Emotional Development

From Infancy To Adolescence

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 Assignment Submitted by Group members:
Group#3
Rumesa Yousuf: searching, ideas, assignment done and checked.

Rida Raees: work on topic.

Sidra Akram: work on topic

Sara Sajid: work on topic, made conclusion of an assignment.

Sehrish Naeem: Work on topic

Sobia Ahmed: work on topic, made presentation on PowerPoint.

Submitted to:

MAAM GOHAR

Major Department
CENTRE OF EXCELLENCE FOR WOMENS
STUDIES

MINOR DEPARTMENT
EDUCATION

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 Table of Content:
Topics: Page: no:

Introduction 3

Stages of development from infancy to adolescence 4

Hope; (birth 2 years) 5

Will; (24 years) 7

Purpose; (45 years) 8

Competence; (512 years) 11

Fidelity; (1319 years) 13

Conclusion 15

Bibliography 16

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 Emotional Development from
Infancy to Adolescence:
The process by which infants and children begin developing the capacity to
experience, express, and interpret emotions.
Emotional development is the emergence of a child's experience, expression, understanding, and
regulation of emotions from birth through late adolescence. It also comprises how growth and
changes in these processes concerning emotions occur. Emotional development does not occur in
isolation; neural, cognitive, and behavioral development interact with emotional development
and social and cultural influences, and context also play a role. Various emotional development
theories are proposed, but there is general agreement on age-related milestones in emotional
development. Emotional development involves learning what feelings and emotions, understand
how and why they happen, recognizing ones own feelings and those of others, and developing
effective ways of managing them. It is easier to understand how important physical growth and
development is for kids but what about the emotional development? When our kids grow taller,
or learn to walk, its so obvious to see. Yet when our kids understand how to share, take turns or
make their own friends, its often not noticed. In fact, were more likely to notice the lack of
social and emotional skills in our children than how accomplished they become as they grow.

The emotional aspect of development relates to a child understanding and controlling their
internal emotions while balancing external social elements of interacting with other people and
family.

What is emotional development?

The development of the emotional health of a child is essential to his appropriate behavior,
understanding of life and transition to adulthood. Social emotional development helps shape a
child into what he will become later in life by teaching proper reactions to emotional matters. .
Emotional development is the process of learning how to understand and control emotions.

The Eight Stages of Emotional Development

From Baby to Adult:
The developmental psychologist and psychoanalyst Erik Erikson argued that the emotional and
social development of a human being takes place in eight phases, "the eight stages of man." The
first four stages deal with early childhood's emotional and social development.

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 Stages of Development from Infancy to
Adolescence:

Approximat Virtues Psychosocial Significant Existential Examples

e Age crisis relationship question
0-2 years Hope Basic trust Mother Can I trust Feeding,
versus the world? abandonment
mistrust
24 years Will Autonomy Parents Is it okay to Toilet training,
versus shame be me? clothing
and doubt themselves
45 years Purpose Initiative Family Is it okay for Exploring,
versus guilt me to do, using tools or
move, and making art
act?
512 years Competenc Industry Neighbors, Can I make it School, sports
e versus school in the world
inferiority of people and
things?
1319 years Fidelity Identity versus Peers, role Who am I? Social
role confusion model Who can I relationships
be?

Hopes: Learning Basic Trust Versus Basic

Mistrust:(birth 2 years)
Can I Trust the World?

The first stage of Erik Erikson's theory centers around the infant's basic needs being met by the
parents and this interaction leading to trust or mistrust. Trust as defined by Erikson is "an
essential truthfulness of others as well as a fundamental sense of one's own trustworthiness The
infant depends on the parents, especially the mother, for sustenance and comfort. The child's
relative understanding of world and society come from the parents and their interaction with the
child. A child's first trust is always with the parent or caregiver, If the parents expose the child to
warmth, regularity, and dependable affection, the infant's view of the world will be one of trust.
Should the parents fail to provide a secure environment and to meet the child's basic needs; a
sense of mistrust will result Development of mistrust can lead to feelings of frustration,
suspicion, withdrawal, and a lack of confidence

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According to Erik Erikson, the major developmental task in infancy is to learn whether or not
other people, especially primary caregivers, regularly satisfy basic needs. If caregivers are
consistent sources of food, comfort, and affection, an infant learns trust- that others are
dependable and reliable. If they are neglectful, or perhaps even abusive, the infant instead learns
mistrust- that the world is an undependable, unpredictable, and possibly a dangerous place.
While negative, having some experience with mistrust allows the infant to gain an understanding
of what constitutes dangerous situations later in life, yet being at the stage of infant or toddler; it
is a good idea not to put them in situations of mistrust, the child's number one needs are to feel
safe, comforted, and well cared for.

