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SLO 3 & 4
Emotional
Development
Kostelnik, 2006, Guiding chidren's
social development
Social competence
Depends largely on how well children
express their emotions and understand
the emotions of others.
(Kostelnik Pg. 134)
Kostelnik, 2006, Guiding chidren's
social development
What are emotions?
the affective (feeling) part of our
consciousness
a state of feeling
a conscious mental reaction
http://www.m-w.com/dictionary/
Kostelnik, 2006, Guiding chidren's
social development
What emotion do you see?
Kostelnik, 2006, Guiding chidren's
social development
What emotion do you see?
Kostelnik, 2006, Guiding chidren's
social development
What emotion do you see?
Kostelnik, 2006, Guiding chidren's
social development
What emotion do you see?
Kostelnik, 2006, Guiding chidren's
social development
What emotion do you see?
Kostelnik, 2006, Guiding chidren's
social development
What emotion do you see?
Kostelnik, 2006, Guiding chidren's
social development
What emotion do you see?
Kostelnik, 2006, Guiding chidren's
social development
What emotion do you see?
Kostelnik, 2006, Guiding chidren's
social development
What emotion do you see?
Kostelnik, 2006, Guiding chidren's
social development
What emotion do you see?
Kostelnik, 2006, Guiding chidren's
social development
What emotion do you see?
Kostelnik, 2006, Guiding chidren's
social development
What emotion do you see?
Kostelnik, 2006, Guiding chidren's
social development
Where do emotions come from?
Internal and external events
that send signals to the brain and
central nervous system
Kostelnik, 2006, Guiding chidren's
social development
Parts to
emotion
Kostelnik, 2006, Guiding chidren's
social development
Physical
• Facial expression
• Posture
• Voice
• Body movement
• Heart rate
• Sweaty palms
• Dry throat
Kostelnik, 2006, Guiding chidren's
social development
Expressive
• Laughing
• Smiling
• Frowning
Kostelnik, 2006, Guiding chidren's
social development
Cognitive
• Brain interprets what is happening
• A judgment is made – happiness,
sadness, anger, fear
Kostelnik, 2006, Guiding chidren's
social development
Choose one of the emotions on
your word search and describe the
physical, expressive and
cognitive part of the emotion.
Kostelnik, 2006, Guiding chidren's
social development
What is important about
emotions?
• Survival
• Provide information about our well being
(Table 5-1, pg. 135)
• Serve as a form of communication
Kostelnik, 2006, Guiding chidren's
social development
Our role is to
• understand
• be sensitive
• offer support in managing
• provide the words
• help children find opportunities to talk
about feelings
• express our feelings honestly – model
• help children read cues
Kostelnik, 2006, Guiding chidren's
social development
We must remember
• Emotions are real
• There are no right or wrong emotions
• Children cannot help how they feel or
change on command
• Emotions serve useful functions
Kostelnik, 2006, Guiding chidren's
social development
TRUE OR FALSE?
Children with greater emotional
awareness and understanding are:
• not liked by peers & adults.
• more apt to experience difficulties in
social interaction.
• associated with cooperative & friendly
behaviour
• better able to get along with others.
Kostelnik et al. 4th edition. p. 125
Kostelnik, 2006, Guiding chidren's
social development
Kostelnik, 2006, Guiding chidren's
social development
Stages in
emotional
development
Kostelnik, 2006, Guiding chidren's
social development
Primary emotions
joy (6 weeks)
anger (4 – 6 months)
sadness (5 – 7 months)
fear (6 – 12 months)
Kostelnik, 2006, Guiding chidren's
social development
TRUE OR FALSE?
1. Real emotions don’t appear until
weeks after birth.
2. Primary emotions are the intense and
relatively pure emotions that are
first to develop in infancy.
Kostelnik, 2006, Guiding chidren's
social development
TRUE OR FALSE?
Children’s understanding of their
emotions becomes more complex as they
mature.
Children are unable to recognize other’s
emotions until the preschool years.
Kostelnik, 2006, Guiding chidren's
social development
Emotional IQ
• Everyone has • Other people may
emotions not feel the same
way I do about
• Emotions are things
prompted by
different situations • I can do things to
affect how I feel
• There are different and how others feel
ways to express
emotions
Kostelnik, 2006, Guiding chidren's
social development
Erik Erikson
the emotional tasks of childhood
Trust versus mistrust “I am lovable and my
world is safe and secure.”
