society.
Attachment security/insecurity happen to many children in their early stages of development, but it should progressively settle. As children age and adapt to the school environment, they will feel more secure and safe at school. Their reassurance and sense of security is developed as they know that they will go home and see their parents/caregivers after school.
School-age children's developing sense of self-worth and expanding knowledge of the wider world pose new challenges in regulating negative emotion. Common fears of the school years include poor academic performance, rejection by classmates, and threats to parental health.
By approximately age 10, most children shift between two general strategies for managing emotion:
1) Problem-centered coping - they see the situation as changeable, identify the problem, and then decide what the best thing to do about it is
2) Emotion-centered coping - individuals who cannot solve the problem, they react by controlling their emotions by internalizing and privatizing them to control their distress when little can be done to cope with the outcome of the problem
Resources:
Berk, Laura E. (2013). Child Development: Chapter 10 Emotional Development. Pearson Education, Inc.