Emotional expressivity:

Between six and ten weeks, a social smile emerges, usually accompanied by other pleasure-
indicative actions and sounds, including cooing and mouthing. This social smile occurs in
response to adult smiles and interactions. It derives its name from the unique process by which
the infant engages a person in a social act, doing so by expressing pleasure (a smile), which
consequently elicits a positive response.

As infants become more aware of their environment, smiling occurs in response to a wider
variety of contexts. They may smile when they see a toy they have previously enjoyed. They
may smile when receiving praise for accomplishing a difficult task. Smiles such as these, like the
social smile, are considered to serve a developmental function.

Laughter, which begins at around three or four months, requires a level of cognitive
development because it demonstrates that the child can recognize incongruity. That is,
laughter is usually elicited by actions that deviate from the norm, such as being kissed on the
abdomen or a caregiver playing peek-a-boo. Because it fosters reciprocal interactions with
others, laughter promotes social development.

Later infancy:

Emotional expressivity:

During the last half of the first year, infants begin expressing fear, disgust, and anger because
of the maturation of cognitive abilities. Anger, often expressed by crying, is a frequent emotion
expressed by infants. As is the case with all emotional expressions, anger serves an adaptive
function, signaling to caregivers of the infant's discomfort or displeasure, letting them know that
something needs to be changed or altered. Although some infants respond to distressing events
with sadness, anger is more common.

. Caregivers supply infants with a secure base from which to explore their world, and
accordingly an exploring infant will generally not move beyond eyesight of the caregiver. Infants
repeatedly check with their caregivers for emotional cues regarding safety and security of their
explorations. If, for instance, they wander too close to something their caregiver perceives as

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dangerous, they will detect the alarm in the caregiver's facial expression, become alarmed
themselves, and retreat from the potentially perilous situation. Infants look to caregivers for
facial cues for the appropriate reaction to unfamiliar adults. If the stranger is a trusted friend of
the caregiver, the infant is more likely to respond favorably, whereas if the stranger is unknown
to the caregiver, the infant may respond with anxiety and distress. Another factor is the infant's
temperament.

A second fear of this stage is called separation anxiety. Infants seven to twelve months old
may cry in fear if the mother or caregiver leaves them in an unfamiliar place.

Many studies have been conducted to assess the type and quality of emotional communication
between caregivers and infants. Parents are one of the primary sources that socialize children to
communicate emotional experience in culturally specific ways. That is, through such processes
as modeling, direct instruction, and imitation, parents teach their children which emotional
expressions are appropriate to express within their specific sub-culture and the broader social
context.

Socialization of emotion begins in infancy. Research indicates that when mothers interact
with their infants they demonstrate emotional displays in an exaggerated slow motion, and that
these types of display are highly interesting to infants. It is thought that this process is significant
in the infant's acquisition of cultural and social codes for emotional display, teaching them how
to express their emotions, and the degree of acceptability associated with different types of
emotional behaviors.

Will: Learning Autonomy vs. shame and doubt

(24 years):
Is It OK to Be Me?

As the child gains control over eliminative functions and motor abilities, they begin to explore
their surroundings. The parents still provide a strong base of a security from which the child can
venture out to assert their will. The parents' patience and encouragement helps foster autonomy
in the child. Children at this age like to explore the world around them and they are constantly
learning about their environment.

At this age children develop their first interests. For example, a child who enjoys music may like
to play with the radio. Children who enjoy the outdoors may be interested in animals and plants.
Highly restrictive parents, however, are more likely to instill in the child a sense of doubt, and
reluctance to attempt new challenges.

If caregivers encourage self-sufficient behavior, toddlers develop a sense of autonomya sense

of being able to handle many problems on their own. But if caregivers demand too much too
soon, refuse to let children perform tasks of which they are capable, or ridicule early attempts at

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self-sufficiency; children may instead develop shame and doubt about their ability to handle
problems.

