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Emotional Development in Childhood
Abstract
Introduction and Subject Theoretical Perspective The theoretical perspective taken toward emotional development in childhood is a combination of functionalist theory and dynamical systems theory 1 : A child's encounters with an environment can be seen as dynamic transactions that involve multiple emotion-related components (e.g., expressive behaviour, physiological patterning, action tendencies, goals and motives, social and physical contexts, appraisals and experiential feeling) that change over time as the child matures and in response to changing environmental interactions. Emotional development reflects social experience, including the cultural context. Elsewhere I have argued that emotional development should be considered from a bio-ecological framework that regards human beings as dynamic systems embedded within a community context. 2 Table 1 summarizes noteworthy descriptive markers of emotional development in relation to social interaction.
... More recently, Saarni (2011) has highlighted the construction of emotional competence as a key milestone in moral development, as a set of cognitive and regulatory skills and goal-oriented behavior that emerges over time relative to the individual's social context. As discussed by Eisenberg (2000), individual factors such as cognitive development and temperament influence the development of emotional competency, which can also be influenced by social experiences and learning, including the individual's social relations history and beliefs. ...
... Thus, some skills of emotional competence, described above, are: (i) ability to discern and understand others' emotions based on situation and expressive clues; (ii) the capacity for empathy and sympathy involving the emotional experiences of others; and (iii) ability to soften the intensity of aversive and distressing emotions using self-regulation (Eisenberg, 2000). Saarni (2011) also states that child's relationship with their caregivers is characterized by the initial context in which there is the unfolding of the emotional life of the child, causing this relationship to structure the child's life for the development of emotional skills and future relationships social rights (see also Graziano et al., 2010;John & Gross, 2004). The same author goes on to say that a safe bond between the caregiver and the child leaves the child free to explore the world and engage with peers, since an insecure or unstable attachment is associated with emotional and social incompetence, particularly in the areas of understanding emotions and anger regulation. ...
... Typically, in relation to the development of emotional abilities, in younger children, the expression of emotions and their regulation are less developed, requiring a greater support and reinforcement of the social environment. The development of these skills does not occur in isolation, and its progression is intricately linked with cognitive development (Eisenberg, 2000;Saarni, 2011). ...
Machine learning (ML) is a subarea of artificial intelligence which uses the induction approach to learn based on previous experiences and make conclusions about new inputs (Mitchell, Machine learning. McGraw Hill, 1997). In the last decades, the use of ML approaches to analyze neuroimaging data has attracted widening attention (Pereira et al., Neuroimage 45(1):S199–S209, 2009; Lemm et al., Neuroimage 56(2):387–399, 2011). Particularly interesting recent applications to affective and social neuroscience include affective state decoding, exploring potential biomarkers of neurological and psychiatric disorders, predicting treatment response, and developing real-time neurofeedback and brain-computer interface protocols. In this chapter, we review the bases of the most common neuroimaging techniques, the basic concepts of ML, and how it can be applied to neuroimaging data. We also describe some recent examples of applications of ML-based analysis of neuroimaging data to social and affective neuroscience issues. Finally, we discuss the main ethical aspects and future perspectives for these emerging approaches.
... More recently, Saarni (2011) has highlighted the construction of emotional competence as a key milestone in moral development, as a set of cognitive and regulatory skills and goal-oriented behavior that emerges over time relative to the individual's social context. As discussed by Eisenberg (2000), individual factors such as cognitive development and temperament influence the development of emotional competency, which can also be influenced by social experiences and learning, including the individual's social relations history and beliefs. ...
... Thus, some skills of emotional competence, described above, are: (i) ability to discern and understand others' emotions based on situation and expressive clues; (ii) the capacity for empathy and sympathy involving the emotional experiences of others; and (iii) ability to soften the intensity of aversive and distressing emotions using self-regulation (Eisenberg, 2000). Saarni (2011) also states that child's relationship with their caregivers is characterized by the initial context in which there is the unfolding of the emotional life of the child, causing this relationship to structure the child's life for the development of emotional skills and future relationships social rights (see also Graziano et al., 2010;John & Gross, 2004). The same author goes on to say that a safe bond between the caregiver and the child leaves the child free to explore the world and engage with peers, since an insecure or unstable attachment is associated with emotional and social incompetence, particularly in the areas of understanding emotions and anger regulation. ...
... Typically, in relation to the development of emotional abilities, in younger children, the expression of emotions and their regulation are less developed, requiring a greater support and reinforcement of the social environment. The development of these skills does not occur in isolation, and its progression is intricately linked with cognitive development (Eisenberg, 2000;Saarni, 2011). ...
Several studies have demonstrated sex differences in empathy and social abilities. This chapter reviews studies on sex differences in the brain, with particular reference to how women and men process faces and facial expressions, social interactions, pain of others, infant faces, faces in things ( pareidolia ), living vs. non-living information, purposeful actions, biological motion, erotic vs. emotional information. Sex differences in oxytocin-based attachment response and emotional memory are also discussed. Overall, the female and male brains show some neuro-functional differences in several aspects of social cognition, with particular regard to emotional coding, face processing and response to baby schema that might be interpreted in the light of evolutionary psychobiology.
... More recently, Saarni (2011) has highlighted the construction of emotional competence as a key milestone in moral development, as a set of cognitive and regulatory skills and goal-oriented behavior that emerges over time relative to the individual's social context. As discussed by Eisenberg (2000), individual factors such as cognitive development and temperament influence the development of emotional competency, which can also be influenced by social experiences and learning, including the individual's social relations history and beliefs. ...
... Thus, some skills of emotional competence, described above, are: (i) ability to discern and understand others' emotions based on situation and expressive clues; (ii) the capacity for empathy and sympathy involving the emotional experiences of others; and (iii) ability to soften the intensity of aversive and distressing emotions using self-regulation (Eisenberg, 2000). Saarni (2011) also states that child's relationship with their caregivers is characterized by the initial context in which there is the unfolding of the emotional life of the child, causing this relationship to structure the child's life for the development of emotional skills and future relationships social rights (see also Graziano et al., 2010;John & Gross, 2004). The same author goes on to say that a safe bond between the caregiver and the child leaves the child free to explore the world and engage with peers, since an insecure or unstable attachment is associated with emotional and social incompetence, particularly in the areas of understanding emotions and anger regulation. ...
... Typically, in relation to the development of emotional abilities, in younger children, the expression of emotions and their regulation are less developed, requiring a greater support and reinforcement of the social environment. The development of these skills does not occur in isolation, and its progression is intricately linked with cognitive development (Eisenberg, 2000;Saarni, 2011). ...
Embodiment has been discussed in the context of social, affective, and cognitive psychology, and also in the investigations of neuroscience in order to understand the relationship between biological mechanisms, body and cognitive, and social and affective processes. New theoretical models have been presented by researchers considering not only the sensory–motor interaction and the environment but also biological mechanisms regulating homeostasis and neural processes (Tsakiris M, Q J Exp Psychol 70(4):597–609, 2017). Historically, the body and the mind were comprehended as separate entities. The body was considered to function as a machine, responsible for providing sensory information to the mind and executing its commands. The mind, however, would process information in an isolated way, similar to a computer (Pecher D, Zwaan RA, Grounding cognition: the role of perception and action in memory, language, and thinking. Cambridge University Press, 2005). This mind and body perspective (Marmeleira J, Duarte Santos G, Percept Motor Skills 126, 2019; Marshall PJ, Child Dev Perspect 10(4):245–250, 2016), for many years, was the basis for studies in social and cognitive areas, in neuroscience, and clinical psychology.
... More recently, Saarni (2011) has highlighted the construction of emotional competence as a key milestone in moral development, as a set of cognitive and regulatory skills and goal-oriented behavior that emerges over time relative to the individual's social context. As discussed by Eisenberg (2000), individual factors such as cognitive development and temperament influence the development of emotional competency, which can also be influenced by social experiences and learning, including the individual's social relations history and beliefs. ...
... Thus, some skills of emotional competence, described above, are: (i) ability to discern and understand others' emotions based on situation and expressive clues; (ii) the capacity for empathy and sympathy involving the emotional experiences of others; and (iii) ability to soften the intensity of aversive and distressing emotions using self-regulation (Eisenberg, 2000). Saarni (2011) also states that child's relationship with their caregivers is characterized by the initial context in which there is the unfolding of the emotional life of the child, causing this relationship to structure the child's life for the development of emotional skills and future relationships social rights (see also Graziano et al., 2010;John & Gross, 2004). The same author goes on to say that a safe bond between the caregiver and the child leaves the child free to explore the world and engage with peers, since an insecure or unstable attachment is associated with emotional and social incompetence, particularly in the areas of understanding emotions and anger regulation. ...
... Typically, in relation to the development of emotional abilities, in younger children, the expression of emotions and their regulation are less developed, requiring a greater support and reinforcement of the social environment. The development of these skills does not occur in isolation, and its progression is intricately linked with cognitive development (Eisenberg, 2000;Saarni, 2011). ...
Emotions modulate behavioral priorities via central and peripheral nervous systems. Understanding emotions from the perspective of specific neurotransmitter systems is critical, because of the central role of affect in multiple psychopathologies and the role of specific neuroreceptor systems as corresponding drug targets. Here, we provide an integrative overview of molecular imaging studies that have targeted the human emotion circuit at the level of specific neuroreceptors and transmitters. We focus specifically on opioid, dopamine, and serotonin systems, given their key role in modulating motivation and emotions, and discuss how they contribute to both healthy and pathological emotions.Keywords
Molecular imaging
Human emotions
Dopamine systemSerotonin systemOpioid system
... More recently, Saarni (2011) has highlighted the construction of emotional competence as a key milestone in moral development, as a set of cognitive and regulatory skills and goal-oriented behavior that emerges over time relative to the individual's social context. As discussed by Eisenberg (2000), individual factors such as cognitive development and temperament influence the development of emotional competency, which can also be influenced by social experiences and learning, including the individual's social relations history and beliefs. ...
