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Social Emotional Development
Social emotional development represents a specific domain of child development. It is a gradual, integrative process through which children acquire the capacity to understand, experience, express, and manage emotions and to develop meaningful relationships with others. As such, social emotional development encompasses a large range of skills and constructs, including, but not limited to: self-awareness, joint attention, play, theory of mind (or understanding others' perspectives), self-esteem, emotion regulation, friendships, and Identity formation, identity development. Social emotional development sets a foundation for children to engage in other developmental tasks. For example, in order to complete a difficult school assignment, a child may need the ability to manage their sense of frustration and seek out help from a peer. To maintain a romantic relationship after a fight, a teen may need to be able to articulate their feelings and take the perspective of their partner to succe ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Child Development
Child development involves the Human development (biology), biological, psychological and emotional changes that occur in human beings between birth and the conclusion of adolescence. It is—particularly from birth to five years— a foundation for a prosperous and sustainable society.Center on the Developing Child (2007). The Science of Early Childhood Development (InBrief). Retrieved from www.developingchild.harvard.edu. Childhood is divided into three stages of life which include early childhood, middle childhood, and late childhood (preadolescence). Early childhood typically ranges from infancy to the age of 6 years old. Early childhood development, During this period, development is significant, as many of life's milestones happen during this time period such as first words, learning to crawl, and learning to walk. Middle childhood/preadolescence or ages 6–12 universally mark a distinctive period between major developmental transition points. Adolescence is the stage of l ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Strangers
A stranger is a person who is unknown or unfamiliar to another person or group. Because of this unknown status or unfamiliarity, a stranger may be perceived as a threat until their identity (social science), identity and Character structure, character can be ascertained. Different classes of strangers have been identified for social science purposes, and the tendency for strangers and foreigners to overlap has been examined. The presence of a stranger can throw an established social order into question, "because the stranger is neither friend nor enemy; and because he may be both". The distrust of strangers has led to the concept of stranger danger (and the expression "don't talk to strangers"), wherein excessive emphasis is given to teaching children to fear strangers despite the most common sources of abduction or abuse being people known to the child. [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
NIH Visual Cliff Experiment (cropped)
The National Institutes of Health (NIH) is the primary agency of the United States government responsible for biomedical and public health research. It was founded in 1887 and is part of the United States Department of Health and Human Services (HHS). Many NIH facilities are located in Bethesda, Maryland, and other nearby suburbs of the Washington metropolitan area, with other primary facilities in the Research Triangle Park in North Carolina and smaller satellite facilities located around the United States. The NIH conducts its scientific research through the NIH Intramural Research Program (IRP) and provides significant biomedical research funding to non-NIH research facilities through its Extramural Research Program. , the IRP had 1,200 principal investigators and more than 4,000 postdoctoral fellows in basic, translational, and clinical research, being the largest biomedical research institution in the world, while, as of 2003, the extramural arm provided 28% of biomedical ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Coping (psychology)
Coping refers to conscious or unconscious strategies used to reduce and manage unpleasant emotions. Coping strategies can be cognitions or behaviors and can be individual or social. To cope is to deal with struggles and difficulties in life. It is a way for people to maintain their mental and emotional well-being. Everybody has ways of handling difficult events that occur in life, and that is what it means to cope. Coping can be healthy and productive, or unhealthy and destructive. It is recommended that an individual cope in ways that will be beneficial and healthy. "Managing your stress well can help you feel better physically and psychologically and it can impact your ability to perform your best." Theories of coping Hundreds of coping strategies have been proposed in an attempt to understand how people cope. Classification of these strategies into a broader architecture has not been agreed upon. Researchers try to group coping responses rationally, empirically by factor a ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Co-regulation
Co-regulation (or coregulation) is a term used in psychology. It is defined most broadly as a "continuous unfolding of individual action that is susceptible to being continuously modified by the continuously changing actions of the partner". An important aspect of this idea is that co-regulation cannot be reduced down to the behaviors or experiences of the individuals involved in the interaction.Butler, E. A., & Randall, A. K. (2013). Emotional Coregulation in Close Relationships. Emotion Review, 5(2), 202–210. http://doi.org/10.1177/1754073912451630 The interaction is a result of each participant repeatedly regulating the behavior of the other. It is a continuous and dynamic process, rather than the exchange of discrete information. Co-regulation is often applied in the context of emotions. In this sense, the emotions of each individual within a dyad are constantly in flux, depending on the emotions and behaviors of the partner. If emotion co-regulation is in effect, the result ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Emotional Self-regulation
