DEPARTMENT OF PSYCHOLOGY

OBAFEMI AWOLOWO UNIVERSITY

ILE-IFE, OSUN STATE, NIGERIA

COURSE TITLE
DEVELOPMENTAL PSYCHOLOGY
(PSY 228)

ASSIGNMENT TOPIC
CONTEMPORARY ISSUES IN DEVELOPMENTAL
PSYCHOLOGY
(DEVELOPING EMOTIONS IN CHILDHOOD)

ADESIYAN MOYINOLUWA ROSELINE

 CONTENTS

1.1 HISTORY OF EMOTION IN CHILDHOOD

1.2 DEFINITION OF EMOTION IN CHILDHOOD

1.3 TYPES OF EMOTION IN CHILDHOOD

1.4 HOW EMOTIONS DEVELOP IN CHILDHOOD

1.5 CONCLUSION

1.6 REFERENCE

1.1 HISTORY OF EMOTION IN CHILDHOOD

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 The history of the study of emotions in childhood can be traced back to the late 19th and
early 20th centuries, although the understanding and significance of childhood emotions have
evolved over time. Here is a brief overview of the history of emotion in childhood:

Contribution from Early Psychological Theories:

Early theories of child development, such as those proposed by Sigmund Freud and Jean
Piaget, acknowledged the importance of emotions in childhood. Freud emphasised the role of
emotions in the formation of personality, while Piaget highlighted the development of
emotional understanding and empathy.

Contribution from Behaviorism and Emotion:

In the mid-20th century, behaviourism dominated the field of psychology, focusing on
observable behaviours rather than internal mental processes. Emotions were largely
overlooked or explained in terms of conditioned responses to external stimuli.

Attachment Theory:
The emergence of attachment theory in the 1950s and 1960s, pioneered by John Bowlby and
Mary Ainsworth, brought attention to the emotional bond between infants and caregivers.
Attachment theory highlighted the role of emotions in shaping early relationships and
influencing socioemotional development.

Social and Cultural Perspectives:

In the latter half of the 20th century, researchers began to explore how social and cultural
factors influence the experience and expression of emotions in childhood. They recognized
that emotions are shaped by cultural norms, socialisation practices, and the social context in
which children grow up.

Contemporary Approaches:
Present-day research on emotions in childhood encompasses various theoretical perspectives
and methodologies. It examines topics such as emotion regulation, emotional competence,
emotion socialisation, and the role of emotions in mental health and well-being.

1.2 DEFINITION OF EMOTION IN CHILDHOOD

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 Emotions generally are known as a person's inner feeling; while Childhood Emotions can
be defined as a wide range of emotional experiences that children undergo during their early
years of life. These emotions play a crucial role in a child's development, shaping their
understanding of themselves, others, and the world around them. Here are some key aspects
of childhood emotions. It is also known as an internal experience and subjective feelings that
arise in children during their early years of life. These emotions are multifaceted and
encompass a range of affective states, influencing children's perceptions, behaviours, and
interactions with others. Childhood emotions are characterised by their intensity, fluidity, and
susceptibility to external and internal influences.

Childhood emotions serve important functions in children's development. They provide a

means for children to interpret and make sense of the world around them, shaping their
understanding of themselves, others, and their relationships. Emotions in childhood can also
act as motivators, guiding children's actions and decisions. They play a significant role in
social interactions, as children learn to express their emotions, recognize and interpret the
emotions of others, and develop empathy.

Childhood emotions are influenced by a variety of factors, including biological,

psychological, social, and cultural aspects. Biological factors, such as genetic predispositions
and neurochemical processes, contribute to the individual differences in emotional
experiences among children. Psychological factors, such as cognitive development and
emotion regulation skills, influence how children perceive, understand, and manage their
emotions. Social and cultural factors shape the expression and interpretation of emotions, as
children learn societal norms, values, and display rules for emotional expression.

Understanding and supporting children's emotional development is crucial for their overall
well-being and healthy socioemotional functioning. It involves creating safe and supportive
environments where children can express and explore their emotions, providing opportunities
for emotional literacy and the development of effective emotion regulation strategies. By
nurturing children's emotional well-being, we can contribute to their overall growth,
resilience, and positive relationships throughout their childhood and beyond.

1.3 TYPES OF EMOTION IN CHILDHOOD

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 As children navigate the world and develop their emotional intelligence, they exhibit a
wide range of emotions. Here are some common types of emotions that children may
experience:

1. Happiness: Children often experience happiness when they engage in activities they enjoy,
spend time with loved ones, or achieve a goal. It is a positive emotion associated with joy,
excitement, and contentment.

2. Sadness: Children may experience sadness in response to various situations, such as

separation from loved ones, disappointment, or loss. Sadness is often associated with tears,
low energy, and a feeling of emptiness.

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3. Anger: Children can experience anger when they feel frustrated, mistreated, or when their
desires are not met. Anger is characterised by a strong feeling of displeasure, often
accompanied by a desire to retaliate or express their frustration.

4. Fear: Children commonly experience fear in response to perceived threats or unfamiliar

situations. It can be triggered by things like the dark, loud noises, animals, or separation
anxiety. Fear can lead to behaviours such as crying, hiding, or seeking comfort from trusted
individuals.

5. Surprise: Children may experience surprise when they encounter unexpected or unfamiliar
events or objects. Surprise is characterised by widened eyes, raised eyebrows, and a sense of
astonishment or wonder.

6. Disgust: Children may experience disgust in response to unpleasant or offensive stimuli,

such as foul smells, taste, or something visually unappealing. Disgust can be expressed
through facial expressions like wrinkling the nose or sticking out the tongue.

