(c) McGraw-Hill 2011

1. Chapter 10:
Emotions
McGraw-Hill/Irwin © 2011 McGraw-Hill Higher Education. All rights reserved.

2. What are emotions and feelings?
• Emotions
– Come from within an individual, though they may be
motivated by external events
• Feelings
– Refers to a physical sense of, or an awareness of, an
emotional state
– Involve the capacity to respond to an emotional state
10-2

3. The Development of Emotions and Feelings
• Newborns’ emotions are related to immediate
experiences and sensations.
• Young infants’ emotional responses are not well
refined.
• Toddlers may express pride, embarrassment,
shame, and empathy.
10-3

4. The Development of Emotions and Feelings
• All feelings are good.
– All feelings carry energy and have a purpose.
– Some are “yes!” feelings, while others are “no!”
feelings.
10-4

5. The Development of Emotions and Feelings
• Examples of “yes!” feelings include:
– Joy, pleasure, delight, satisfaction, and power
• Examples of “no!” feelings are:
– Fear and anger
10-5

6. Temperament and Resiliency
• Temperament is an individual’s 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.
10-6

7. Temperament and Resiliency
• The three temperament types include:
– Easy, flexible
– Feisty, spirited, difficult
– Slow-to-warm
• A significant percentage of children have a blend
of these temperament types.
10-7

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
10-8

9. Temperament and Resiliency
What is the “Goodness of Fit” model?
How does it apply to children with
different temperaments?
10-9

10. Temperament and Resiliency
• Resiliency is the ability to thrive despite adverse
environmental conditions.
• Fostering resiliency can result in new strengths.
• Resilient children have:
– An active approach to life’s challenges
– An ability to see the world as a positive place
– An understanding of cause and effect
10-10

11. Helping Infants and Toddlers Cope with Fears
• The causes of fear change as infants grow into
toddlers.
– A common fear in the first year is stranger anxiety.
– 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.
10-11

12. Helping Infants and Toddlers Cope with Fears
• To help children cope with fears:
How do
– Accept all fears as real and valid you
handle
– Give the child support fear?
– Use foresight to prevent fearful situations
– Prepare toddlers for potentially frightening situations by telling
them what to expect
– Break frightening situations into manageable parts
– Couple the unfamiliar with the familiar
– Give children the time to adjust to something new
10-12

13. Helping Infants and Toddlers Cope with Anger
• Recognize that children’s anger is real.
• Pay attention and reflect on what you perceive is
coming from the child.
• Be sure that infants and toddlers don’t become
too frustrated throughout the day.
• Teach children your (appropriate) ways of dealing
with anger.
10-13

14. Helping Infants and Toddlers Cope with Anger
• Allow infants to cry in anger, and redirect angry
toddlers’ 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.
10-14

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.
10-15

16. Developing Self-Direction and Self-Regulation
• In order to help children develop a sense of self-
direction and self-regulation:
– Help children pay attention to their perceptions
– Allow quiet time
– Provide an appropriate environment and stable
relationships
– Give choices
– Encourage independence
10-16

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.
10-17

18. The Emotional Brain
• Current brain research highlights the following
related to emotional development in young
children:
– Emotional and social development is connected to
cognition and language
– To much stress can lead to problems with self-
regulation
– Brain specialization in the first three years plays a
significant role in self-regulation and emotional growth
– Brain growth and neural development inform and
support Developmentally Appropriate Practice
10-18

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
10-19

20. Children with Special Needs
• Challenges and trends
4) The early intervention process often lacks integration
and coordination
5) Funding
10-20

21. Online Learning Center
• See Chapter 10 of the text’s Online Learning
Center for chapter quizzes, Theory Into Action
activities, Video Observations, and more.
10-21