Emotional Dev & Self

Emotions are part of a management system to co-ordinate each individual's multiple plans and goals under constraints of time and other resources. Emotions are also part of the biological solution to the problem of how to plan and to carry out action aimed at satisfying multiple goals in environments, which are not always predictable. Emotions are based on non-propositional communications that can be called 'emotion signals’. An interesting aspect of research is “Can emotions exist and exert influence at the unconscious level?” Freud's view was that emotions could not be unconscious, that their experience is bound with the conscious experience, and that only predispositions towards certain emotions can exist in the unconscious (contempt, disgust, and shame); supplying it’s own unique kind of motivating information. According to our textbook (Bukato & Daehler 1998) emotions have three components. The physiological component involves body changes. This includes respiration, increased heart rate and sweating. Smiles, grimaces, frowns and laughter are all facial displays that are part of the expressive component. How a person interprets and evaluates their emotional state is the experiential component. Development of Emotions The question to scientists is whether or not emotion and mood is formed through mind processes or biologically innate traits. Scientists are searching the brain for a particular area that stimulates emotion in humans. They have changed their idea that it might be the hippocampus and now feel that part of it may come from the amygdala. Supposedly when something known by our senses comes in interaction with us, an impulse is sent to this amygdala and it sends another impulse to our cortex. We either form a positive or negative response to what we see, hear, taste, or touch. It seems more logical for a particular region of our brain to create this feedback, than for some biological cause. The mind basically tells the body how to react to a specific stimulus by processing it through the brain. We experience certain emotions from engaging in positive and negative actions throughout life so when stimulated again we know how to react. During the first hour after birth an emotional tie begins between the infant and mother. From an early age infants are alert to the people around them. From 0-4 months babies show the majority of their emotions through crying. For example, a baby that smiles and is looking around is generally showing signs that they want to interact with others. Not responding to an infant’s emotional signals can slow down their social development and impede their development of trust. Research has found that without this emotional attachment a baby may have problems communicating with others later on in their development. Attachment theory, which originated in studies of the mother-infant relationship, is widely viewed as having applications across the life span. Researchers have examined the links between quality of attachment to parents and late adolescents' psychological well-being and experiences of romantic love; adults' attitudes toward love and work; and parents' likelihood of establishing secure verses insecure attachments with their own young children (Armsden and Greenberg, 1987; Hazan and Shaver, 1987.)

 Often at 5- 7 months infants develop a sense of fear or shyness of strangers. Infants at this age will sometimes cling to their parents and will not want to be touched by people who they see as being unfamiliar. From 4-8 months infants begin to express a wider range of emotions. Pleasure, happiness, fear, and frustration are shown through gurgles, coos, and babbling. Babies emotions are show through movements such as kicking, arm waving, rocking and smiling. At 8-18 months babies develop a sense of self. They begin to recognize their image in a mirror and start to become more independent. Babies at this stage have a wide range of emotional states. One minute they could be happy and playing and the next minute they could be kicking and screaming. Impact of Emotions on Children Moral development begins early in an infant’s life. Moral development depends on the type of training and attention an infant gets through his or her parent. If they are disciplined early enough in age they will grow up knowing the differences between right and wrong. If a parent ignores a child, allowing them think that the inappropriate behavior is acceptable, the parent will risk having the child develop a dysfunctional moral and/or value system. Self Esteem & Self- Concept Healthy self-esteem is a child's armor against the challenges of the world. Kids who feel good about themselves seem to have an easier time handling conflicts and resisting negative pressures. They tend to smile more readily and enjoy life. These kids are realistic and generally optimistic. In contrast, for children who have low self-esteem, challenges can become sources of major anxiety and frustration. Children who think poorly of themselves have a hard time finding solutions to problems. If they are plagued by self-critical thoughts, such as I'm no good or I can't do anything right, they may become passive, withdrawn, or depressed. Everyone, from the youngest child to the oldest adult, experiences anxieties and fears at one time or another. Feeling anxious in a particularly uncomfortable situation never feels very good. However, with children, such feelings are not only normal, they are also necessary. Experiencing and dealing with anxieties can prepare young people to handle the unsettling experiences and challenging situations of life.