7. Love and Affection: Children form deep emotional bonds with caregivers and family
members, experiencing emotions like love and affection. These emotions involve a strong
sense of connection, warmth, and attachment.

8. Excitement: Children often feel excitement in anticipation of positive events or

experiences. Excitement can manifest as increased energy, restlessness, or eagerness.

9. Embarrassment: Children may feel embarrassed when they find themselves in situations
that they perceive as socially awkward or when they make a mistake. Embarrassment often
leads to blushing, avoiding eye contact, or trying to hide.

10. Jealousy: Children may experience jealousy when they perceive a threat to their status,
possessions, or relationships. Jealousy can arise from a fear of losing something or someone
important to them.

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1.4 HOW EMOTIONS DEVELOP IN CHILDHOOD
Developing emotions in childhood is a complex and important process. Emotions are a
fundamental aspect of human experience, and they play a crucial role in our social
interactions, decision-making,
and overall well-being.

Here are some key points on

how the development of
emotions in childhood are
formed:
Innate Emotionality:
From birth, infants display
basic emotions such as joy,
sadness, anger, fear, surprise,
and disgust. These emotional
responses are believed to be
innate and biologically
programmed, as they can be
observed across different
cultures and are accompanied by
distinct facial expressions and
physiological changes.

Social Interactions:
Emotions in children are strongly influenced by their interactions with caregivers, siblings,
and other significant individuals in their lives. Through responsive and attuned caregiving,
children learn to regulate their emotions and develop a sense of trust and security. Positive
social interactions also contribute to the development of emotions like happiness, love, and
affection.

Emotional Awareness:
As children grow, they become increasingly aware of their own emotions and learn to
identify and label them. This process, known as emotional awareness or emotion recognition,

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involves understanding and recognizing the different emotional states they experience.
Caregivers play a crucial role in helping children develop this awareness by labeling and
discussing emotions with them.

Cognitive Development:
As children's cognitive abilities develop, their understanding of emotions becomes more
nuanced. They begin to recognize that emotions are triggered by specific events or situations
and that they can have multiple causes and consequences. Children also develop the ability to
attribute emotions to others and understand that people can have different emotional
perspectives.

Emotion Regulation:
Children gradually learn to regulate their emotions, which involves managing and
modulating the intensity, duration, and expression of their emotional experiences. This
process develops over time, with caregivers providing guidance and modelling effective
emotion regulation strategies. Through maturation and socialisation, children acquire skills
such as self-soothing, problem-solving, and perspective-taking, which help them regulate
their emotions effectively.

Socialization and Culture:

Socialisation practices and cultural norms heavily influence how emotions are expressed
and understood. Children learn culturally appropriate ways to express their emotions and
adhere to social norms regarding emotional displays. Cultural values and beliefs shape
children's emotional experiences and the importance placed on specific emotions.

Theory of Mind:
As children develop a theory of mind—the understanding that others have separate thoughts,
beliefs, and emotions—they become more skilled at recognizing and understanding the
emotions of others. This development enhances their empathy and enables them to respond to
others' emotions appropriately.

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1.5 CONCLUSION

In conclusion, childhood emotions play a significant role in a child's development and

overall well-being. Emotions in childhood are diverse and encompass a range of basic and
complex emotional states. They develop through interactions with caregivers, cognitive
maturation, socialisation, and cultural influences. Childhood emotions contribute to children's
understanding of themselves, others, and the world around them. They serve as motivators,
guiding children's actions and decisions, and shape their social interactions and relationships.
Emotional development in childhood sets the foundation for emotional competence and
well-being in later life.
By acknowledging and valuing children's emotions, we can help them develop resilience,
self-regulation, and healthy emotional connections. Supporting their emotional development
empowers children to navigate and cope with the challenges and complexities of life,
fostering their overall growth and long-term mental health.
It's important to note that the development of emotions is a dynamic process, and individual
children may vary in their emotional development. Factors such as temperament, genetics,
family dynamics, and cultural context can influence the trajectory of emotional development.
Providing a supportive and emotionally nurturing environment is crucial for fostering healthy
emotional development in children.

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1.6 REFERENCE

● 1. Bronfenbrenner, U. (1979). The ecology of human development. Harvard

University Press.

● Cummings, E. M., & Davies, P. (1994). Children and Marital Conflict. Guilford, New
York.
● Denham, S. A. (1998). Emotional Development in Young Children. Guilford, New
York.

● Dunn, J. (1994). Changing minds and changing relationships. In C. Lewis & P.

Mitchell (Eds.), Children's Early Understanding of Mind (pp. 297–310). Erlbaum,
Hove, UK.

● Feinman, S. (Ed.). (1992). Social Referencing and the Social Construction of Reality
in Infancy. Plenum, New York.

● Garber, J., & Dodge, K. A. (Eds.). (1991). The Development of Emotion Regulation
and Dysregulation. Cambridge University Press, New York.

● Gottman, J. M., Katz, L. F., & Hooven, C. (1997). Meta-emotion: How Families
Communicate Emotionally. Lawrence Erlbaum Associates, Mahwah, NJ.

● Kochanska, G., & Thompson, R. A. (1997). The emergence and development of

conscience in toddlerhood and early childhood. In J. E. Grusec & L. Kuczynski
(Eds.), Parenting and Children's Internalization of Values (pp. 53–77). Wiley, New
York.

● LeDoux, J. (1996). The Emotional Brain. Simon & Schuster, New York.

● Lewis, M., & Haviland-Jones, J. M. (2000). Handbook of Emotions, 2nd edn.

Guilford, New York.