Emotional expressivity

During the second year, infants express emotions of shame or embarrassment and pride. These
emotions mature in all children and adults contribute to their development. However, the reason
for the shame or pride is learned. Different cultures value different actions. One culture may
teach its children to express pride upon winning a competitive event, whereas another may teach
children to dampen their cheer, or even to feel shame at another person's loss.

Emotional understanding

During this stage of development, toddlers acquire language and are learning to verbally express
their feelings. In 1986, Inge Bretherton and colleagues found that 30% of American 20-month-
olds correctly labeled a series of emotional and physiological states, including sleep-fatigue,
pain, distress, disgust, and affection. This ability, rudimentary as it is during early
toddlerhood, is the first step in the development of emotional self-regulation skills.

Although there is debate concerning an acceptable definition of emotion regulation, it is

generally thought to involve the ability to recognize and label emotions, and to control emotional
expression in ways that are consistent with cultural expectations. In infancy, children largely rely
on adults to help them regulate their emotional states. If they are uncomfortable they may be able
to communicate this state by crying, but have little hope of alleviating the discomfort on their
own. In toddler-hood, however, children begin to develop skills to regulate their emotions with
the emergence of language providing an important tool to assist in this process. Being able to
articulate an emotional state in itself has a regulatory effect in that it enables children to
communicate their feelings to a person capable of helping them manage their emotional state.
Speech also enables children to self-regulate, using soothing language to talk themselves through
difficult situations.

Purpose: Learning Initiative vs. guilt

(locomotors-genital, preschool, 45 years)
Is it OK for Me to Do, Move, and Act?

Initiative adds to autonomy the quality of undertaking, planning and attacking a task for the sake
of just being active and on the move. The child is learning to master the world around them,
learning basic skills and principles of physics. Things fall down, not up. Round things roll. They
learn how to zip and tie, count and speak with ease. At this stage, the child wants to begin and
complete their own actions for a purpose. Guilt is a confusing new emotion. They may feel guilty
over things that logically should not cause guilt. They may feel guilt when this initiative does not
produce desired results.

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The development of courage and independence are what set preschoolers, ages three to six years
of age, apart from other age groups. Young children in this category face the challenge of
initiative versus guilt. As described in Bee and Boyd (2004), the child during this stage faces the
complexities of planning and developing a sense of judgment. During this stage, the child learns
to take initiative and prepare for leadership and goal achievement roles. Activities sought out by
a child in this stage may include risk-taking behaviors, such as crossing a street alone or riding a
bike without a helmet; both these examples involve self-limits.

Within instances requiring initiative, the child may also develop negative behaviors. These
behaviors are a result of the child developing a sense of frustration for not being able to achieve a
goal as planned and may engage in behaviors that seem aggressive, ruthless, and overly assertive
to parents. Aggressive behaviors, such as throwing objects, hitting, or yelling, are examples of
observable behaviors during this stage.

Preschool years - (3-6)

Emotional expressivity

Children's capacity to regulate their emotional behavior continues to advance during this stage of
development. Parents help preschoolers acquire skills to cope with negative emotional states by
teaching and modeling use of verbal reasoning and explanation. For example, when preparing a
child for a potentially emotionally evocative event, such as a trip to the doctor's office or
weekend at their grandparents' house, parents will often offer comforting advice, such as "the
doctor only wants to help" or "grandma and grandpa have all kinds of fun plans for the
weekend." This kind of emotional preparation is crucial for the child if he or she is to develop the
skills necessary to regulate their own negative emotional states. Children who have trouble
learning and/or enacting these types of coping skills often exhibit acting out types of behavior,
or, conversely, can become withdrawn when confronted with fear or anxiety-provoking
situations.

Beginning at about age four, children acquire the ability to alter their emotional expressions, a
skill of high value in cultures that require frequent disingenuous social displays. Psychologists
call these skills emotion display rules, culture-specific rules regarding the appropriateness of
expressing in certain situations. As such, one's external emotional expression need not match
one's internal emotional state. For example, in Western culture, we teach children that they
should smile and say thank-you when receiving a gift, even if they really do not like the present.
The ability to use display rules is complex. It requires that children understand the need to alter
emotional displays, take the perspective of another, know that external states need not match
internal states, have the muscular control to produce emotional expressions, be sensitive to social
contextual cues that alert them to alter their expressivity, and have the motivation to enact
such discrepant displays in a convincing manner.