... Thus, some skills of emotional competence, described above, are: (i) ability to discern and understand others' emotions based on situation and expressive clues; (ii) the capacity for empathy and sympathy involving the emotional experiences of others; and (iii) ability to soften the intensity of aversive and distressing emotions using self-regulation (Eisenberg, 2000). Saarni (2011) also states that child's relationship with their caregivers is characterized by the initial context in which there is the unfolding of the emotional life of the child, causing this relationship to structure the child's life for the development of emotional skills and future relationships social rights (see also Graziano et al., 2010;John & Gross, 2004). The same author goes on to say that a safe bond between the caregiver and the child leaves the child free to explore the world and engage with peers, since an insecure or unstable attachment is associated with emotional and social incompetence, particularly in the areas of understanding emotions and anger regulation. ...
... Typically, in relation to the development of emotional abilities, in younger children, the expression of emotions and their regulation are less developed, requiring a greater support and reinforcement of the social environment. The development of these skills does not occur in isolation, and its progression is intricately linked with cognitive development (Eisenberg, 2000;Saarni, 2011). ...
Emotions play a very important role in moral judgments. Hume argues that morality is determined by feelings that make us define whether an attitude is virtuous or criminal. This implies that an individual relies on their past experience to make a moral judgment, so that when the mind contemplates what it knows, it may trigger emotions such as disgust, contempt, affection, admiration, anger, shame, and guilt (Hume D. An enquiry concerning the principles of morals, 1777 ed. Sec. VI, Part I, para, 196, 1777). Thus, even so-called “basic” emotions can be considered as moral emotions. As Haidt (The moral emotions. In: Handbook of affective sciences, vol 11, 852–870, Oxford University Press, 2003) points out, all emotional processing that leads to the establishment and maintenance of the integrity of human social structures can be considered as moral emotion. Consequently, the construct of “morality” is often characterized by a summation of both emotion and cognitive elaboration (Haidt J. Psychol Rev, 108(4):814, 2001).
... More recently, Saarni (2011) has highlighted the construction of emotional competence as a key milestone in moral development, as a set of cognitive and regulatory skills and goal-oriented behavior that emerges over time relative to the individual's social context. As discussed by Eisenberg (2000), individual factors such as cognitive development and temperament influence the development of emotional competency, which can also be influenced by social experiences and learning, including the individual's social relations history and beliefs. ...
... Thus, some skills of emotional competence, described above, are: (i) ability to discern and understand others' emotions based on situation and expressive clues; (ii) the capacity for empathy and sympathy involving the emotional experiences of others; and (iii) ability to soften the intensity of aversive and distressing emotions using self-regulation (Eisenberg, 2000). Saarni (2011) also states that child's relationship with their caregivers is characterized by the initial context in which there is the unfolding of the emotional life of the child, causing this relationship to structure the child's life for the development of emotional skills and future relationships social rights (see also Graziano et al., 2010;John & Gross, 2004). The same author goes on to say that a safe bond between the caregiver and the child leaves the child free to explore the world and engage with peers, since an insecure or unstable attachment is associated with emotional and social incompetence, particularly in the areas of understanding emotions and anger regulation. ...
... Typically, in relation to the development of emotional abilities, in younger children, the expression of emotions and their regulation are less developed, requiring a greater support and reinforcement of the social environment. The development of these skills does not occur in isolation, and its progression is intricately linked with cognitive development (Eisenberg, 2000;Saarni, 2011). ...
Social cognition refers to a wide range of cognitive abilities that allow individuals to understand themselves and others and also communicate in social interaction contexts (Adolphs, Curr Opin Neurobiol 11(2):231–239, 2001). According to Adolphs (Annu Rev Psychol 60(1):693–716, 2009), social cognition deals with psychological processes that allow us to make inferences about what is happening inside other people—their intentions, feelings, and thoughts. Although the term can be defined in many ways, it is clear that it must be safeguarded for the mental operations underlying social interactions. The most investigated cognitive processes of social cognition are emotion recognition and theory of mind (ToM), given that a whole range of socio-affective and interpersonal skills, such as empathy, derive from them (Mitchell RL, Phillips LH, Neuropsychologia, 70:1–10, 2015). Theory of mind is an intuitive ability to attribute thoughts and feelings to other people, and this ability usually matures in children in preschool age (Wellman HM, The child’s theory of mind. Bradford Books/MIT, 1990), whereas emotional recognition refers to an individual’s ability to identify others’ emotions and affective states, usually based on their facial or vocal expressions, it is a critical skill that develops early and supports the development of other social skills (Mitchell RL, Phillips LH, Neuropsychologia, 70:1–10, 2015).
... More recently, Saarni (2011) has highlighted the construction of emotional competence as a key milestone in moral development, as a set of cognitive and regulatory skills and goal-oriented behavior that emerges over time relative to the individual's social context. As discussed by Eisenberg (2000), individual factors such as cognitive development and temperament influence the development of emotional competency, which can also be influenced by social experiences and learning, including the individual's social relations history and beliefs. ...
... Thus, some skills of emotional competence, described above, are: (i) ability to discern and understand others' emotions based on situation and expressive clues; (ii) the capacity for empathy and sympathy involving the emotional experiences of others; and (iii) ability to soften the intensity of aversive and distressing emotions using self-regulation (Eisenberg, 2000). Saarni (2011) also states that child's relationship with their caregivers is characterized by the initial context in which there is the unfolding of the emotional life of the child, causing this relationship to structure the child's life for the development of emotional skills and future relationships social rights (see also Graziano et al., 2010;John & Gross, 2004). The same author goes on to say that a safe bond between the caregiver and the child leaves the child free to explore the world and engage with peers, since an insecure or unstable attachment is associated with emotional and social incompetence, particularly in the areas of understanding emotions and anger regulation. ...
... Typically, in relation to the development of emotional abilities, in younger children, the expression of emotions and their regulation are less developed, requiring a greater support and reinforcement of the social environment. The development of these skills does not occur in isolation, and its progression is intricately linked with cognitive development (Eisenberg, 2000;Saarni, 2011). ...
Transcranial brain stimulation (TBS) is a term that denotes different noninvasive techniques which aim to modulate brain cortical activity through an external source, usually an electric or magnetic one. Currently, there are several techniques categorized as TBS. However, two are more used for scientific research, the transcranial magnetic stimulation (TMS) and the transcranial direct current stimulation (tDCS), which stimulate brain areas with a high-intensity magnetic field or a weak electric current on the scalp, respectively. They represent an enormous contribution to behavioral, cognitive, and social neuroscience since they reveal how delimited brain cortical areas contribute to some behavior or cognition. They have also been proposed as a feasible tool in the clinical setting since they can modulate abnormal cognition or behavior due to brain activity modulation. This chapter will present the standard methods of transcranial stimulation, their contributions to social and affective neuroscience through a few main topics, and the studies that adopted those techniques, also summing their findings.
... More recently, Saarni (2011) has highlighted the construction of emotional competence as a key milestone in moral development, as a set of cognitive and regulatory skills and goal-oriented behavior that emerges over time relative to the individual's social context. As discussed by Eisenberg (2000), individual factors such as cognitive development and temperament influence the development of emotional competency, which can also be influenced by social experiences and learning, including the individual's social relations history and beliefs. ...
... Thus, some skills of emotional competence, described above, are: (i) ability to discern and understand others' emotions based on situation and expressive clues; (ii) the capacity for empathy and sympathy involving the emotional experiences of others; and (iii) ability to soften the intensity of aversive and distressing emotions using self-regulation (Eisenberg, 2000). Saarni (2011) also states that child's relationship with their caregivers is characterized by the initial context in which there is the unfolding of the emotional life of the child, causing this relationship to structure the child's life for the development of emotional skills and future relationships social rights (see also Graziano et al., 2010;John & Gross, 2004). The same author goes on to say that a safe bond between the caregiver and the child leaves the child free to explore the world and engage with peers, since an insecure or unstable attachment is associated with emotional and social incompetence, particularly in the areas of understanding emotions and anger regulation. ...
... Typically, in relation to the development of emotional abilities, in younger children, the expression of emotions and their regulation are less developed, requiring a greater support and reinforcement of the social environment. The development of these skills does not occur in isolation, and its progression is intricately linked with cognitive development (Eisenberg, 2000;Saarni, 2011). ...
No matter how hard you try—pinching different parts of your body, slapping your face, or moving restlessly in your seat—you cannot prevent your mind from occasionally escaping from the present experience as you enter into a mental navigation mode. Sometimes spontaneously, others deliberately, your mind may move to a different time—you may see yourself running an experiment inspired by the chapter you just finished reading or you may imagine yourself on a quantum leap into the future as you fantasize about the delivery of your Nobel Prize acceptance speech. Your mind may move to a distinct space, for example, as you replay last weekend’s party or anticipate a most desirable date, and may even venture into the mind of another (e.g., as you embody the mind of the author you are currently reading). Our minds can accomplish all this mental navigation in fractions of a second, allowing us to see ourselves or even impersonate different people across space and time. While teleportation and time travel may never be physically possible, our wandering minds are indeed very accomplished “time machines” (Suddendorf T, Corballis MC, Behav Brain Sci 30(3), 2007).
... More recently, Saarni (2011) has highlighted the construction of emotional competence as a key milestone in moral development, as a set of cognitive and regulatory skills and goal-oriented behavior that emerges over time relative to the individual's social context. As discussed by Eisenberg (2000), individual factors such as cognitive development and temperament influence the development of emotional competency, which can also be influenced by social experiences and learning, including the individual's social relations history and beliefs. ...
... Thus, some skills of emotional competence, described above, are: (i) ability to discern and understand others' emotions based on situation and expressive clues; (ii) the capacity for empathy and sympathy involving the emotional experiences of others; and (iii) ability to soften the intensity of aversive and distressing emotions using self-regulation (Eisenberg, 2000). Saarni (2011) also states that child's relationship with their caregivers is characterized by the initial context in which there is the unfolding of the emotional life of the child, causing this relationship to structure the child's life for the development of emotional skills and future relationships social rights (see also Graziano et al., 2010;John & Gross, 2004). The same author goes on to say that a safe bond between the caregiver and the child leaves the child free to explore the world and engage with peers, since an insecure or unstable attachment is associated with emotional and social incompetence, particularly in the areas of understanding emotions and anger regulation. ...
