Among all different developmental fields, emotional expression plays a very important role for people to understand infants and toddlers’ feelings before they can express their thoughts accurately by language communication. In simple words, emotion means the rapid appraisal of the personal significance of the situation, which prepares people for action. For example, happiness, interest, surprise, fear, anger, and sadness are the six basic emotions in humans (Berk, 2012); people can easily identify one’s emotional state by observing his or her facial expression in many situations. Although the expression of emotion is universal, much research shows that emotional development can vary quite a bit by culture.
According to Camras et al. (1998), emotion expression is different in European American, Japanese, and Chinese infants. In the research, they selected infants that were 11-month-old from three different cultural groups, and each group was divided equally by gender. Each baby was going to wear lightweight clothing and participate in three procedures (arm restraint, vanishing toy, and growing gorilla) during the experiment. The infants’ facial expressions were going to code with the Baby Facial Action Coding System (BabyFACS), which is an anatomically based coding system that describes facial movement in babies. All procedures were recorded by two camcorders; one of them was showing only a close-up view of infant’s face; another one was showing a wide-angle view of infant’s whole body movement (Camras et al., 1998).
After the three dependant variables (facial movement time, expression variability, and expression lability) were analyzed, the researchers found that Chinese infants were the least expressive when compared to Europe...
... middle of paper ...
...ferences of emotional expression among different cultures. Most of the people generally agree that children who grew up in Asian culture will tend to control their negative emotions and have less facial expressivity; while the children who grew up in Western culture are more willing to express their feelings directly and have greater facial expressivity. Although the studies mentioned above showed the cultural influences in emotional development, participants were all from normal family (with two parents). Future study may also try to explore the cultural influences in emotional expression by studying children from single parent family; furthermore, there may also be differences in emotional development if children are growing up with siblings or pets. Child is a little creature that full of possibility; future research may explore more unknown sides of the children.
Newborns do not contribute much to society at large. In fact, they do not do much in general. It is impossible to know the details of what goes on in an infant’s mind. One of the things we do know about newborns is that sleep is crucial and they spend an average of 16-18 hours each day sleeping (Ward, 2015). This paper will examine the experiences of one mother’s decisions in regard to sleeping arrangements and the values, both cultural and personal, that support these arrangements. It will also compare her decisions to the decisions of U.S. and Mayan mothers discussed in the research article “Cultural Variation in Infants’ Sleeping Arrangements: Questions of Independence.” The mother who was interviewed for this paper is 54 years old and
Language and emotion are very important to human development as it creates identity and perception of the self. In addition, language and emotion are important to socialization and a person’s perception of the world. These messages are taught differently throughout the world and are influenced by the family, community and culture therefore children adapt as a result of their learned experiences (Miller and Mangelsdorf 2005). This paper focuses on research conducted by Kusserow (1999), Fung (1999) and Orellana (2001). The researchers’ methodologies differ greatly but each touches on the approach of socializing children into each culture and subculture’s teachings on acquiring various forms of language and emotion.
Levine, L. E., & Munsch, J. (2011). Regulations of Emotions. In L. E. Levine, & J. Munsch, Child Development: An Active Approach (p. 371). Thousand Oaks: SAGE Publishers.
While communicating with another human being, one only has to examine the other’s face in order to comprehend what is being said on a much deeper level. It is said that up to 55 percent of a message’s meaning can be derived from facial expression (Subramani, 2010). These facial manipulations allow thoughts to be expressed in ways that are often difficult to articulate verbally, with the face demonstrating “the thoughts of the mind, and the feelings of the heart” (Singla). Many expressions are said to universal, particularly those showing happiness, sadness, fear, anger, disgust, and...
Empathy is a really important aspect in a child’s life, as it helps them understand their emotions, increases prosocial behavior, as well as helps preschoolers understand others emotions while interacting with their peers. Facial expressions are another part of child’s understanding of what’s going on with another person’s emotions. An encouragement for the child during preschool years is crucial in order for the child to learn and regulate certain behaviors. However, during the preschool years children are able to communicate a limited amount of emotions they are feeling through the help of the teachers, and by interacting with their peers (Prosocial Behavior, 2002) As the child is growing they will interact more with peers, which will lead them to understand their interests and abilities. They are able to communicate their likes and dislikes during the preschool stage. During the early years many theorists had suggested that young children are too egocentric, and cannot understand or perform empathy (Bierhoff, 2002). However, recent studies have clearly stated that young children are capable of displaying many different types of behaviors, which show empathy towards others, and motivates them to have a prosocial behavior. However, it is a challenge for preschoolers to communicate while showing empathy, as they have limited amount of language they can use. A very common way of knowing whether a preschooler is showing empathy is by observing their reaction to another child’s stress (Prosocial Behavior, 2002).