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It is thought that in the preschool years, parents are the primary socializing force, teaching
appropriate emotional expression in children. Moreover, children learn at about age three that
expressions of anger and aggression are to be controlled in the presence of adults. Around
peers, however, children are much less likely to suppress negative emotional behavior. It appears
that these differences arise as a result of the different consequences they have received for
expressing negative emotions in front of adults as opposed to their peers. Further, this distinction
made by childrenas a function of social contextdemonstrates that preschoolers have begun
to internalize society's rules governing the appropriate expression of emotions.

Carolyn Saarni, an innovator in the exploration of emotional development, has identified two
types of emotional display rules, prosocial and self-protective. Prosocial display rules involve
altering emotional displays in order to protect another's feelings. For example, a child might not
like the sweater she received from her aunt, but would appear happy because she did not want to
make her aunt feel badly. On the other hand, self-protective display rules involve masking
emotion in order to save face or to protect oneself from negative consequences. For instance, a
child may feign toughness when he trips in front of his peers and scrapes his knee, in order to
avoid teasing and further embarrassment. In 1986 research findings were mixed concerning the
order in which prosocial and self-protective display rules are learned. Some studies demonstrate
that knowledge of self-protective display rules emerges first, whereas other studies show the
opposite effect.

There also has been research done examining how children alter their emotional displays.
Researchers Jackie Gnepp and Debra Hess in 1986 found that there is greater pressure on
children to modify their verbal rather than facial emotional expressions. It is easier for
preschoolers to control their verbal utterances than their facial muscles.

Emotional understanding

Beginning at about age four or five, children develop a more sophisticated understanding of
others' emotional states. Although it has been demonstrated that empathy emerges at quite a
young age, with rudimentary displays emerging during toddlerhood, increasing cognitive
development enables preschoolers to arrive at a more complex understanding of emotions.
Through repeated experiences, children begin to develop their own theories of others' emotional
states by referring to causes and consequences of emotions, and by observing and being sensitive
to behavioral cues that indicate emotional distress. For instance, when asked why a playmate is
upset, a child might respond "Because the teacher took his toy" or by reference to some other
external cause, usually one that relates to an occurrence familiar to them. Children of this age are
also beginning to make predictions about others' experience and expression of emotions, such as
predicting that a happy child will be more likely to share his or her toys.

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 Competence: Industry vs. Inferiority (latency,
512 years)
Can I make it in the World of People and Things?

The aim to bring a productive situation to completion gradually supersedes the whims and
wishes of play. The fundamentals of technology are developed. The failure to master trust,
autonomy, and industrious skills may cause the child to doubt his or her future, leading to shame,
guilt, and the experience of defeat and inferiority.

"Children at this age are becoming more aware of themselves as individuals." They work hard at
"being responsible, being good and doing it right." They are now more reasonable to share and
cooperate. Allen and Marotz (2003also list some perceptual cognitive developmental traits
specific for this age group. Children grasp the concepts of space and time in more logical,
practical ways. They gain a better understanding of cause and effect, and of calendar time. At this
stage, children are eager to learn and accomplish more complex skills: reading, writing, telling
time. They also get to form moral values, recognize cultural and individual differences and are
able to manage most of their personal needs and grooming with minimal assistance. At this stage,
children might express their independence by talking back and being disobedient and rebellious.

Erikson viewed the elementary school years as critical for the development of self-confidence.
Ideally, elementary school provides many opportunities for children to achieve the recognition of
teachers, parents and peers by producing things- drawing pictures, solving addition problems,
writing sentences, and so on. If children are encouraged to make and do things and are then
praised for their accomplishments, they begin to demonstrate industry by being diligent,
persevering at tasks until completed and putting work before pleasure. If children are instead
ridiculed or punished for their efforts or if they find they are incapable of meeting their teachers'
and parents' expectations, they develop feelings of inferiority about their capabilities.

At this age, children start recognizing their special talents and continue to discover interests as
their education improves. They may begin to choose to do more activities to pursue that interest,
such as joining a sport if they know they have athletic ability, or joining the band if they are good
at music. If not allowed to discover their own talents in their own time, they will develop a sense
of lack of motivation, low self-esteem, and lethargy. They may become "couch potatoes" if they
are not allowed to develop interests.