... Typically, in relation to the development of emotional abilities, in younger children, the expression of emotions and their regulation are less developed, requiring a greater support and reinforcement of the social environment. The development of these skills does not occur in isolation, and its progression is intricately linked with cognitive development (Eisenberg, 2000;Saarni, 2011). ...
This chapter provides information about facial electromyography (EMG) as a method of investigating emotions and affect, including examples of application and methods for analysis. This chapter begins with a short introduction to emotion theory followed by an operationalisation of facial emotional expressions as an underlying requirement for their study using facial EMG. This chapter ends by providing practical information on the use of facial EMG.KeywordsElectromyographyFacial EMGFacial emotional expressionsFacial muscles
... More recently, Saarni (2011) has highlighted the construction of emotional competence as a key milestone in moral development, as a set of cognitive and regulatory skills and goal-oriented behavior that emerges over time relative to the individual's social context. As discussed by Eisenberg (2000), individual factors such as cognitive development and temperament influence the development of emotional competency, which can also be influenced by social experiences and learning, including the individual's social relations history and beliefs. ...
... Thus, some skills of emotional competence, described above, are: (i) ability to discern and understand others' emotions based on situation and expressive clues; (ii) the capacity for empathy and sympathy involving the emotional experiences of others; and (iii) ability to soften the intensity of aversive and distressing emotions using self-regulation (Eisenberg, 2000). Saarni (2011) also states that child's relationship with their caregivers is characterized by the initial context in which there is the unfolding of the emotional life of the child, causing this relationship to structure the child's life for the development of emotional skills and future relationships social rights (see also Graziano et al., 2010;John & Gross, 2004). The same author goes on to say that a safe bond between the caregiver and the child leaves the child free to explore the world and engage with peers, since an insecure or unstable attachment is associated with emotional and social incompetence, particularly in the areas of understanding emotions and anger regulation. ...
... Typically, in relation to the development of emotional abilities, in younger children, the expression of emotions and their regulation are less developed, requiring a greater support and reinforcement of the social environment. The development of these skills does not occur in isolation, and its progression is intricately linked with cognitive development (Eisenberg, 2000;Saarni, 2011). ...
The neurocognitive mechanism of emotion without conscious awareness has long been a subject of great interest (Pribram KH, Gill MM, Freud’s “project” re-assessed: preface to contemporary cognitive theory and neuropsychology. Basic Books, 1976). Several pervious psychological studies have used subliminal presentations of emotional facial expressions in the context of the affective priming paradigm to investigate unconscious emotional processing (e.g., Murphy ST, Zajonc RB, J Person Soc Psychol 64:723–739, 1993; for a review, see Eastwood JD, Smilek D, Conscious Cognit 14:565–584, 2005). In a typical application of this paradigm, a facial expression depicting a negative or positive emotion is flashed briefly as a prime, then an emotionally neutral target (e.g., an ideograph) is presented. Participants are asked to make emotion-related judgments about the target. The studies reported that evaluations of the target were negatively biased by unconscious negative primes, compared to positive primes. This effect has been interpreted as evidence that unconscious emotion can be elicited and that it affects the evaluation of unrelated targets.
... More recently, Saarni (2011) has highlighted the construction of emotional competence as a key milestone in moral development, as a set of cognitive and regulatory skills and goal-oriented behavior that emerges over time relative to the individual's social context. As discussed by Eisenberg (2000), individual factors such as cognitive development and temperament influence the development of emotional competency, which can also be influenced by social experiences and learning, including the individual's social relations history and beliefs. ...
... Thus, some skills of emotional competence, described above, are: (i) ability to discern and understand others' emotions based on situation and expressive clues; (ii) the capacity for empathy and sympathy involving the emotional experiences of others; and (iii) ability to soften the intensity of aversive and distressing emotions using self-regulation (Eisenberg, 2000). Saarni (2011) also states that child's relationship with their caregivers is characterized by the initial context in which there is the unfolding of the emotional life of the child, causing this relationship to structure the child's life for the development of emotional skills and future relationships social rights (see also Graziano et al., 2010;John & Gross, 2004). The same author goes on to say that a safe bond between the caregiver and the child leaves the child free to explore the world and engage with peers, since an insecure or unstable attachment is associated with emotional and social incompetence, particularly in the areas of understanding emotions and anger regulation. ...
... Typically, in relation to the development of emotional abilities, in younger children, the expression of emotions and their regulation are less developed, requiring a greater support and reinforcement of the social environment. The development of these skills does not occur in isolation, and its progression is intricately linked with cognitive development (Eisenberg, 2000;Saarni, 2011). ...
Human trust can be construed as a heuristic wager on the predictability and benevolence of others, within a compatible worldview. A leap of faith across gaps in information. Generally, we posit that trust constitutes a functional bridge between individual and group homeostasis, by helping minimize energy consumed in continuously monitoring the behavior of others and verifying their assertions, thus reducing group complexity and facilitating coordination. Indeed, we argue that trust is crucial to the formation and maintenance of collective entities. However, the wager that trust represents in the face of uncertainty leaves the possibility of misallocated trust, which can result in maladaptive outcomes for both individuals and groups. More specifically, trust can be thought of as a scale-invariant property of minimizing prediction error within ascending levels of social hierarchy ranging from individual brains to dyads, groups and societies, and ultimately civilizations. This framework permits us to examine trust from multiple perspectives at once, relating homeostasis, subjective affect and predictive processing/active inference at the individual level, with complexity and homeostasis at the collective level. We propose trust as a paradigmatic instance of an intrinsically dialectical phenomenon bridging individual and collective levels of organization, one that can be observed in daily experience and empirically studied in the real world. Here, we suggest collective psychophysiology as a promising paradigm for studying the multiscale dynamics of trust. We conclude with discussing how our integrative approach could help shine light on not only the bright but also the dark sides of trust.
... More recently, Saarni (2011) has highlighted the construction of emotional competence as a key milestone in moral development, as a set of cognitive and regulatory skills and goal-oriented behavior that emerges over time relative to the individual's social context. As discussed by Eisenberg (2000), individual factors such as cognitive development and temperament influence the development of emotional competency, which can also be influenced by social experiences and learning, including the individual's social relations history and beliefs. ...
... Thus, some skills of emotional competence, described above, are: (i) ability to discern and understand others' emotions based on situation and expressive clues; (ii) the capacity for empathy and sympathy involving the emotional experiences of others; and (iii) ability to soften the intensity of aversive and distressing emotions using self-regulation (Eisenberg, 2000). Saarni (2011) also states that child's relationship with their caregivers is characterized by the initial context in which there is the unfolding of the emotional life of the child, causing this relationship to structure the child's life for the development of emotional skills and future relationships social rights (see also Graziano et al., 2010;John & Gross, 2004). The same author goes on to say that a safe bond between the caregiver and the child leaves the child free to explore the world and engage with peers, since an insecure or unstable attachment is associated with emotional and social incompetence, particularly in the areas of understanding emotions and anger regulation. ...
... Typically, in relation to the development of emotional abilities, in younger children, the expression of emotions and their regulation are less developed, requiring a greater support and reinforcement of the social environment. The development of these skills does not occur in isolation, and its progression is intricately linked with cognitive development (Eisenberg, 2000;Saarni, 2011). ...
Disturbances of social and affective processes are at the core of psychiatric disorders. Together with genetic predisposing factors, deprivation of social contact and dysfunctional relationships during development are some of the most important contributors to psychiatric disorders over the lifetime, while some developmental disorders manifest as aberrant social behavior early in life. That the cause of mental illness is rooted in the brain was long held as a truism, yet finding the causes for and neurobiological correlates of these conditions in the brain has proven and continues to be difficult (Venkatasubramanian G, Keshavan MS, Ann Neurosci 23:3–5. https://doi.org/10.1159/000443549 , 2016). In clinical practice, psychiatric disorders are diagnosed based on categorical manuals, such as the DSM and ICD, which form a useful guide for clinical diagnosis and interventions. Yet, understanding the specific neural mechanisms leading to or characterizing distinct psychiatric conditions through this categorical approach has been slow (see, for example, Lynch CJ, Gunning FM, Liston C, Biol Psychiatry 88:83–94. https://doi.org/10.1016/j.biopsych.2020.01.012 , 2020). Findings in the brain often do not seem to lend support to common mechanisms for the defined disorder categories. This is not particularly surprising because, in these diagnostic manuals, multiple combinations of symptoms can often lead to the same diagnosis, which is reflected in highly variable phenotypes of psychiatric disorders.
... More recently, Saarni (2011) has highlighted the construction of emotional competence as a key milestone in moral development, as a set of cognitive and regulatory skills and goal-oriented behavior that emerges over time relative to the individual's social context. As discussed by Eisenberg (2000), individual factors such as cognitive development and temperament influence the development of emotional competency, which can also be influenced by social experiences and learning, including the individual's social relations history and beliefs. ...
... Thus, some skills of emotional competence, described above, are: (i) ability to discern and understand others' emotions based on situation and expressive clues; (ii) the capacity for empathy and sympathy involving the emotional experiences of others; and (iii) ability to soften the intensity of aversive and distressing emotions using self-regulation (Eisenberg, 2000). Saarni (2011) also states that child's relationship with their caregivers is characterized by the initial context in which there is the unfolding of the emotional life of the child, causing this relationship to structure the child's life for the development of emotional skills and future relationships social rights (see also Graziano et al., 2010;John & Gross, 2004). The same author goes on to say that a safe bond between the caregiver and the child leaves the child free to explore the world and engage with peers, since an insecure or unstable attachment is associated with emotional and social incompetence, particularly in the areas of understanding emotions and anger regulation. ...
... Typically, in relation to the development of emotional abilities, in younger children, the expression of emotions and their regulation are less developed, requiring a greater support and reinforcement of the social environment. The development of these skills does not occur in isolation, and its progression is intricately linked with cognitive development (Eisenberg, 2000;Saarni, 2011). ...
