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Chapter 10
Emotional Development
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Emotions: affective responses to an event coming from within the individual. Discrete and
consistent responses to internal or external events which have a particular significance for the
organism.
There are 6 basic emotions:
anger , disgust, fear, happiness, sadness , surprise
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Feelings: physical awareness of an emotional state. It is a subjective representation of
emotions, private to the individual experiencing them. Result from emotions, sentiments or
desires.
YES feelings= joy, pleasure, delight, satisfaction, power
NO feelings= fear and anger
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Attachment: Closeness and responsiveness to infant. Affectional tie between child and another
caregiver.
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Temperament: individual’s behavioral style to respond to his environment. This is influenced by
genetics and social interactions.
Nature vs. nurture
Emotional and motor reactions, combination of mental, physical, and emotional traits of a person,
natural predisposition.
TYPES OF TEMPERAMENT
a) easy- going: 40% of individuals. Adaptable, approachable, positive
b) slow to warm: 15% of individuals. At first negative but eventually adapts
c) active: 10% of individuals. Negative mood, unpredictable, irritable.
35% of individuals have blended temperament.
Common Traits of temperament
1.- Activity level: general level of motor activity. (constantly doing something or move very little)
2.- Distractibility: easily distracted or level of focus/ concentration.
3.- Intensity: energy level of emotional response. (positive and negative) laugh loudly and howl when
they cry or simply smile or whimper.
4.- Regularity: predictability of biological functions. ( eating, sleeping, etc.)
5.- Sensitivity: sensitivity to physical stimuli like noise, light, textures.
6.- Approachability: initial response to new places, situations, concepts. (approach easily or withdraw)
7.- Adaptability: easy adjustment to changes, transitions and experiences.
8.- Persistence: length of time spent in an activity even when presented with obstacles.
9.- Mood: tendency to react to everything in a positive or negative way.
The Goodness of Fit model:
Compatibility between adult and child’s temperaments that can affect the quality of the relationship. It
helps children feel good about themselves and be successful throughout life by creating environments
that accommodate their temperaments.
( Center for Early Childhood Mental Health Consultation/ Infant Toddler Temperament Tool)
Caregiver must:
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Know and understand child’s temperament and how they react in situations.
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Know and understand your own temperament and how you respond to children.
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Identify how your temperaments fit and don’t fit together. How you react? Are you both highly
sensitive? Do you adapt quickly to new routines?
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Respond sensitively and effectively to children and be aware of the language you use ( replace
negative labels with positive labels).
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Assess physical environment and temperaments. Change schedules and physical surroundings to
better fit your child’s temperament.
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Anticipate child’s needs and reactions.
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Resilience: ability to overcome adversity in an adaptive manner. Active approach to life’s
challenges and how to look for resolutions to problems.
Protective factors enhances and build resiliency in children. It is about creatively solving problems,
building trusting relationships, maintaining a positive attitude, and seeking help when it is needed.
To promote resilience caregiver can:
a) build a positive, caring relationship with each child.
b) build a sense of community in your program while appreciating the rights and needs of all children.
c) build strong relationships with families that foster trust and mutual respect.
d) create a consistent predictable structure
e) make learning meaningful and relevant for children’s experience and competences.
f) use portfolios to show to families about their child’s unique development.
How can we self-regulate our emotions of anger and fear?
How can we meet our physical, emotional and intellectual needs?
Help young children pay attention to their perceptions and to use words for their experiences.
Allow quiet times for children to focus on their own experiences.
Allow young children’s sense of self-direction.
Provide choices and encourage independence.
Social emotional development is connected to all developmental areas.
Children should:
Express discomfort and comfort.
Laugh aloud.
Show displeasure or disappointment.
Express emotions clearly: pleasure, anger, anxiety or fear, sadness, joy, excitement.
Show pride and pleasure in new accomplishments. Express negative feelings.
Indicate strong sense of self.
Be aware and verbalize their own feelings and those of others.
Express feelings in symbolic play.
Too much stress can cause problems with self-regulation BUT Some stress is healthy for child to develop
independent skills to self-regulate.