Middle childhood years (7-11)

Emotional expressivity

Children ages seven to eleven display a wider variety of self-regulation skills. Sophistication in
understanding and enacting cultural display rules has increased dramatically by this stage, such
that by now children begin to know when to control emotional expressivity as well as have a

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sufficient repertoire of behavioral regulation skills allowing them to effectively mask emotions in
socially appropriate ways. Research has indicated that children at this age have become sensitive
to the social contextual cues which serve to guide their decisions to express or control negative
emotions. Several factors influence their emotion management decisions, including the type of
emotion experienced, the nature of their relationship with the person involved in the emotional
exchange, child age, and child gender. Moreover, it appears that children have developed a set of
expectations concerning the likely outcome of expressing emotion to others. In general, children
report regulating anger and sadness more to friends than mothers and fathers because they expect
to receive a negative responsesuch as teasing or belittlingfrom friends. With increasing age,
however, older children report expressing negative emotions more often to their mothers than
their fathers, expecting dads to respond negatively to an emotional display. These emotion
regulation skills are considered to be adaptive and deemed essential to establishing, developing,
and maintaining social relationships.

Children at this age also demonstrate that they possess rudimentary cognitive and behavioral
coping skills that serve to lessen the impact of an emotional event and in so doing, may in fact
alter their emotional experience. For example, when experiencing a negative emotional event,
children may respond by employing rationalization or minimization cognitive coping strategies,
in which they re-interpret or reconstruct the scenario to make it seem less threatening or
upsetting. Upon having their bicycle stolen or being deprived of television for a weekend, they
might tell themselves, "It's only a bike, at least I didn't get hurt" or "Maybe mom and dad will
make up something fun to do instead of watching TV."

Emotional understanding

During middle childhood, children begin to understand that the emotional states of others are
not as simple as they imagined in earlier years, and that they are often the result of complex
causes, some of which are not externally obvious. They also come to understand that it is
possible to experience more than one emotion at a time, although this ability is somewhat
restricted and evolves slowly. As Susan Harter and Nancy Whitsell demonstrated, seven-year-old
children are able to understand that a person can feel two emotions simultaneously, even if the
emotions are positive and negative. Children can feel happy and excited that their parents bought
them a bicycle, or angry and sad that a friend had hurt them, but they deny the possibility of
experiencing "mixed feelings." It is not until age ten that children are capable of understanding
that one can experience two seemingly contradictory emotions, such as feeling happy that they
were chosen for a team but also nervous about their responsibility to play well.

Displays of empathy also increase in frequency during this stage. Children from families that
regularly discuss the complexity of feelings will develop empathy more readily than those whose
families avoid such topics. Furthermore, parents who set consistent behavioral limits and who
themselves show high levels of concern for others are more likely to produce empathic children
than parents who are punitive or particularly harsh in restricting behavior.

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 Fidelity: identity vs. role confusion
(adolescence, 1319 years)
Who Am I and What Can I Be?

The adolescent is newly concerned with how they appear to others. Superego identity is the
accrued confidence that the outer sameness and continuity prepared in the future are matched by
the sameness and continuity of one's meaning for oneself, as evidenced in the promise of a
career. The ability to settle on a school or occupational identity is pleasant. In later stages of
Adolescence, the child develops a sense of sexual identity. As they make the transition from
childhood to adulthood, adolescents ponder the roles they will play in the adult world. Initially,
they are apt to experience some role confusionmixed ideas and feelings about the specific
ways in which they will fit into societyand may experiment with a variety of behaviors and
activities (e.g. tinkering with cars, baby-sitting for neighbors, affiliating with certain political or
religious groups). Eventually, Erikson proposed, most adolescents achieve a sense of identity
regarding who they are and where their lives are headed.

Erikson is credited with coining the term "Identity Crisis." Each stage that came before and that
follows has its own 'crisis', but even more so now, for this marks the transition from childhood to
adulthood. This passage is necessary because "Throughout infancy and childhood, a person
forms many identifications. But the need for identity in youth is not met by these."Adolescents
"are confronted by the need to re-establish [boundaries] for themselves and to do this in the face
of an often potentially hostile world." This is often challenging since commitments are being
asked for before particular identity roles have formed. At this point, one is in a state of 'identity
confusion', but society normally makes allowances for youth to "find themselves," and this state
is called 'the moratorium':

The problem of adolescence is one of role confusiona reluctance to commit which may haunt a
person into his mature years. Given the right conditionsand Erikson believes these are
essentially having enough space and time, a psychosocial moratorium, when a person can freely
experiment and explorewhat may emerge is a firm sense of identity, an emotional and deep
awareness of who he or she is.