Appreciating beauty is part of everyday life, when we contemplate fine arts, architecture, music, and natural scenes. Aesthetic appreciation, like any ordinary phenomenon of human life, triggers affective and cognitive processes that can provide the subject with sensations of hedonic pleasure and cognitive self-reward (Leder H, Belke B, Oeberst A, Augustin D. Br J Psychol 95(4):489–508, 2004). Although humans share several neuropsychological processes, the experience of aesthetic appreciation is undeniably idiosyncratic, and sometimes it is not that simple to find beauty where we were supposed to find it, and more often the same object can elicit different reactions amongst observers.
... The three overarching components of emotional competence are those of emotion identification, emotion response and emotion regulation. These components encompass a set of eight skills a learner needs to achieve across different stages of the emotional developmental pathway (Saarni 1999(Saarni , 2011. ...
... The construct emotional competence refers to a set of behavioural, cognitive and regulatory skills, all with an underlying affect-laden component that emerges over time as a person develops within a social context (Saarni 1999(Saarni , 2011. In essence, emotional competence refers to the ability to identify, respond to and manage one's own emotions (Na et al. 2016;Saarni 1999), as well as implementing this ability to accurately identify and understand the emotions of others. ...
... The concept 'emotional competence' (Saarni 1999(Saarni , 2011 has been described as a set of behavioural, intellectual and adjustment skills, all with an underlying emotion component that emerges over time as an individual develops within a social context. This personal competency is required for successful interaction with others, which, in turn, are guided by their own emotional states. ...
... The three overarching components of emotional competence are those of emotion identification, emotion response and emotion regulation. These components encompass a set of eight skills a learner needs to achieve across different stages of the emotional developmental pathway (Saarni 1999(Saarni , 2011. ...
... The construct emotional competence refers to a set of behavioural, cognitive and regulatory skills, all with an underlying affect-laden component that emerges over time as a person develops within a social context (Saarni 1999(Saarni , 2011. In essence, emotional competence refers to the ability to identify, respond to and manage one's own emotions (Na et al. 2016;Saarni 1999), as well as implementing this ability to accurately identify and understand the emotions of others. ...
... The concept 'emotional competence' (Saarni 1999(Saarni , 2011 has been described as a set of behavioural, intellectual and adjustment skills, all with an underlying emotion component that emerges over time as an individual develops within a social context. This personal competency is required for successful interaction with others, which, in turn, are guided by their own emotional states. ...
... In addition, studies conducted with 48-72-month-old children showed that children started to use emotion facial expressions and started to recognize and name emotional facial expressions depending on their age (Şen & Arı, 2011;Boyatzis, Chazan, & Ting, 1993;Lewis, Sullivan, & Vasen, 1987). Although it is frequently mentioned in the literature that preschool period is critical in the acquisition of emotion regulation skills, it has been noticed that several teachers expressed this in the study (Akman, Baydemir, Akyol, Arslan, & Kent-Kütüncü, 2011;Berk, 2015;Denham & Kochanoff, 2002;Hyson, 2004;Saarni, 2011). ...
... Similarly, in the study conducted by Choi, Han, and Kim (2007), it was shown that happiness, sadness, and anger were seen as early emotions in the preschool period. It is seen that feelings such as pride, embarrassment, shyness, and guilt (Saarni, 2011;Santrock, 2011) that have been developing since the 18th month have not been expressed by the teachers. It was revealed that some teachers called egocentrism, sharing problems, selfishness, and stubbornness as emotions. ...
In this study, it was aimed to reveal the opinions of preschool teachers about the practices supporting the emotion regulation skills of children. The data in the research conducted using a qualitative approach have been acquired through semi-structured interviews. The research was carried out with teachers working in state and private preschool education institutions in Eskişehir city center in the spring semester of the 2015-2016 academic year. 28 volunteer teachers determined with maximum diversity among purposive sampling methods constitute the participants of the study. Data were analyzed through inductive method. Codes and themes acquired from the data were presented for expert review to increase credibility. Coding key was calculated according to Miles and Huberman’s (2015) reliability formula and reliability co-efficient was found to be 92%. Based on this formula, the study was accepted as reliable. As a result of analysis, it was found that teachers had a limited perception of emotion regulation concept. They expressed that anger and happiness were the most observed emotions in the class; and that students, and therefore teachers themselves, had difficulty dealing with anger. They also pointed out that they needed support inside and outside the classroom.
... We introduce the concept of Tang-Toys as children's toys that embed electronics to measure tangible interactions. The interfaces can vary in shape, size and material including soft balls and teddies designed for younger children aged 5-7 as this is when children develop self-conscious emotions and develop an emotional front [12]. Additionally, 3D printed fidgeting cubes have been designed for older children aged 7-10 as children this age are still developing their emotional awareness [12]. ...
... The interfaces can vary in shape, size and material including soft balls and teddies designed for younger children aged 5-7 as this is when children develop self-conscious emotions and develop an emotional front [12]. Additionally, 3D printed fidgeting cubes have been designed for older children aged 7-10 as children this age are still developing their emotional awareness [12]. As children physically interact with TangToys in the same way as traditional toys all of the interfaces are suitable for children and encourage engagement by resembling similar toys. ...
Children can find it challenging to communicate their emotions especially when experiencing mental health challenges. Technological solutions may help children communicate digitally and receive support from one another as advances in networking and sensors enable the real-time transmission of physical interactions. In this work, we pursue the design of multiple tangible user interfaces designed for children containing multiple sensors and feedback actuators. Bluetooth is used to provide communication between Tangible Toys (TangToys) enabling peer to peer support groups to be developed and allowing feedback to be issued whenever other children are nearby. TangToys can provide a non-intrusive means for children to communicate their wellbeing through play. CCS CONCEPTS • Human-centered computing → Ubiquitous and mobile computing systems and tools.
... Kemampuan ini juga membantu anak untuk beradaptasi dengan aturan atau norma yang berlaku. Saarni (2011) mengemukakan terdapat beberapa kompetensi yang harus dicapai anak dalam perkembangan emosinya, hal tersebut diantaranya: kesadaran atas keadaan emosi yang sedang dirasakan, termasuk kemungkinan apabila anak merasakan berbagai emosi, kemampuan untuk memahami emosi yang dimiliki orang lain berdasarkan situasi dan ekspresi yang ditunjukkan, kemampuan dalam menggunakan kosakata emosi and ekspresi emosi secara wajar sesuai norma sosial budaya, kapasitas untuk menunjukkan sikap empati dan simpati dalam pengalaman emosional orang lain, kapasitas untuk memiliki perilaku yang adaptif dalam mengendalikan emosi. ...
p>Emosi merupakan pusat dalam kehidupan manusia. Sejak usia dini anak-anak sudah menunjukkan berbagai emosi dalam situasi sosial melalui pesan non verbal (misalnya menangis, berteriak, memukul). Untuk mengelola emosi yang kuat ini, anak-anak perlu belajar bagaimana mengatur emosi mereka. Penelitian ini bertujuan untuk menguji ada tidaknya perbedaan yang signifikan pada kemampuan regulasi emosi anak sebelum dan sesudah menggunakan emotion diary. Metode penelitian yang digunakan adalah pendekatan kuantitatif dengan desain penelitian pre-experimental. Penelitian eksperimental ini mengikuti one group pre-test post-test design dengan partisipasi dua puluh dua siswa TK usia 4-5 tahun. Regulasi emosi anak menunjukkan perbedaan yang signifikan antara pretest dan posttest (ρ ≤ 0,05). Hasil penelitian menunjukkan bahwa emotion diary cukup efektif untuk 2 siswa, kurang efektif untuk 12 siswa, dan tidak efektif untuk 8 siswa. Selain itu skor n-gain dalam penelitian ini mencapai 41,99 yang berarti emotion diary mampu meningkatkan regulasi emosi anak dalam kategori sedang. Hal ini mengindikasikan penggunaan emotion diary memiliki banyak manfaat yang dapat meningkatkan kemampuan regulasi emosi pada anak usia 4-5 tahun. Maka penting bagi pelaku pendidikan di bidang anak usia dini untuk mendukung dan membantu anak dalam meningkatkan kemampuan regulasi emosi mereka.</p
... Saarni, C. (2011). Emotional development in childhood. ...
Bazı çocukların yaşamlarında fakirlik, istismar, şiddet, ihmal, savaş, ebeveyn madde kullanımı gibi bir veya birçok olumsuzluğa rağmen olumlu uyum göstermeleri yılmazlık çalışmalarını tetikleyen veri olmuştur. Yılmazlık, uyum veya gelişim için ciddi tehditlere rağmen iyi olma hali veya kısa sürede iyi olma haline gelme olarak tanımlanır (Masten, 2001). Okul öncesi dönemde çocukların geliştirdikleri becerilerin yaşamlarının ilerleyen dönemlerinde de etkili olduğu birçok araştırma ile ispatlanmıştır. Hayatta karşılaşılabilecek zorlukları öngörmek veya engellemek her zaman mümkün olmasa da yılmazlık çocuklarda desteklenebilir. Olumsuz deneyimlerinden olumlu yaşantıya geçebilen, zorlukların üstesinden gelebilen çocukların bazı duygusal ve sosyal beceriler geliştirmeleri gerektiği bilinmektedir. Çocuğun akademik ve sosyal becerilerinin gelişiminde önemli yere sahip duygu düzenleme becerisinin yılmazlıkla ilişkisini ortaya koyan bazı çalışmalar bulunmaktadır. Ancak yılmazlık literatüründe duygu düzenleme çalışmaları genelde ergen ve yetişkinlerle yapılmıştır. Erken çocukluk yılmazlığıyla ilgili çalışma da çok kısıtlı sayıdadır. Araştırmanın amacı okul öncesi eğitimi alan çocukların yılmazlık düzeyleri ve duygu düzenleme becerileri arasındaki ilişkilerin incelenmesidir. Araştırmanın çalışma grubunu Ankara ve Afyonkarahisar'da MEB'e bağlı anasınıfı ve anaokullarına devam eden 4-6 yaş arası çocuklar oluşturmuştur. Ancak veri toplama sürecinde tüm dünyada görülen Pandemi şartlarından dolayı veri toplama işlemine farklı illerden online ulaşılabilen çalışma grubu ile devam edilmiştir. Bu araştırmada veri toplama araçları olarak "Kişisel Bilgi Formları", "Risk Faktörleri Listesi", "Erken Çocuklukta Yılmazlık Ölçeği (EÇYÖ)", "Erken Çocuklukta Yılmazlığı Koruyucu Faktörler Ölçeği (EÇYKFÖ)" ve "Duygu Düzenleme (DDÖ)" ölçekleri kullanılmıştır. Çalışmaya toplamda 117 çocuk (53 kız, 60 erkek) katılmıştır. Örneklemde; ailede uyumsuzluk (anne baba arasında tartışma, kavga), anne-babanın eğitim seviyesinin düşük olması, yoksulluk, boşanma ve ihmal durumları en çok görülen Risk Faktörleri arasında yer almaktadır. Bu araştırmada çocukların duygu düzenleme becerileri ile yılmazlık düzeyleri arasında anlamlı ve pozitif bir ilişki bulunmuştur. Ayrıca çocukların yılmazlık düzeyleri ve duygu düzenleme becerilerinin aile koruyucu faktörü ile pozitif ve anlamlı ilişkiler gösterdiği bulunmuştur. Bu çalışmada çocukların yılmazlıklarının cinsiyetlerine göre farklılaşmadığı ve yaşları ile ilişkisi olmadığı görülmüştür.