The self-regulation of emotion or emotion regulation is the ability to respond to the ongoing demands of experience with the range of emotions in a manner that is socially tolerable and sufficiently flexible to permit spontaneous reactions as well as the ability to delay spontaneous reactions as needed. It can also be defined as extrinsic and intrinsic processes responsible for monitoring, evaluating, and modifying emotional reactions. The self-regulation of emotion belongs to the broader set of emotion regulation processes, which includes both the regulation of one's own feelings and the interpersonal emotion regulation, regulation of other people's feelings. Emotion regulation is a complex process that involves initiating, inhibiting, or modulating one's state or Behavior#Biology, behavior in a given situation — for example, the subjective experience (feelings), cognitive responses (thoughts), emotion-related Signs and symptoms, physiological responses (for example heart rate ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Self-conscious Emotions
Self-conscious emotions, such as guilt, shame, embarrassment, and pride, are a variety of social emotions that relate to our sense of self and our consciousness of others' reactions to us. Description During the second year of life, new emotions begin to emerge when children gain the understanding that they themselves are entities distinct from other people and begin to develop a sense of self. These emotions include: * Shame * Pride * Guilt * Envy * Embarrassment Self-conscious emotions have been shown to have social benefits. These include areas such as reinforcing social behaviors and reparation of social errors. There is also possible research suggesting that a lack of self-conscious emotion is a contributing cause of bad behaviour. They have five distinct features that differentiate them from other emotions: *Require self-awareness and self representation *Emerge later than basic emotions *Facilitate attainment of complex social goals *Do not have distinct universally re ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Self-concept
In the psychology of self, one's self-concept (also called self-construction, self-identity, self-perspective or self-structure) is a collection of beliefs about oneself. Generally, self-concept embodies the answer to the question ''"Who am I?".'' The self-concept is distinguishable from self-awareness, which is the extent to which self-knowledge (psychology), self-knowledge is defined, consistent, and currently applicable to one's Attitude (psychology), attitudes and dispositions. Self-concept also differs from self-esteem: self-concept is a cognitive or descriptive component of one's self (e.g. "I am a fast runner"), while self-esteem is evaluative and opinionated (e.g. "I feel good about being a fast runner"). Self-concept is made up of one's self-schemas, and interacts with self-esteem, self-knowledge, and the social self to form the self as a whole. It includes the past, present, and future selves, where future selves (or possible selves) represent individuals' ideas of w ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Strange Situation
The strange situation is a procedure devised by Mary Ainsworth in the 1970s to observe attachment in children, that is relationships between a caregiver and child. It applies to children between the age of 9 to 30 months. Broadly speaking, the attachment styles were (1) secure and (2) insecure (ambivalent and avoidance). Later, Mary Main and her husband Erik Hesse introduced the 4th category, disorganized. The procedure played an important role in the development of attachment theory. Structured observation In this procedure of the Strange Situation, the child is observed playing for 21 minutes while caregivers and strangers enter and leave the room, recreating the flow of the familiar and unfamiliar presence in most children's lives. The situation varies in stressfulness and the child's responses are observed. The child experiences the following situations: * Parent and infant are introduced to the experimental room. * Parent and infant are alone. The parent does not participat ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Cognitive Development
Cognitive development is a field of study in neuroscience and psychology focusing on a child's development in terms of information processing, conceptual resources, perceptual skill, language learning, and other aspects of the developed adult brain and cognitive psychology. Qualitative differences between how a child processes their waking experience and how an adult processes their waking experience are acknowledged (such as object permanence, the understanding of logical relations, and cause-effect reasoning in school-age children). Cognitive development is defined as the emergence of the ability to consciously cognize, understand, and articulate their understanding in adult terms. Cognitive development is how a person perceives, thinks, and gains understanding of their world through the relations of genetic and learning factors. There are four stages to cognitive information development. They are, reasoning, intelligence, language, and memory. These stages start when the baby i ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Social Competence
Social competence consists of social, emotional, cognitive, and behavioral skills needed for successful social adaptation. Social competence also reflects having the ability to take another's perspective concerning a situation, learn from past experiences, and apply that learning to the changes in social interactions. Social competence is the foundation upon which expectations for future interaction with others are built and perceptions of an individual's own behavior are developed. Social competence frequently encompasses social skills, social communication, and interpersonal communication. Competence is directly connected to social behavior, such as social motives, abilities, skills, habits, and knowledge. All of these social factors contribute to the development of a person's behavior. History The study of social competence began in the early 20th century with research into how children interact with their peers and function in social situations. In the 1930s, researchers be ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
