Ed Psych Notes 4/14
Ed Psych Notes 4/14 EIPT 3473
Popular in Educational Psychology of Childhood and Adolescent Development
Popular in Education and Teacher Studies
EDAH 2963 - 001
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This 2 page Class Notes was uploaded by Crystal Neill on Sunday April 17, 2016. The Class Notes belongs to EIPT 3473 at University of Oklahoma taught by Ben Heddy in Winter 2016. Since its upload, it has received 12 views. For similar materials see Educational Psychology of Childhood and Adolescent Development in Education and Teacher Studies at University of Oklahoma.
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Date Created: 04/17/16
Emotional Development • Some emotions start early in life ◦ Interest ◦ Disgust ◦ Distress ◦ Surprise ◦ Happiness ‣ Social smile 6-7 weeks ‣ Start laughing at 12-16 weeks ◦ Anger ‣ When they want something and you won't let them have it, starts 2 months ‣ When they are separated from a caregiver or kept from their goals, starts 1 year ◦ Fear ‣ First at 6-7 months with strangers ‣ This fear continues and grows until 2 years ‣ Fears of other things from 7-12 months (declines at a year) • Some emotions come later in life ◦ "Self-conscious" emotions ◦ Way they see themselves ◦ Socialization ◦ Shame and embarrassment at 18 months ‣ Time to potty train because they show shame when they wet their pants ◦ Guilt, pride, and jealousy at 2-3 years • Adolescent emotions ◦ More negative emotions, especially with parents • Matching others emotions ◦ From birth, pick up on "emotional contagions" where if one person is feeling something, it spreads to other people ◦ "Social referencing" is looking to others to see how you should react to something ◦ Socialization plays a big role in how we express emotions ‣ Agents of socialization • Parents, teachers, other adults and children, news, movies, music, social institutions like school and church • Emotional self-regulation ◦ Babies do it when they cry or suck ◦ Later, regulations becomes complicated and tied to cognitive development ◦ Transitions from innate to labeling emotions to keep check of them ‣ Labeling butterﬂies in your stomach about a roller coaster as anxiety or excitement ◦ Start relying on ourselves for this when parents can't immediately satisfy desires ‣ Parents can't pick them up, must learn to calm themself down ◦ Start using language more to calm down and explain to yourself ◦ Brain develops and we can regulate emotions better ◦ Kids are motivated to regulate emotions by adult expectations ‣ No yelling allowed in the classroom ◦ Marshmallow video ‣ Self-control affects success • Rules for showing emotions ◦ Learned within sociocultural context ◦ Knowledge about emotional display increases from grades 1-5, then slows down • Culture affects ◦ The way we label and categorize emotions ◦ The way we express emotions ◦ Situations that cause certain emotions ◦ The way we talk about emotions ‣ Korean teachers called it frustration, not anger, so that it isn't directed at the kids • How to promote positive emotional development ◦ Comfort crying babies ◦ Label kids' faces (are you feeling sad?) ◦ Teach kids how to communicate emotions ◦ Create a positive, warm environment ◦ Watch your own emotional regulation and model it ◦ Give kids outlets for emotion that are appropriate for their age ◦ Talk about emotions of characters in stories or history ◦ Ask children to hypothesize about others emotions ◦ Understand that kids from different cultures will express differently ◦ Help boys and girls both learn to express and regulate emotion ◦ Help limit stress on kids ‣ Especially for children with special needs ◦ Use research to give you tools Temperament and Personality • Temperament: ◦ Way we typically respond to the world ◦ Some genetic factors, but mostly environmental
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