... A number of prototypes were developed and categorised into soft toys potentially for young children aged 5-8 (middle childhood) as this is when children develop relevant social, emotional and cognitive skills [112] [113] and 3D printed interfaces for older children (8+) and adults. Age is an important factor to consider when developing tangible interfaces to ensure they are accessible and engaging, helping to reduce stigma with mental wellbeing tools. ...
Involving and engaging people with learning disabilities on issues relating to their mental wellbeing can bechallenging. This research explores how participatory design techniques and principles can be used to engagepeople with learning disabilities in designing technological solutions relevant to them that could monitorand aid their mental wellbeing. Specifically, we explore methods used in a series of co-design workshopsto engage people with learning disabilities in the use of tangible interfaces for mental wellbeing. A varietyof designs, sensors and interventions were explored during the workshops resulting in the development ofmultiple mental wellbeing interfaces. Furthermore, data collection trials using the developed interfaces havedemonstrated the potential to collect real-world labelled data that can be used to train machine learningclassifiers. The co-design approach adopted for the design of the mental wellbeing tangible interfaces ensuredthat effective and suitable devices have been developed.
... Крім того, емоційна компетентність служить захисним фактором, який зменшує вплив низки чинників ризику. Дослідження C. Saarni, L. Camras виявили індивідуальні атрибути, які мають захисний вплив; деякі з них відображають ключові елементи емоційної компетентності, включаючи навички пов'язані з читанням міжособистісних сигналів, розв'язанням проблем, виконанням цілеспрямованої поведінки в міжособистісних ситуаціях (Saarni, Camras, 2023). ...
The purpose of this study is to identify the current state of emotional literacy, which affects the speech readiness to study at school of older preschool children with logopathology. The main priority of older preschoolers is that they are already able to manage their emotions and feelings, which acquire stability and validity. During training, moral, aesthetic, motivational, cognitive feelings are built on their basis. Emotional readiness determines in children an adequate reaction to life situations, understanding of actions and consequences of emotional states (emotional prediction); awareness of one's experiences, the ability to explain one's condition (feelings become arbitrary, controlled), which is extremely important for a future student. This especially applies to children with speech pathology. The results of the experimental study give a clear idea that there are significant differences between the groups of children with logopathology and those with normotypical psychophysical development regarding the formation of the emotional component of the psychological component of speech readiness for school: insufficiently formed knowledge about schematic types of emotions, which reveals a low level of awareness and ideas about types of emotions and their properties; insufficiently developed ability to analyze the facial expressions of the close environment; not understanding what kind of emotion a person can feel in different life situations. Their knowledge is limited to a small number of emotions, so during mood swings it is difficult for them to explain their emotional state or identify it in others; during communication, negative emotions are inherent (stubbornness, behavioral negativism, anxiety, fear of something new, in particular, speech). The obtained research materials and statistical evidence allow us to conclude that the majority of older preschool children with logopathology have an insufficiently formed emotional regulation; more often than children with normotypical development, they experience negative emotions during communication both with peers and with adults. The research materials indicate the unformed readiness of this category of children to interact in the conditions of schooling.
... During early childhood, parents socialize a child's development of emotion regulation through the regulation of their own emotional responses (i.e., intrapersonal emotion regulation), facilitation of the processes of emotion regulation within their child (i.e., interpersonal emotion regulation), and related parenting practices (Barthel, Hay, Doan, and Hofmann, 2018). Generally, parental socialization of a child's emotion regulation and related processes follows a developmental trajectory which corresponds to the child's burgeoning cognitive and language skills, as parents scaffold emotion regulation during infancy, support the recognition and understanding of emotions during toddlerhood, and encourage emotional perspective-taking and problemsolving skills during the preschool years (Saarni, 2011). ...
Background:
Although emotion socialization parenting interventions are supported by a growing body of literature, their effects have yet to be systematically examined. The present systematic review and meta-analysis assesses the evidence for emotion socialization parenting interventions for parents of young children.
Methods:
Six electronic databases were systematically searched from inception to October 5th, 2022. We conducted random effects meta-analyses of randomized controlled trials of emotion socialization interventions delivered to parents of children aged 18 months to 6 years 11 months.
Results:
Twenty-six studies which reported data from 15 individual trials met the inclusion criteria. Interventions had a positive effect on positive and negative emotion socialization parenting practices (g's = 0.50) and child emotional competence (g = 0.44). Interventions also had a positive effect on positive (g = 0.74) and negative parenting behaviors (g = 0.25), parent psychological well-being (g = 0.28), and child behavioral adjustment (g = 0.34). Findings remained significant after considering potential publication bias and conducting sensitivity analyses. Two significant moderating factors emerged.
Conclusions:
Emotion socialization parenting interventions are effective for improving emotion socialization parenting practices and child emotional competence. Additional methodologically rigorous trials are needed to buttress the current evidence and provide evidence for additional moderating factors.
... The approach to emotional development emphasized that a child's environment can provide multiple interconnected activities. These components are all subjected to change as the child's emotions mature and respond more appropriately to varied situations (Saarni, 2011). McLeod (2016) asserted that the social learning theory proposed by Albert Bandura had proved the vital role of observing, modeling by example, mirroring actions, attributes, and emotional responses influence a person's learning behaviors. ...
The research focused on the practices of teachers and parents of learners with special educational needs during pandemic employing descriptive-correlational research design. It specifically sought the demographic profile of the teachers and parent-respondents. Using purposive sampling, the respondents of the study consisted of 22 teachers and 26 parents from Academia De Santiago of Tarlac, and Angel Beats Play and Development Center, Manila, Philippines. The frequency count, percentage weighted mean, and correlation analysis were used to treat the data gathered from the survey-questionnaire. Results revealed that that the teacher-respondents “greatly encountered” behavioral problems and “encountered” cognitive development problems in handling LSENs; parent-respondents “encountered” both behavioral and cognitive development problems. There was a “great extent” of practices of teachers while “little extent” in parents’ practices. There was a significant relationship between the demographic profile of the teacher-respondents and the extent of teachers’ practices. Based from the significant findings drawn, this study recommends to upskill teachers’ competencies in handling learners with special education needs. Finally, implementation of the action plan is hereby recommended to improve the behavioral and cognitive aspects of the learners and to further improve practices of teachers and parents of the home-schooled learners with special educational needs during a pandemic and its aftermath.
... Children develop emotionally when parents pay attention to their children based on oneon-one interactions that produce a healthy, stable emotional environment (Rahma et al., 2018). Saarni (2011) argues that homeschooled children are likely emotionally stable and considerate of other people's feelings. ...
This phenomenological study explored the experiences of homeschooling families living in Thailand. The study's objectives were to establish reasons for homeschooling and analyze the challenges faced. Ten families participated in the study. Data collection methods included individual and focus group interview sessions. The data analysis showed that parents were dissatisfied with public and private school systems because of the inadequate moral and religious instruction and the perceived negative psychosocial influences on their children's development. Parents also homeschool because of their sense of self-efficacy, which is shaped by three factors: their level of education, their passion for providing a holistic education that includes academic, spiritual, social, and emotional development, and the availability of appropriate homeschooling curricula.
... According to Saarni (2011) there are several stages of emotional development in children ranging up to age 13 years. Saarni (2011) stated that individuals aged over 13 years have 'increasing integration of moral character and personal philosophy in dealing with stress and subsequent decisions' (pg3). ...
Download thesis at: https://eprints.lincoln.ac.uk/id/eprint/45827/
Background
Pain is a highly complex sensory and emotional experience; the biological, psychological and social aspects must each be considered. The intersection between the phenomenon of pain, the unpredictable pre-hospital environment and children is highly convoluted. Studies have shown that pre-hospital pain management in children is poor, despite access to pain management being considered a fundamental human right. Without effective pain treatment, children may suffer long-term psychological changes (e.g. altered pain perception) and are at risk of developing post-traumatic stress disorder. The aim of this thesis was to identify predictors, barriers and facilitators associated with effective pre-hospital pain management in children suffering acute pain and to identify ways to improve the quality of care.
Methods
A postpositivist paradigm was adopted for the study, with a critical realist ontology and a modified objectivist epistemology. A mixed methods sequential explanatory design was adopted, informed by a systematic mixed studies review. The initial quantitative study employed a multivariable logistic regression analysis using routinely collected clinical data to identify predictors of effective pain management. The final qualitative study used face-to-face semi-structured interviews with ambulance clinicians to help explain the identified predictors, identify barriers and facilitators and explore ways to improve the quality of care. Interviews were audio recorded and transcribed verbatim with thematic analysis used to analyse the data.