Autonomy versus shame & doubt
“I can decide.”
Initiative versus guilt
“ I can do and I can make.”
Industry versus inferiority “I can learn, I can
contribute, I can work with others.”
Kostelnik, 2006, Guiding chidren's
social development
What do you think?
Read: Kostelnik Chapter 5
Gender differences in children’s emotional
expression (pg. 145)
Family and cultural variations in children’s
emotional development (pg. 145)
Childhood fears from birth to adolescence
(pg. 146)
Kostelnik, 2006, Guiding chidren's
social development
Emotional expression learned
through…
• Imitation
• Feedback
• Direct instruction
Kostelnik, 2006, Guiding chidren's
social development
In your program…
Can you think of examples of children
learning about emotional expression
through imitation, feedback and
direct instruction?
Kostelnik, 2006, Guiding chidren's
social development
Responding to children’s
emotions
Kostelnik et al. text, read “Nonsupportive adult
behaviour” pg. 149
Discuss with a partner
Kostelnik, 2006, Guiding chidren's
social development
Things to avoid
• Sounding all-knowing • Ignoring
• Accusing • Lying
• Trying to diffuse • Denying
too quickly
• Shaming
• Coercing into talking
about their feelings
Kostelnik, 2006, Guiding chidren's
social development
Appropriate responses to
children’s emotions
• Talking about feelings
• Affective reflection
• Help children express through words
Kostelnik, 2006, Guiding chidren's
social development
Affective Reflections
Non-judgmental statements that
describe the emotion of the child or
adult.
Kostelnik et al. 4th ed. p. 491
Kostelnik, 2006, Guiding chidren's
social development
When formulating affective
reflections…
Observe carefully Make a brief statement
describing the emotion you
observed
Be sensitive to a
wide range of Use a variety of feeling
emotions Words over time
Acknowledge emotions
Be non-judgmental
in your assessment Revise inaccurate
reflections
Kostelnik, 2006, Guiding chidren's
social development
Benefits of using affective reflections
Helps recognize own Adult acknowledgement
feelings makes children feel
heard & accepted
Verbal labels help Helps to recognize that
child remember past their emotions are not
so different from
situations & how to others
handle
Gives children
Labeling helps to words/phrases to use in
emotional situations
differentiate similar
emotions
Kostelnik, 2006, Guiding chidren's
social development
Are you
in control of your
emotions?
Kostelnik, 2006, Guiding chidren's
social development
Anger
a primary emotion
normal
unpleasant
stressful - for those feeling it
- for those targeted
- and those helping others
handle it.
Kostelnik, 2006, Guiding chidren's
social development
What causes anger?
When a goal is blocked or needs are
frustrated
For infants & toddlers that could be…
For preschoolers that could be…
For school-agers that could be…
Kostelnik, 2006, Guiding chidren's
social development
Children express anger by…
VENTING:
facial expressions, crying, sulking or
talking but do little to solve or confront
the issue.
ACTIVE RESISTANCE:
physically or verbally defend their
positions, self-esteem, or possessions in
non-aggressive ways i.e. “give it back it’s
mine!”
Kostelnik, 2006, Guiding chidren's
social development
AGGRESSIVE REVENGE:
physically or verbally retaliate i.e.
hitting, name calling
Also, can express by:
• Expressions of dislike I.e. telling a child
they can’t play
• Avoidance / escape from person
• Adult seeking - for comfort or solutions
Kostelnik, 2006, Guiding chidren's
social development
Children’s understanding of
anger
As children develop cognitively they
gradually understand anger
– Memory
– Language
– Self-regulatory behaviours
(Marion. NAEYC, 1997)
Kostelnik, 2006, Guiding chidren's
social development
How can we help children
deal with anger?
1. Create a safe emotional climate
2. Model responsible anger management
3. Help children develop self-regulatory
skills
(Marion. NAEYC, 1997)
Kostelnik, 2006, Guiding chidren's
social development
4. Encourage children to label feelings of
anger
5. Encourage children to talk about anger-
arousing interactions
6. Use books and stories about anger
7. Communicate with parents
(Marion. NAEYC, 1997)
Kostelnik, 2006, Guiding chidren's
social development
ECE Skills for supporting children
• Kostelnik (Pgs 154-163)
Kostelnik, 2006, Guiding chidren's
social development
