Emotional Development
Emotional Development
Self-Conscious Emotions
Shyness
Emotion Coaching and Emotion Dismissing
Regulation of Emotion and Peer Relations
Emotion Language and Understanding of Emotion
Emotion coaching parents monitor their children's emotions, view their children's negative emotions as tools for teaching, assist them in labelling emotions and coach them how to deal effectively with their emotions
Preschoolers become more adept at talking about their own and others' emotions
Children develop a better understanding of emotions in early childhood because of greater cognitive skills, knowledge of the self, and social interactions than in infancy
To experience self-conscious emotions, children must be able to refer to themselves and be aware of themselves different from others
Shame, embarrassment and guilt are examples of self-conscious emotions
Self-conscious emotions do not develop until self-awareness appears
In early childhood years, emotions like pride and guilt become more common and are especially influenced by parents response to behaviour
Between two and three years of age, children increase the amount of words they use to describe emotion
In the preschool years, children are learning about the causes and consequences of feelings
At four to five years of age children show an increased ability to reflect on emotions. They also begin to understand that the same event can elicit different feelings in different people
They show a growing awareness of the need to control and manage emotions to meet social standards
Conflicted shyness: high anxiety towards social interactions
Social disinterest: children do not show anxiety while socializing with peers, they just prefer to be alone
Conflicted shyness is negatively correlated to the perceived competence of children
Neither perceived competence nor maternal overprotectiveness is related to social disinterest
Emotions play a strong role in determining whether a child's peer relationships are successful
Moody and emotionally negative children experience greater rejction by their peers whereas emotionally positive children are more popular
Emotion regulation is an important aspect of peer acceptance
In children's everyday peer interactions, self-regulation of emotion enhanced children's social competence
Emotion dismissing parents view their role as to deny, ignore, or change negative emotions
Emotion coaching parents are less rejecting, use more scaffolding and praise, and are more nurturant than emotion dismissing parents
The children of emotion coaching parents are better at soothing themselves when they get upset, more effective in regulating their negative effect, focus their attention better, and have fewer problems than children of emotion dismissing parents