As in other stages, bio-psycho-social forces are at work. No matter how one has been raised,
ones personal ideologies are now chosen for oneself. Often, this leads to conflict with adults
over religious and political orientations. Another area where teenagers are deciding for
themselves is their career choice, and often parents want to have a decisive say in that role. If
society is too insistent, the teenager will acquiesce to internal wishes, effectively forcing him or
her to foreclose on experimentation and, therefore, true self-discovery. Once someone settles on
a worldview and vocation, will he or she be able to integrate this aspect of self-definition into a
diverse society? According to Erikson, when an adolescent has balanced both perspectives of
What have I got? and What am I going to do with it? he or she has established their identity:

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Given that the next stage (Intimacy) is often characterized by marriage, many are tempted to cap
off the fifth stage at 20 years of age. However, these age ranges are actually quite fluid,
especially for the achievement of identity, since it may take many years to become grounded, to
identify the object of one's fidelity, to feel that one has "come of age

Adolescence years (12-18)

Emotional expressivity

Adolescents have become sophisticated at regulating their emotions. They have developed a
wide vocabulary with which to discuss, and thus influence, emotional states of themselves and
others. Adolescents are adept at interpreting social situations as part of the process of managing
emotional displays.

It is widely believed that by adolescence children have developed a set of expectations,

referred to as scripts, about how various people will react to their emotional displays, and
regulate their displays in accordance with these scripts. Research in this area has found that in
early adolescence, children begin breaking the emotionally intimate ties with their parents and
begin forming them with peers. In one study, for instance, eighth-grade students, particularly
boys, reported regulating (hiding) their emotions to (from) their mothers more than did either
fifth-or eleventh-grade adolescents. This dip in emotional expressivity towards mothers appeared
to be due to the boys' expectations of receiving less emotional support from their mothers. This
particular finding demonstrates the validity of the script hypothesis of self-regulations; children's
expectations of receiving little emotional support from their mothers, perhaps based on past
experience, guide their decisions to regulate emotions more strictly in their mothers' presence.

Another factor that plays a significant role in the ways adolescents regulate emotional displays is
their heightened sensitivity to others' evaluations of them, a sensitivity which can result in acute
self-awareness and self-consciousness as they try to blend into the dominant social structure.
David Elkind has described adolescents as operating as if they were in front of an imaginary
audience in which every action and detail is noted and evaluated by others. As such, adolescents
become very aware of the impact of emotional expressivity on their social interactions and
fundamentally, on obtaining peer approval. Because guidelines concerning the appropriateness of
emotional displays is highly culture-specific, adolescents have the difficult task of learning when
and how to express or regulate certain emotions.

As expected, gender plays a significant role in the types of emotions displayed by adolescents.
Boys are less likely than girls to disclose their fearful emotions during times of distress. This
reluctance was similarly supported by boys' belief that they would receive less understanding
and, in fact, probably be belittled, for expressing both aggressive and vulnerable emotions.

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Conclusion:

The emotional development is taking step day by day in childs growth like their
emotions can change according to their growing age as discuss in detail when the

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child is new born baby till 2years its totally depend to their mother counseling
doing by their mother they can explain their feeling through their action as they
more grow 2 to 4 years now its the time of basic learning which they adopt from
parent like toilet training, clothing themselves basic education also the got from
home. When the child is moving in 5 to 12 age they start school at this period the
child know their thing that what they want they start to make aim in this period
they just love to play with their study enjoying life with their innocence behavior.
At last in teen age when child is moving in mature life they try to take their
decision their thinking level going to be change the child who is growing in
counseling of their parent sometimes their opinion is different from their parents.
At this period of age teen ages are full of emotions their decision are totally taking
in emotion where they have to enter in their professional carrier but if the child is
correctly growing up in their age level so they would be good in their teen ages.
The parents, family, school and surrounding play a important role child emotional
development from born to till teen ages.

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