What's emotional development?
Emotional development begins at birth
Emotional development is a complex task that begins in infancy and continues into adulthood. The first emotions that can be recognised in babies include joy, anger, sadness and fear. As children’s sense of self develops, more complex emotions like shyness, surprise, elation, embarrassment, shame, guilt, pride and empathy emerge. School aged children and young people are still learning to identify emotions, to understand why they happen, and how to manage them appropriately.
Emotional expression includes several components:
- physical responses (like heart rate, breathing and hormone levels)
- behavioural displays of emotion
- feelings that children and young people recognise and learn to name
- thoughts and judgments associated with feelings
- action signals (for example, a desire to approach, escape or fight).
Influences on emotional expression include:
- values and beliefs about appropriate and inappropriate ways of expressing emotions that children and young people learn from families and educators
- how effectively children and young people’s emotional needs are usually met
- children and young people’s temperaments
- cultural norms
- emotional behaviours that children and young people have learned through observation or experience
- the extent to which families are under various kinds of stress.
The rate of emotional development in children and young people can vary from person to person. Some children may show a high level of emotional skill development while quite young, whereas others take longer to develop the capacity to manage their emotions well into adolescence.
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Emotional development and sense of self
A person’s sense of self is strongly influenced by their perception of themselves.
Knowing that they can be successful at what they do allows children to feel competent and confident – which in turn affects their emotional development.
Children who don’t have many experiences of success, more often have to cope with disappointment, which can lead to development of a negative sense of self.
By being supported to learn to value their own strengths and efforts, as well as those of others, children and young people develop resilience to bounce back from challenges and hardship.
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How can educators support emotional development in children and young people?
Providing effective support for children and young people’s emotional development starts with paying attention to their feelings and noticing how they manage them.
Many learning communities incorporate specific programs to teach social and emotional skills. These skills can also be taught and learned through everyday interactions.
Tune in to children and young people’s feelings and emotions
Some emotions are easily identified, while others are less obvious. Tuning into children and young people’s emotions involves looking at their body language, listening to what they are saying and how they are saying it, and observing their behaviour. This allows you to respond more effectively to children and young people’s needs and to offer more specific guidance to help them manage their emotions.
Help children and young people recognise and understand emotions
Talking to children and young people and teaching them about emotions helps them to become more aware of their own emotions as well as those of others. It also helps them to better manage their own emotions over time.
Set limits on inappropriate expression of emotions
Let children and young people know that it’s normal and OK to have a range of emotions and feelings. Teach language and skills for dealing with strong or difficult emotions, such as anger and frustration, in a positive way. It’s also important to set limits on aggressive, unsafe or inappropriate behaviours.
Be a role model
Showing children and young people different ways you understand and manage emotions helps them learn from your example. If you lose your temper, apologise and show how you might make amends.
Be You Professional Learning
Check out content on social and emotional learning (SEL) and teaching for resilience in the Learning Resilience domain.
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References
Collaborative for Academic, Social, and Emotional Learning (CASEL) (2018). Core SEL competencies. Chicago: CASEL. Retrieved from https://casel.org/core-competencies/.
National Scientific Council on the Developing Child (2004). Young children develop in an environment of relationships. Boston: Harvard University. Retrieved from http://developingchild.harvard.edu/resources/wp1/.
Shonkoff, J.P., & Phillips, D.A. (2000). From neurons to neighbourhoods: The science of early childhood development. Washington: National Academy Press.