Sociology - Socio-Emotional Development
Friday, 19 May, 2017 3:22 PM
Emotions
Complex psychological events with distinct components
• Physiological response (arousal)
• Expressive reaction (facial expression)
• Subjective experience (feeling)
Developmentalists view emotions as the result of individuals’ attempts to adapt to specific contextual demands
Functionalists view emotions as relational rather than strictly internal, intrapsychic phenomena
Emotions play a strong role in determining the success of a child’s peer relationships
Self-conscious emotions
• Requires self-awareness that involves consciousness and sense of me
Infants' Emotions
During the first year of life, the infant gradually develops an ability to inhibit, or minimize, the intensity and duration of emotional reactions
Crying
• Basic cry
• Anger cry
• Pain cry
Smiling
• Reflexive smile
A smile that does not occur in response to external stimuli usually during sleep
• Social smile
Strangers Anxiety
• infant shows a fear and wariness of strangers
• 9 months of age
Separation Protest
• crying when the caregiver leaves due to anxiety about being separated
• 15 months
Early Childhood
• Between 2 and 4 years of age, children considerably increase the number of terms they use to describe emotions. They are also learning about
the causes and consequences of feelings
• When they are 4 to 5 years of age, children show an increased ability to reflect on emotions.
• By 5 years of age, most children can accurately identify emotions that are produced by challenging circumstances and describe strategies they
might call on to cope with everyday stress.
Emotion-coaching parents
• Monitor child's emotions
• View child’s negative emotions as opportunities for teaching
• Assist child in labelling emotions
• Use scaffolding and praise
Result:
• Children able to sooth themselves when they get upset
• Fewer behaviour problems
• Better in regulating negative emotions
Emotion-dismissing parents
• Ignore child’s emotions
• Reject child who shows emotions
• Try to change the child’s negative emotions
Result:
• Children are unable to control their emotions
• More behaviour problems
• Easily gets upset
Dealing with Emotions
1. Be aware of your child’s emotions
2. Recognize that emotions are an opportunity to connect
3. Listen with empathy
4. Help your child name emotions
5. Set limits and find good solutions
Coping with Stress
Uni Page 1
Friday, 19 May, 2017 3:22 PM
Emotions
Complex psychological events with distinct components
• Physiological response (arousal)
• Expressive reaction (facial expression)
• Subjective experience (feeling)
Developmentalists view emotions as the result of individuals’ attempts to adapt to specific contextual demands
Functionalists view emotions as relational rather than strictly internal, intrapsychic phenomena
Emotions play a strong role in determining the success of a child’s peer relationships
Self-conscious emotions
• Requires self-awareness that involves consciousness and sense of me
Infants' Emotions
During the first year of life, the infant gradually develops an ability to inhibit, or minimize, the intensity and duration of emotional reactions
Crying
• Basic cry
• Anger cry
• Pain cry
Smiling
• Reflexive smile
A smile that does not occur in response to external stimuli usually during sleep
• Social smile
Strangers Anxiety
• infant shows a fear and wariness of strangers
• 9 months of age
Separation Protest
• crying when the caregiver leaves due to anxiety about being separated
• 15 months
Early Childhood
• Between 2 and 4 years of age, children considerably increase the number of terms they use to describe emotions. They are also learning about
the causes and consequences of feelings
• When they are 4 to 5 years of age, children show an increased ability to reflect on emotions.
• By 5 years of age, most children can accurately identify emotions that are produced by challenging circumstances and describe strategies they
might call on to cope with everyday stress.
Emotion-coaching parents
• Monitor child's emotions
• View child’s negative emotions as opportunities for teaching
• Assist child in labelling emotions
• Use scaffolding and praise
Result:
• Children able to sooth themselves when they get upset
• Fewer behaviour problems
• Better in regulating negative emotions
Emotion-dismissing parents
• Ignore child’s emotions
• Reject child who shows emotions
• Try to change the child’s negative emotions
Result:
• Children are unable to control their emotions
• More behaviour problems
• Easily gets upset
Dealing with Emotions
1. Be aware of your child’s emotions
2. Recognize that emotions are an opportunity to connect
3. Listen with empathy
4. Help your child name emotions
5. Set limits and find good solutions
Coping with Stress
Uni Page 1