Results
The systematic mixed studies review included 13 studies (8 quantitative and 5 qualitative) and highlighted the importance of analgesic administration. The initial quantitative study included 2312 clinical records; only 39% of children suffering acute pain achieved effective pain management. Predictors of effective pain management included children who were younger, administered analgesics, attended by a paramedic or living in an area of low or medium deprivation. The final qualitative study included 12 ambulance clinicians (9 paramedics and 3 emergency medical technicians) who provided possible explanations for these disparities. Novel barriers and facilitators were also identified along with ways to improve pain management. Meta-inferences were developed which provided a more comprehensive understanding of this complex phenomenon. To improve pre-hospital pain management in children, the following recommendations were made; 1) explore methods to increase rates of analgesic administration, perhaps by utilising the intranasal and inhaled route; 2) reduce fear and anxiety in children, perhaps by using child friendly uniform, non-pharmacological techniques and more public interaction and 3) reduce fear and anxiety in clinicians, by enhancing training, optimising crew mix and developing a more pragmatic pain assessment tool. A theoretical model of pre-hospital pain management in children was developed as part of this thesis.
Conclusion
Pre-hospital pain management in children may be improved by increasing rates of analgesic administration and reducing the fear and anxiety experienced by children and clinicians. Future research should explore the experience of the child and determine the most important outcome measures. Robust clinical trials are needed to determine the efficacy and safety of intranasal (fentanyl/ketamine) and inhaled (methoxyflurane) analgesics in the pre-hospital setting. Investment in future research and intervention development is imperative; we need to make children’s pain in the pre-hospital setting matter.
... It is widely accepted that children's emotional development matures gradually (cf. Saarni, 2011) and thus children are not, therefore, able to cope with or even process emotionally disturbing material to the same level or in the same way as adults. Thus, what would be acceptable for adults would not be acceptable levels of emotional disturbance for children and, the younger a child is the less emotionally disturbing the content should be. ...
There is shared commitment across European countries to ensure young people acquire social, civic and intercultural competences, by promoting across the disciplines democratic values and fundamental rights, social inclusion and non-discrimination, as well as active citizenship.
However, this raises many challenges, not least in an uncertain world characterized by economic crisis, increased inequality, environmental concern, high migration flows, and the rise of populist ‘post-truth’ politics. All these challenges raise questions of fairness and social justice and prompt reflection on notions related to identity, the development of capabilities, citizenship, belonging, otherness, recognition of diversity, inter-generational solidarity and active democratic participation at the personal, global and policy level.
In this context, papers from across the disciplines concerned with democratic values, constructs of identity, human dignity and capacities, participation and/or citizenship education in relation to issues of social justice in formal, in-formal or non-formal contexts are included in this volume.
... / CHAPTER 5 of the child (Ashiabi & O'Neal, 2015;Saarni, 2011) especially in the case of stressful and disruptive conditions. ...
Childhood cancer is a disruptive life event that creates high levels of stress and anxiety in families. It turns everyday routines up-side-down, and can block the child’s psychosocial development when families have difficulties to emotionally cope with this potentially traumatic event. D’Olivo developed three interactive objects aimed at preserving space for quality time and stimulate interpersonal communication between family members. These objects were deployed in the homes of children who are receiving cancer treatment in order to better understand how families responded to them, and whether they were appropriate to support their situation. The broader question addressed by the work is ‘how can vulnerable users be empowered by design in sensitive settings?’. Tactfulness was found to be a critical expressive design quality of such objects, leading to the idea of Tactful Objects as a design perspective on interactive artefacts that function in sensitive settings. According to this perspective, designing tactful objects for sensitive settings means to design objects that behave like sensitive partners, establish a balanced collaboration with people, resemble familiar characters and maintain a discreet presence in the context where they are introduced. The thesis discusses the practical value of Tactful Objects in healthcare as well as the methodological implications of conducting Research-through-Design in sensitive settings.
... Sie gilt als Ressource, die Kinder dabei unterstützt, zukünftige Herausforderungen in verschiedenen Entwicklungsbereichen bewältigen zu können. Eine alters-und entwicklungsangemessene emotionale Kompetenz stellt die Voraussetzung für weitere erfolgreiche Entwicklungsschritte dar (Saarni, 2011). ...
Die eigenen Gefühle zu erkennen, sie mittels Mimik, Haltung oder Sprache auszudrücken und schließlich zu regulieren sowie die Emotionen anderer Personen zu erkennen und zu verstehen, gehört zu den zentralen Entwicklungsaufgaben der frühen und mittleren Kindheit (Gust & Petermann, 2017). Dazu gehören insbesondere
• die Fähigkeit, die eigenen Gefühle und die anderer Personen zu erkennen und zu benennen,
• mögliche Ursachen für Emotionen zu verstehen und Empathie für andere zu entwickeln,
• Lösungen zu finden, um mit eigenen Emotionen und den Emotionen anderer sozial kompetent umzugehen und die eigenen effektiv zu regulieren und dadurch
• prosoziales Verhalten zu entwickeln. Die Kinder erhalten hier die Möglichkeit, spielerisch Empfindungs-, Denk-und Verhaltensmuster zu erproben und werden animiert, diese in ihrem Alltag umzusetzen.
... Indeed, children in all conditions were able to correctly identify the emotions and reasonably rank their arousal according to the story. This is not surprising in that 6-and 7-year-olds have the capacity to identify and measure the level of emotions of a character in a story (Saarni, 2011). During early and middle childhood, children become more aware of their own and other's feelings and more capable of understanding emotion "scripts." ...
Immersive Virtual Reality Technology (IVR) is a visual multi-sensory computer-simulated environment that perceptually surrounds an individual, creating the illusion that one has “stepped inside” and is included in, and interacting with the generated world. Although IVR has been suggested as a tool to enhance learning, existing work has not examined how IVR presentations, compared with other types of storytelling, facilitate or interfere with children’s memory formation. Here, we present data from a study of seventy 6- and 7-year-old children randomly assigned to experience a story in one of three modalities: IVR, video, or a paper-based book. We assessed the children’s story recall and their ability to identify the protagonist’s emotions. Results showed that, overall, children in the IVR condition performed better in the memory-recall task than the children in the video and book conditions. The most pronounced difference in memory performance was between the IVR and book conditions. In the IVR versus video conditions, 6-year-olds performed significantly better in the IVR condition than in the video condition, while 7-year-olds performed similarly in both digital-story conditions. We found no effects of condition on children’s attribution of emotions to the story’s protagonist. We conclude that IVR may enhance children’s ability to learn story content in certain situations.
... Indeed, children in all conditions were able to correctly identify the emotions and reasonably rank their arousal according to the story. This is not surprising in that 6-and 7-year-olds have the capacity to identify and measure the level of emotions of a character in a story (Saarni, 2011). During early and middle childhood, children become more aware of their own and other's feelings and more capable of understanding emotion "scripts." ...
The purpose of this study is to evaluate the impact of immersive virtual reality (IVR) on children’s memory of a story. Although long-term memory is essential for learning and IVR has been suggested as a tool to enhance learning, existing work has not examined how IVR presentations, compared with other types of storytelling, facilitate or interfere with children’s memory formation. Here, we present data from a study of 70 6- to 7-year-old children randomly assigned to experience a story in one of three modalities: IVR, video, or a paper-based book. We assessed the children’s story recall and their ability to identify the protagonist’s emotions. Results showed that, overall, children in the IVR condition performed better in the memory-recall task than the children in the video and book conditions. The most pronounced difference in memory performance was between the IVR and book conditions. In the IVR versus video conditions, 6-year-olds performed significantly better in the IVR condition than in the video condition, while 7-year-olds performed similarly in both digital-story conditions. We found no effects of condition on children’s attribution of emotions to the story’s protagonist. We conclude that IVR may enhance children’s ability to learn story content in certain situations.
... In this model, the family is understood as an interdependent system where each member influences the other (Minuchin, 1988). As such, the family is the most critical proximal social context influencing the optimal development of the child (Ashiabi & O'Neal, 2015;Saarni, 2011) especially in case of stressful and disruptive conditions. Challenges in life, which generate stress and trigger profound changes, are described as disruptive life events (Massimi et al., 2012). ...
In the field of Human-Computer Interaction (HCI), there is an increasing interest in designing for well-being. With this contribution, we introduce Tactful Objects as a design perspective on interactive artifacts that empower people in sensitive settings. We explore the concept of tactfulness by designing two interactive artifacts addressing the needs of families dealing with childhood cancer. The first, Mr.V, is an interactive dispenser to stimulate social activities in the family. The second, AscoltaMe, is a kind of walkie-talkie to enhance communication between family members. Eight families in treatment were invited to try out one of these artifacts at home. We report on how they perceived the objects’ impact on family life, how they used and appreciated the objects and how the objects embedded at home. The findings highlight that Tactful Objects enable people to act with respect for their vulnerabilities and circumstances by establishing partnerships and collaborations that are inviting and appropriate for the setting in which they are embedded. We then reflect on the contribution of the work for research in healthcare and design for other sensitive settings. We conclude by presenting the limitations of the study and provide directions for future work.
... Sie steht stets in einem dynamischen Wechselspiel mit dem sozialen Umfeld und der entsprechenden Umwelt. Individuelle Faktoren, wie kognitive Entwicklung und persönliches Temperament, aber auch kulturelle Einflüsse von Wertvorstellungen und Glauben, prägen die persönliche Entwicklung sozialer und emotionaler Kompetenzen(Saarni 2011). Mit dem Schuleintritt kommen die Kinder in ein neues soziales Lernfeld und ihre sozialen und emotionalen Kompetenzen werden besonders auf den Prüfstand gestellt. ...
Promotion of social and emotional skills through psychomotor
therapy
This article analyses the psychomotor therapy (PMT) in Switzerland
aiming the improvement of social and emotional skills of school children. A summary of the therapeutic as well as preventive work was
created on the basis of an online survey (n=171). It is shown that the
survey participants have therapy in individual settings and in small
groups using a variety of working methods from PMT and related
therapeutic procedures and that there is a great need for a specific
psychomotor prevention programme.
