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    Emotional Development

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    Soumya
    This document discusses emotional development in children from infancy through age 10. It notes that infants begin demonstrating discrete emotions like smiling and laughter between 2-4 months, and can recognize emotions in others by 3 months. Emotional and cognitive development occur simultaneously. By age 1, children use social referencing to gauge reactions from caregivers. By age 4, children begin learning ways to regulate their own emotions. Temperament, empathy, attachment styles, and school/friendships also influence a child's emotional development.

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    Emotional Development

    Uploaded by

    Soumya
    7 views14 pages
    This document discusses emotional development in children from infancy through age 10. It notes that infants begin demonstrating discrete emotions like smiling and laughter between 2-4 months, and can recognize emotions in others by 3 months. Emotional and cognitive development occur simultaneously. By age 1, children use social referencing to gauge reactions from caregivers. By age 4, children begin learning ways to regulate their own emotions. Temperament, empathy, attachment styles, and school/friendships also influence a child's emotional development.

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    This document discusses emotional development in children from infancy through age 10. It notes that infants begin demonstrating discrete emotions like smiling and laughter between 2-4 months, and can recognize emotions in others by 3 months. Emotional and cognitive development occur simultaneously. By age 1, children use social referencing to gauge reactions from caregivers. By age 4, children begin learning ways to regulate their own emotions. Temperament, empathy, attachment styles, and school/friendships also influence a child's emotional development.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    7 views14 pages

    Emotional Development

    Uploaded by

    Soumya
    This document discusses emotional development in children from infancy through age 10. It notes that infants begin demonstrating discrete emotions like smiling and laughter between 2-4 months, and can recognize emotions in others by 3 months. Emotional and cognitive development occur simultaneously. By age 1, children use social referencing to gauge reactions from caregivers. By age 4, children begin learning ways to regulate their own emotions. Temperament, empathy, attachment styles, and school/friendships also influence a child's emotional development.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 14

    Emotional Development

    Dr. Sasmita Mishra


    At what age do infants experience
    and demonstrate discrete emotions?
     As young as 2months old demonstrate
    smiling
     Laughter at 3-4 months old
     Then anger, sadness and surprise
     Read other’s emotion at the age of 3months.
     Emotion and cognitive development happen
    simultaneously
    Social referencing

     One year old will look at their care givers and


    depending on their reactions, will cry or
    laugh.
    Emotional regulation

     Four year old cover his/her ears or eyes while


    watching frightening television show.
     By the age of 10 years they learn different
    ways to regulate and express emotions and
    draw sympathy and support of others.
     Progress in both these tasks-regulating and
    expressing emotions-play a key role in
    children’s ability to form increasingly
    complex social relationships.
    Temperament-emotional style

     Temperament: stable individual differences in


    the quality or intensity of emotional
    reactions.
    Dimensions of temperament
     Positive emotionality
     Distress anger
     Fear
     Activity level
    Categories of children based on
    temperament
     Easy children (40%)
     Difficult children (10%)
     Slow-to-warm up children (15%)
    These temperaments are relatively stable.
    Difficult children experience behavioural
    problems in later part of life. They face difficulty
    in adjusting in schools, making friendship and
    get along with others.
    Empathy

     Our ability to recognize the emotion of others, to


    understand these feelings, and to experience
    them ourselves, at least to a degree.
     During first two years of development, our
    cognitive development permits us to distinguish
    ourselves clearly from others-to form a concept
    of self. Then even more sophisticated theory of
    mind.
     This allows us to understand that others have
    feelings that may differ from our own.
    Empathy
     Children of eighteen moths old try to do something
    comforting when another child is distressed-for
    instance, touching or patting that child.
     At two years they may offer an object or go to seek
    adult help.
     At 4 years, most children can understand why others
    are upset and have a grasp of the kinds of situations
    that can cause people emotionally distress.
     Ultimately, empathy develops to the point where
    individuals experience guilt if they view themselves as
    the cause of another’s distress.
    Attachment

     A long affectional bond between infants and


    their caregivers.
     Infants differ in the quality or style of their
    attachment to the caregivers.
     Secure attachment
     Insecure/avoidant attachment
     Insecure/ambivalent attachment
     Disorganized attachment
    Children of different culture differ in the
    attachment style
    Factors influencing attachment style

     Maternal sensitivity
     Infant temperament
    Effect of attachment in later life

     Secure attachment: more sociable, better in


    solving certain kind of problem, more
    tolerant of frustration, and more flexible and
    persistent in many situations.
     Avoidant attached infant worry constantly
    about loosing their romantic partners.
     Ambivalent attachment type show
    ambivalent reaction to romantic
    relationships.
    Contact, comfort and attachment

     Harry Harlow-direct contact with soft objects


     Experiment on monkeys
    School and friendships

     Healthy friendship enhances social skills and


    helps in healthy emotional development
     Children who have been victims of bullies,
    develop anxiety, depression, loneliness and
    low self-esteem.
     Close friends protect children from bullies.

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