1. Chapter 10:
Emotions
McGraw-Hill/Irwin Š 2011 McGraw-Hill Higher Education. All rights reserved.
2. What are emotions and feelings?
⢠Emotions
â Come from within an individual, though they may be
motivated by external events
⢠Feelings
â Refers to a physical sense of, or an awareness of, an
emotional state
â Involve the capacity to respond to an emotional state
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3. The Development of Emotions and Feelings
⢠Newbornsâ emotions are related to immediate
experiences and sensations.
⢠Young infantsâ emotional responses are not well
refined.
⢠Toddlers may express pride, embarrassment,
shame, and empathy.
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4. The Development of Emotions and Feelings
⢠All feelings are good.
â All feelings carry energy and have a purpose.
â Some are âyes!â feelings, while others are âno!â
feelings.
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5. The Development of Emotions and Feelings
⢠Examples of âyes!â feelings include:
â Joy, pleasure, delight, satisfaction, and power
⢠Examples of âno!â feelings are:
â Fear and anger
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6. Temperament and Resiliency
⢠Temperament is an individualâs behavior style
and way of responding to the world.
⢠Temperament is influenced by genetics (nature)
and interactions (nurture).
⢠Chess and Thomas mention three basic
temperament types.
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7. Temperament and Resiliency
⢠The three temperament types include:
â Easy, flexible
â Feisty, spirited, difficult
â Slow-to-warm
⢠A significant percentage of children have a blend
of these temperament types.
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8. Temperament and Resiliency
⢠What are the nine characteristics of temperament?
1. Activity Level 1. Intensity of Reaction
2. Rhythmicity 2. Threshold of Reaction
3. Approach-withdrawal 3. Distractibility
4. Adaptability 4. Quality of Mood
⢠Attention span
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9. Temperament and Resiliency
What is the âGoodness of Fitâ model?
How does it apply to children with
different temperaments?
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10. Temperament and Resiliency
⢠Resiliency is the ability to thrive despite adverse
environmental conditions.
⢠Fostering resiliency can result in new strengths.
⢠Resilient children have:
â An active approach to lifeâs challenges
â An ability to see the world as a positive place
â An understanding of cause and effect
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11. Helping Infants and Toddlers Cope with Fears
⢠The causes of fear change as infants grow into
toddlers.
â A common fear in the first year is stranger anxiety.
â Common fears in toddlerhood include animals, the
dark, and imaginary creatures.
⢠Caregiver acceptance is vital to helping children
recognize, identify, and accept their own feelings.
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12. Helping Infants and Toddlers Cope with Fears
⢠To help children cope with fears:
How do
â Accept all fears as real and valid you
handle
â Give the child support fear?
â Use foresight to prevent fearful situations
â Prepare toddlers for potentially frightening situations by telling
them what to expect
â Break frightening situations into manageable parts
â Couple the unfamiliar with the familiar
â Give children the time to adjust to something new
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13. Helping Infants and Toddlers Cope with Anger
⢠Recognize that childrenâs anger is real.
⢠Pay attention and reflect on what you perceive is
coming from the child.
⢠Be sure that infants and toddlers donât become
too frustrated throughout the day.
⢠Teach children your (appropriate) ways of dealing
with anger.
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14. Helping Infants and Toddlers Cope with Anger
⢠Allow infants to cry in anger, and redirect angry
toddlersâ energy to pounding clay or telling people
how they feel.
⢠Allow children to use self-calming techniques like
thumb or finger sucking or sharing feelings.
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15. Developing Self-Direction and Self-Regulation
⢠Self-Actualization involves regulating from within
that brings about constant extension and
maturing of the personality.
⢠According to Maslow, self-actualizing is a
process, not an end product.
⢠Optimal stress gives children a chance to try out
their own strengths.
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16. Developing Self-Direction and Self-Regulation
⢠In order to help children develop a sense of self-
direction and self-regulation:
â Help children pay attention to their perceptions
â Allow quiet time
â Provide an appropriate environment and stable
relationships
â Give choices
â Encourage independence
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17. The Emotional Brain
⢠The brain is emotional!
⢠Early emotional exchanges foster brain growth.
⢠Warm, nurturing care encourages neural
connections.
⢠Respectful relationships are prerequisites for
healthy emotional growth.
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18. The Emotional Brain
⢠Current brain research highlights the following
related to emotional development in young
children:
â Emotional and social development is connected to
cognition and language
â To much stress can lead to problems with self-
regulation
â Brain specialization in the first three years plays a
significant role in self-regulation and emotional growth
â Brain growth and neural development inform and
support Developmentally Appropriate Practice
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19. Children with Special Needs
⢠Challenges and Trends
1) The importance of recognizing that basic child
development principles are key to effective early
intervention services and program practices
3) Work force development
5) A lack of measurable research data to support best
practices in education
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20. Children with Special Needs
⢠Challenges and trends
4) The early intervention process often lacks integration
and coordination
5) Funding
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21. Online Learning Center
⢠See Chapter 10 of the textâs Online Learning
Center for chapter quizzes, Theory Into Action
activities, Video Observations, and more.
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