Key words: Psychomotor therapy Switzerland, school children,
support of social and emotional skills, prevention
Zusammenfassung: Der Beitrag befasst sich mit der Psychomotoriktherapie (PMT) in der
Schweiz im Bereich der Förderung sozialer und emotionaler Kompetenzen von Schulkindern. Mittels einer Online-Umfrage (n=171) wurde eine Übersicht über die therapeutische sowie präventive Arbeit erstellt. Es zeigt sich, dass die Teilnehmenden der Umfrage in der
Therapie überwiegend im Einzelsetting und in Kleinstgruppen mittels
verschiedenster Arbeitsweisen aus der PMT und verwandter therapeutischen Verfahren arbeiten und dass gerade hinsichtlich eines spezifischen psychomotorischen Präventionsprogrammes ein großer Bedarf besteht.
Schlüsselbegriffe: Psychomotorik Schweiz, Schulkinder, Förderung
sozialer und emotionaler Kompetenzen, Prävention
... Children's abilities to engage in effective emotion regulation depend on their developmental status and the organization of the neural systems supporting emotion regulation [20]. Developmental theories of emotion regulation describe the differential neuromaturation of subcortical structures (e.g., nucleus accumbens, amygdala) and the prefrontal cortex. ...
Purpose of Review
Emotion regulation is recognized as a core underlying dimension common across psychiatric disorders and could be conceptualized as a transdiagnostic feature (i.e., mechanism underlying comorbidity). This review highlights recent research examining emotion regulation in children with attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD).
Recent Findings
Difficulties with emotion regulation are increasingly recognized as common deficits in children with ADHD and ASD. Research indicates that emotion regulation transmits risk for co-occurring disorders within a diagnostic grouping (i.e., neurodevelopment disorders; homotypic comorbidity) and across different diagnostic groupings (i.e., neurodevelopmental disorder–mood disorder; heterotypic comorbidity) in children with ADHD and ASD.
Summary
While this review provides support for the conceptualization of emotion regulation as a transdiagnostic feature in ADHD and ASD, further research examining emotion regulation in children with other neurodevelopmental disorders is needed. The field of neurodevelopmental disorders should examine emotion regulation from a developmental perspective and needs to develop valid assessments of emotion regulation.
La educación sobre las emociones ha tomado mayor relevancia a partir de los efectos post pandemia en todos los niveles educativos. Evaluar y desarrollar las competencias emocionales en los estudiantes de instituciones de educación superior es una necesidad de la formación integral de los estudiantes deben desarrollar para su desarrollo profesional e inserción laboral. Esta investigación buscó analizar las competencias emocionales de estudiantes del área de Arquitectura e Ingeniería en su primer año en una universidad pública del noroeste de México. El diseño del método de la investigación fue cuantitativo, no experimental, transeccional, mediante la técnica de encuesta. Los participantes fueron 255 estudiantes, de los cuales 55.68% se identificó como el género masculino y 44.32% con el femenino, con una media de edad de 19.15 años (d.e. = 2.05). Se aplicó el cuestionario TMMS-24 (Trait Meta Mood Scale) que evalúa el metaconocimiento de los estados emocionales mediante tres dimensiones: atención, claridad y, reparación emocional. Los resultados señalan que los estudiantes tienden a percibirse con niveles adecuados de competencias emocionales; no obstante, obtuvieron niveles altos de atención emocional los cuales resultan inadecuados para esta dimensión, señalando que suelen dedicarle mucho tiempo a pensar en sus emociones. Lo cual puede tener efectos negativos sobre su trayectoria educativa. Por lo que se considera importante desarrollar una estrategia que favorezca el desarrollo de las competencias emocionales dentro de la IES, principalmente
Çocukların duygu durumlarına ilişkin öz değerlendirmelerinin belirlenmesi, duygusal gelişimlerine uygun olarak etkili yöntemlerin geliştirilmesine katkı getirebilir. Bu çalışmanın amacı, Çocuklarda Duygu Durum Öz-Değerlendirme Ölçeğini (Mood Self-Assessment in Children from the Age of 7) 8 yaş grubundaki çocuklar için Türk kültürüne uyarlamaktır. Özgün ölçek Simoës-Perlant, Lemercier, Pêcher ve Benintendi-Medjaouedto (2018) tarafından geliştirilmiştir. Araştırmanın örneklemini, 2021-2022 eğitim-öğretim yılında Eskişehir ili, Tepebaşı ve Odunpazarı ilçelerinde bulunan devlet okullarında öğrenim gören gönüllülük esasına dayalı olarak uygun örnekleme yöntemiyle belirlenen 363 sekiz yaşındaki öğrenciler oluşturmaktadır. Özgün ölçek; sevinç, öfke, korku ve üzüntü olmak üzere dört alt boyuttan ve toplam 24 senaryo tipi maddeden oluşmaktadır. Yapılan Doğrulayıcı Faktör Analizi sonucunda ilişkili dört boyutlu ölçme modelinin iyi uyum verdiği (χ2/sd=1.96, RMSEA=0.051, SRMR= 0.053, CFI=0.95, GFI=0.90, NFI=0.90, IFI=0.95, NFI=0.97) ve maddelerin alt ölçeklere dağılımının özgün ölçekteki dağılımla aynı olduğu saptanmıştır. Madde-toplam korelasyonlarının Sevinç alt boyutunda 0,22-0,41, Öfke alt boyutunda 0,49-0,65, Korku alt boyutunda 0,47-0,57 ve Üzüntü alt boyutunda 0,44-0,58 arasında değiştiği görülmüştür. Ölçeğin genel iç tutarlılık katsayısı 0.84 olarak bulunmuştur. Ölçeğin Sevinç alt boyutu için 0.59, Öfke alt boyutu için 0.80, Kaygı alt boyutu için 0.75 ve Üzüntü alt boyutu için 0.84 olarak bulunmuştur. Bulgular, “8 Yaşındaki Çocuklarda Duygu-Durum Öz-Değerlendirme Ölçeğinin (ÇDÖÖ)” Türkçe formunun geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir.
Countries all over the world, including Pakistan, are struggling with how to better protect children from the negative impact of the coronavirus physically and psychologically. The sudden enforced social isolation caused by COVID 19 has struck badly the global community's daily activities, especially on preschoolers, it is leaving immense influence. To promote and implement social distancing guidelines, most schools are closed, and switched to home-based or online learning as part of the steps to minimize the spread of the virus. Sudden shift in the learning environment, as well as restricted social experiences and activities contributed in the children’s mental and emotional development in a destructive way during this unusual situation. The purpose of this study was to investigate the psychological impact of the COVID-19 lockdown on preschool children and recognize emotional and behavior changes in them. The perspectives of teachers and parents have also been taken to know about the potential strategies for improving the pre-schoolers ’behavior in order to avoid the negative consequences of this crisis on their future. Keywords: Pre-schoolers, covid19, emotional response, behavioral response.
This research investigated the influence of single parenting on emotional development of primary school students as viewed by Nigerian primary school teachers. A descriptive survey designed was adopted to draw 200 primary school teachers. One research question was raised and three null hypotheses were respectively postulated to guide the research at 0.05 level of significance. In addition, data analysis was done using t-test and Analysis of Variance (ANOVA). Furthermore, the findings revealed that low self-esteem was the most influencing emotional development of primary school students in Ilorin metropolis. The findings also revealed that there was no significant difference in the influence of single parenting on the emotional development of primary school students in terms of gender and qualification. It is recommended that teachers of students from single parents should be more sensitive to their emotional needs and always be ready to assist them. Moreover, counsellors should collaborate with teachers and parents to minimize the negative influence of single parenting. Teachers are suggested to be more sensitive and willing to assist students whenever they have problems at home. Single parents are suggested to provide more quality time with their children to avoid them performing negative behaviors. Parents are suggested to maintain stable home by living together to enhance their children emotional development.
Este trabajo de investigación presenta el análisis de las habilidades de la Competencia Emocional de 136 niños de preescolar del “Jardín de Niños Chimalpopoca”, ubicado en la ciudad de Puebla, a través del Cuestionario de Evaluación de Competencias Emocionales en Preescolares (CECEP). El estudio se inserta bajo el paradigma cualitativo, con un tipo de estudio exploratoriodescriptivo y un diseño no experimental. Como resultados generales las habilidades 1 y 4, consciencia de las emociones y capacidad para el involucramiento empático, son las más desarrolladas, mientras que las habilidades 2 y 3, comprensión de las emociones de otros y la habilidad para usar el vocabulario emocional disponible en la propia subcultura, son las menos desarrolladas.
Abstract
This research paper presents the analysis of the skills of the emotional competence of 136 children of Preschool of the "Kindergarten Chimalpopoca", located in the city of Puebla, through the questionnaire of evaluation of emotional competencies in Preschools (CECEP). The study is inserted under the qualitative paradigm, with a type of exploratory-descriptive study and a nonexperimental design. As general results skills 1 and 4, awareness of emotions and ability for empathic involvement, are the most developed, while Skills 2 and 3, understanding the emotions of others and the ability to use vocabulary Emotionally available in the subculture itself, are the least developed.
This chapter is aimed to draw attention to the integrated understanding of an individual with intellectual disability. It is very well known that intellectual disability is described as significant inefficiency in cognitive skills like learning, reasoning, problem solving, and in adaptive behavior, but this is not all when the individual is considered as a whole. This is where emotional intelligence comes in to help the individual cope with the cognitive disability. This chapter will discuss emotional intelligence in people with intellectual disability and how understanding of this will lead to better management plans for individual with intellectual disability, which will in turn lead to better empowerment. Further, this chapter will discuss the research gaps in this area and future study scope.
This article reports on the development, adaptation, and validation of the Wellbeing Holistic Assessment for Teachers (WHAT) tool with a sample of 1,659 Salvadoran teachers. El Salvador is a conflict-affected country marked by high levels of gang-related violence, which interacts with education and directly affects the wellbeing of teachers. Having a contextually grounded and validated tool is imperative to further our understanding of educator wellbeing in El Salvador and other conflict-affected settings, as it enables us to generate evidence that informs policies and interventions. In this article, we describe how we reviewed and selected the measures that comprise the WHAT tool, followed by an initial conceptualization of teacher wellbeing and a description of the experiences and challenges teachers in El Salvador are facing. We describe our process for translating and adapting the selected measures to the Salvadoran context, which included conducting cognitive interviews. The results from our exploratory factor analysis provide construct validity evidence for the internal structure of the individual measures used. The exploratory factor analysis that included all the items for all the measures confirmed that each scale is indeed measuring a different construct. The results from a confirmatory factor analysis confirmed a good model fit. The process of adapting the tool and the results of our psychometric analysis provide evidence of the tool's validity, based on the content of the items in the tool, the internal structure, and its relationship to other variables.
