SLO 3

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SLO 3 4Emotional

• Development

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Social competence

• Depends largely on how well children
• express their emotions and understand
• the emotions of others.
• (Kostelnik Pg. 134)

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What are emotions?

• the affective (feeling) part of our
• consciousness
• a state of feeling
• a conscious mental reaction
• http//www.m-w.com/dictionary/

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What emotion do you see?
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What emotion do you see?
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What emotion do you see?
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What emotion do you see?
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What emotion do you see?
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What emotion do you see?
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What emotion do you see?
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What emotion do you see?
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What emotion do you see?
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What emotion do you see?
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What emotion do you see?
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What emotion do you see?
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Where do emotions come from?

• Internal and external events
• that send signals to the brain and
• central nervous system

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Parts to emotion
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Physical

• Facial expression
• Posture
• Voice
• Body movement
• Heart rate
• Sweaty palms
• Dry throat

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Expressive

• Laughing
• Smiling
• Frowning

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Cognitive

• Brain interprets what is happening
• A judgment is made happiness, sadness, anger,
  fear

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• Choose one of the emotions on
• your word search and describe the
• physical, expressive and
• cognitive part of the emotion.

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What is important about emotions?

• Survival
• Provide information about our well being
• (Table 5-1, pg. 135)
• Serve as a form of communication

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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

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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

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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

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Stages in

• emotional
• development

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Primary emotions

• joy (6 weeks)
• anger (4 6 months)
• sadness (5 7 months)
• fear (6 12 months)

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TRUE OR FALSE?

• Real emotions dont appear until weeks after
  birth.
• Primary emotions are the intense and relatively
  pure emotions that are first to develop in
  infancy.

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TRUE OR FALSE?

• Childrens understanding of their
• emotions becomes more complex as they
• mature.
• Children are unable to recognize others
• emotions until the preschool years.

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Emotional IQ

• Everyone has emotions
• Emotions are prompted by different situations
• There are different ways to express emotions

• Other people may not feel the same way I do about
  things
• I can do things to affect how I feel and how
  others feel

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Erik Eriksonthe emotional tasks of childhood

• Trust versus mistrust I am lovable and my world
  is safe and secure.
• Autonomy versus shame doubtI 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.

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What do you think?

• Read Kostelnik Chapter 5
• Gender differences in childrens emotional
  expression (pg. 145)
• Family and cultural variations in childrens
  emotional development (pg. 145)
• Childhood fears from birth to adolescence
• (pg. 146)

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Emotional expression learned through

• Imitation
• Feedback
• Direct instruction

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In your program

• Can you think of examples of children
• learning about emotional expression
• through imitation, feedback and
• direct instruction?

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Responding to childrens emotions

• Kostelnik et al. text, read Nonsupportive adult
  behaviour pg. 149
• Discuss with a partner

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Things to avoid

• Sounding all-knowing
• Accusing
• Trying to diffuse too quickly
• Coercing into talking about their feelings

• Ignoring
• Lying
• Denying
• Shaming

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Appropriate responses to childrens emotions

• Talking about feelings
• Affective reflection
• Help children express through words

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Affective Reflections

• Non-judgmental statements that describe the
  emotion of the child or adult.
• Kostelnik et al. 4th ed. p. 491

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When formulating affective reflections

• Make a brief statement
• describing the emotion you
• observed
• Use a variety of feeling
• Words over time
• Acknowledge emotions
• Revise inaccurate reflections

• Observe carefully
• Be sensitive to a
• wide range of
• emotions
• Be non-judgmental
• in your assessment

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Benefits of using affective reflections

• Helps recognize own
• feelings
• Verbal labels help
• child remember past
• situations how to
• handle
• Labeling helps to
• differentiate similar emotions

• Adult acknowledgement makes children feel heard
  accepted
• Helps to recognize that their emotions are not so
  different from others
• Gives children words/phrases to use in emotional
  situations

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• Are you
• in control of your
• emotions?

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Anger

• a primary emotion
• normal
• unpleasant
• stressful - for those feeling it
• - for those targeted
• - and those helping others handle it.

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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

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Children express anger by

• VENTING facial expressions, crying, sulking or
  talking but do little to solve or confront the
  issue.
• ACTIVE RESISTANCEphysically or verbally defend
  their positions, self-esteem, or possessions in
  non-aggressive ways i.e. give it back its mine!

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• AGGRESSIVE REVENGEphysically or verbally
  retaliate i.e. hitting, name calling
• Also, can express by
• Expressions of dislike I.e. telling a child they
  cant play
• Avoidance / escape from person
• Adult seeking - for comfort or solutions

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Childrens understanding of anger

• As children develop cognitively they gradually
  understand anger
• Memory
• Language
• Self-regulatory behaviours
• (Marion. NAEYC, 1997)

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How can we help children deal with anger?

• Create a safe emotional climate
• Model responsible anger management
• Help children develop self-regulatory skills
• (Marion. NAEYC, 1997)

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• 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)

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ECE Skills for supporting children

• Kostelnik (Pgs 154-163)