Early Childhood Emotional Development

Paper Summary:

Emotional development in early childhood is highly complex. This paper shows that toddlers are pulling from information, emotions and abilities they learned during infancy to expand their emotional development. They are learning new emotions, learning to socialize in groups, and to develop cognitively and physically all at the same time. The paper explains that as the children enter preschool age, 4 to 5 years of age, they are developing many emotional states such as coming to realize that they have emotions that are their own. They are also learning that other people have emotions of their own as well. The paper shows that all of these developments will happen naturally in children, but parents, caretakers, and teachers are responsible for assisting children to develop to the norm.

Paper Outline:
Abstract
Early Childhood Emotional Development
Development of Emotion
The Emotional State of Others
Masking of Emotion
Action and Emotion
Emotional Communication
The Role of the Adult
References

From the Paper:

According to Saarni, Mumme, and Campos (1998) the working definition of emotion is that it is closely linked to what a person, in this case a child is trying to do. They state a emotion is thus the person's attempt or readiness to establish, maintain, or change the relation between the person and the environment or matters of significance to that person (Saarni et al., 1998 p. 238). Emotions are not random, they are manifested from events or factors as depicted in table 1.1, a recreation of Barrett and Campos as found in Saarni et al. (1998 p. 239). In this paper I will discuss the new emotions to be dealt with in early childhood, the goal of socioemotional competence, emotional conversation, and the parents or caretakers role in the emotional development of a child.

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