This research investigated the influence of single parenting on emotional development of primary school students as viewed by Nigerian primary school teachers. A descriptive survey designed was adopted to draw 200 primary school teachers. One research question was raised and three null hypotheses were respectively postulated to guide the research at 0.05 level of significance. In addition, data analysis was done using t-test and Analysis of Variance (ANOVA). Furthermore, the findings revealed that low self-esteem was the most influencing emotional development of primary school students in Ilorin metropolis. The findings also revealed that there was no significant difference in the influence of single parenting on the emotional development of primary school students in terms of gender and qualification. It is recommended that teachers of students from single parents should be more sensitive to their emotional needs and always be ready to assist them. Moreover, counsellors should collaborate with teachers and parents to minimize the negative influence of single parenting. Teachers are suggested to be more sensitive and willing to assist students whenever they have problems at home. Single parents are suggested to provide more quality time with their children to avoid them performing negative behaviors. Parents are suggested to maintain stable home by living together to enhance their children emotional development.
Social and emotional difficulties are common during the kindergarten stage, the changes between family and school environment leave the child at risk of a range of emotional and social problems at that point. This pressure confronts the child's weak ability at that age, linguistically, to express his feelings and thoughts in a clear and understandable manner, as well as the beginning of his ability to control and organize his feelings and behaviors. All this constitutes factors that make the child's adaptation process on the emotional, social and cognitive level difficult during the kindergarten stage. While many studies confirm that the child is an emotional and social being par excellence, and while educational programs emphasize in most of their content on cognitive learning, the child's needs, personality and sentiments are ignored, hence the question raised about the role of emotional competencies in establishing other competencies? Since the kindergarten stage by its nature requires that the child learn to adapt to the environment and establish healthy relationships, our paper aims to study the relationship between emotional competencies (Self-awareness and Self-regulation*) and their indicators and social competencies (Social awareness and Relationships skills*) and their indicators and determine the mutual impact between them. As a tool for this study we used SEAM scale to measure emotional and social competencies to measure the relationship between emotional variables as an independent variable to see its effect on the dependent variable, which is in our study social competencies. Using the inferential statistics (Pearson correlation coefficient and simple linear regression coefficient) to measure the relationship between two variables, results demonstrated that there is a positive semantic relationship confirms that emotional competencies and their determinants are highly influential competencies that establish social competencies and their determinants at preschool age. Participant were 191 children, aged 4 to 6 years old at the time initial assessment, in kindergarten, within the group of schools relied to the Moroccan Foundation for promoting preschool education.
Abstract
Vol. 8, No. 2
Children‟s emotional competence will affect their psychosocial health. The purpose of this study is to provide an overview of emotional competency (expression and understanding) in preschool children (aged 4-5 years) in kindergarten “X” Jatinangor. This research uses qualitative method with a case study approach. The research subjects were children aged 4-5 years who attended kindergarten „X” Jatinangor. The research instrument used interviews and observations of the subject as the main participants and interviews with parents amd teachers as secondary participants. Data analysis used thematic analysis. This Study found that emotional competence which includes the subject‟s ability to express and understand emotions as follows: all subjects could express emotion nonverbally, but not all subjects were able to express emotions they felt verbally and all subjects could understand the emotions that are felt but were still limited in labeling emotions appropriately. Associated with children‟s limitations in emotional labelling, parents and teachers need to provide an understanding of emotional labels felt by children.
Keywords: Emotional Competence; Expression Emotion; Labelling Emotion
Abstrak
Kompetensi emosi anak akan memengaruhi kesehatan psikososialnya. Tujuan dari penelitian ini untuk memberikan gambaran mengenai kompetensi emosi (ekspresi dan pemahaman emosi) pada anak usia prasekolah (usia 4-5 tahun) di Taman Kanak – Kanak “X” Jatinangor. Penelitian ini menggunakan metode penelitian kualitatif dengan pendekatan studi kasus. Subjek penelitian adalah anak usia 4-5 tahun yang bersekolah di TK “X” Jatinangor. Instrument penelitian menggunakan wawancara dan observasi terhadap subjek sebagai partisipan utama dan wawancara terhadap orangtua, guru sebagai partisipan sekunder. Analisa data menggunakan analisa tematik. Penelitian ini menemukan bahwa kompetensi emosi yang mencakup kemampuan subjek dalam mengekspresikan dan memahami emosi sebagai berikut: seluruh subjek dapat mengekspresikan emosi secara non-verbal, akan tetapi tidak semua subjek mampu mengekspresikan emosi yang dirasakannya secara verbal dan semua subjek juga dapat memahami emosi yang dirasakan namun masih terbatas dalam memberikan label emosi secara tepat. Terkait dengan keterbatasan anak dalam memberikan label emosi, maka orang tua dan guru perlu memberikan pemahaman mengenai label emosi yang dirasakan oleh anak
Kata kunci: Kompetensi Emosi; Ekspresi Emosi; Label Emosi
Involving and engaging people with learning disabilities on issues relating to their mental wellbeing can bechallenging. This research explores how participatory design techniques and principles can be used to engagepeople with learning disabilities in designing technological solutions relevant to them that could monitorand aid their mental wellbeing. Specifically, we explore methods used in a series of co-design workshopsto engage people with learning disabilities in the use of tangible interfaces for mental wellbeing. A varietyof designs, sensors and interventions were explored during the workshops resulting in the development ofmultiple mental wellbeing interfaces. Furthermore, data collection trials using the developed interfaces havedemonstrated the potential to collect real-world labelled data that can be used to train machine learningclassifiers. The co-design approach adopted for the design of the mental wellbeing tangible interfaces ensuredthat effective and suitable devices have been developed
Involving and engaging people with learning disabilities on issues relating to their mental wellbeing can bechallenging. This research explores how participatory design techniques and principles can be used to engagepeople with learning disabilities in designing technological solutions relevant to them that could monitorand aid their mental wellbeing. Specifically, we explore methods used in a series of co-design workshopsto engage people with learning disabilities in the use of tangible interfaces for mental wellbeing. A varietyof designs, sensors and interventions were explored during the workshops resulting in the development ofmultiple mental wellbeing interfaces. Furthermore, data collection trials using the developed interfaces havedemonstrated the potential to collect real-world labelled data that can be used to train machine learningclassifiers. The co-design approach adopted for the design of the mental wellbeing tangible interfaces ensuredthat effective and suitable devices have been developed
Implementing inquiry-based teaching in secondary school is often a challenge for pre-service teachers. Thoughtful reflection on their teaching experience may help future teachers address this challenge. This article examined the quality of reflection on inquiry teaching by two pre-service science teachers as they participated in a mini-Community of Practice (mCoP) with their cooperating teachers and university advisor. Findings from this study revealed the benefits of this mCoP for nurturing pre-service teachers’ inquiry teaching by building a network of encouraging support from experienced teachers and by providing a supportive reflective environment. The study also showed pre-service teachers transformed their reflections from technical to reflective thinking as they matured in inquiry-based teaching practice.
Emotions are complex processes that are essential for survival and adaptation. Recent studies of children and animals are shedding light on how the developing brain learns to rapidly respond to signals in the environment, assess the emotional significance of this information, and in so doing adaptively regulate subsequent behavior. Here, I describe studies of children and nonhuman primates who are developing within emotionally aberrant environments. Examining these populations provides new insights on the ways in which social or interpersonal contexts influence development of the neural systems underlying emotional behavior.
The contributions to the recognition of emotional signals of (a) experience and learning versus (b) internal predispositions are difficult to investigate because children are virtually always exposed to complex emotional experiences from birth. The recognition of emotion among physically abused and physically neglected preschoolers was assessed in order to examine the effects of atypical experience on emotional development. In Experiment 1, children matched a facial expression to an emotional situation. Neglected children had more difficulty discriminating emotional expressions than did control or physically abused children. Physically abused children displayed a response bias for angry facial expressions. In Experiment 2, children rated the similarity of facial expressions. Control children viewed discrete emotions as dissimilar, neglected children saw fewer distinctions between emotions, and physically abused children showed the most variance across emotions. These results suggest that to the extent that children's experience with the world varies, so too will their interpretation and understanding of emotional signals.
This short-term longitudinal study examined whether emotion regulation and emotion understanding made unique contributions towards at-risk preschoolers' classroom adaptation. To address this question, we assessed children's emotion regulation and their understanding of emotions in both self (self-awareness, emotion coping) and in others (emotion recognition, affective perspective taking, situation knowledge). Participants were 49 children (22 boys and 27 girls) who attended a Head Start program for low-income children. Seventy percent of this sample was Caucasian, with the remainder being of Latino, African American or biracial ethnicity. Emotion regulation at the start of the school year was associated with school adjustment at year's end, whereas early emotional lability/negativity predicted poorer outcomes. Children who made a smooth adjustment to preschool also were better able to take another person's affective perspective and to identify situations that would provoke different emotional responses. Emotion regulation and understanding made unique contributions towards school adjustment, even when controlling for potential confounds, including behavior problems and verbal abilities. Teachers appeared to influence children's emotional competence by serving an important regulatory function, especially for older preschoolers at-risk.
Preschoolers' (N = 143) patterns of emotional expressiveness, emotion regulation, and emotion knowledge were assessed. Their contributions to social competence, as evidenced by sociometric likability and teacher ratings, were evaluated via latent variable modeling, both concurrently and across time. Moderation of key results by age and sex was also explored. Emotional competence assessed at 3 to 4 years of age contributed to both concurrent and kindergarten social competence. Even early in the preschool period, contributions of emotional competence to social competence have long-term implications.
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