According to this theory, external forces can influence the development of emotions. A child can mature a lot quicker when they are placed in an environmen...
Woods states that nonverbal patterns reflect specific cultures and nonverbal behavior is not instinctive but learned in the process of socialization (p. 124). Our culture in Puerto Rico, children are considered to be disrespectful if they make eye contact when spoken to by an adult; especially when being reprimanded. Nevertheless, closing one’s eyes completely is a sign of unreserved disrespect when someone is speaking to
Life without emotions would lack meaning, texture, richness, joy and the connection with others (Leahy, R.L., et al, 2012). Emotion can be defined as various states of feelings, thoughts and verbal interactions that individuals can experience (White el al., 2012). It is from this that individuals are able to create relationships with others, in this case infants are able to create attachments to their parents. For the purpose of this essay, emotions can be categorised into two parts; over-regulation and under-regulation. Over-regulation is one's ability to suppress evidence of emotional distress in various situ...
Duenwald, Mary. "The Physiology Of... Facial Expressions." Discover Magazine. 02 Jan. 2005. Web. 03 Feb. 2014.
The ideas of this article intrigued me because of the information presented in the beginning paragraphs. This article elaborates upon how important the ability of being able to distinguish between positive and negative emotions is. Through the faces presented in the start of the article, I learned that affective development “generally precedes cognitive and behavioral development, as children experience emotions and react to them long before they are able to verbalize or cope. However, social and emotional competencies do not unfold automatically; rather they are strongly influenced by the child’s early learning environment” (Kramer, Caldarella, Christensen & Shatzer 2010). As an educator, I feel as though this is a pertinent piece of important information. Oftentimes students will view school as their safe-haven, and, with all the struggles that they are facing at home, emotions are let loose in the wrong ways. This social-emotional learning program reportedly help...
This literature review will aim to discuss the universality of facial expressions of emotion drawing up points from a biological social and psychological view. Focusing on the debate of whether universal facial expressions of emotion exist through the biological perspective and if they don’t through a social perspective. As a result the biological and social perspective will be both merged to clarify the presence of certain universal expressions or emotion and the absence of others. Thus touching upon Charles Darwin’s theory, an anthropological cultural perspective, studies with blind children, and a study on mirco-expression and corpse muscles and finally language as a limitation. Since Facial expressions are the communication of emotion. As well as emotional images stimulate facial expressions.
The experimenter played with the target act (toy) twice. Then the emoter entered, and the experimenter played with the target act again. The emoter responded, the experimenter gave the child the target act to play with for 20 seconds, and looked away from child. Latency to touch (the time from placement of toy on table to infant first touch), duration of touch (total time infants spent touching toy), and imitation score (how many times the infant played with toy) were recorded (Repacholi, 2014). The amount of time the infant looked at the emoter, and the facial expressions of the infant were observed and converted to a quantitative scale using Hertenstein & Campos, 2004 methods during the 20-second time was also recorded. “Anger-attentive and anger-distracted children took significantly longer to touch the objects than anger-back and control, and anger-attentive took significantly longer to touch than anger-absent. Anger-attentive were less likely to imitate than anger-back, anger-absent, and control. Anger-distracted had lower imitation scores than anger-absent and
Facial expression recognition (FER) was determined by child scores on two FER tasks: the emotion-matching task and the emotion-labeling task. Children and their parents in the focus cohort were invited to the Generation R Research Center when participants were 36-months old. The final study consisted of 808 children with data on both FER tasks. During the emotion-matching task, images of human faces depicting four emotions (happiness, sadness, anger and fear) were presented to the children on a touch sensitive monitor. Children were presented two faces on the bottom of the screen, and one image at the top of the screen. They were instructed to choose the face that matched the emotion of the target face using the touch-sensitive monitor. There
Early childhood reveals a distinctive opportunity for the foundation of a healthy development and a time of immense growth and of helplessness. In early childhood, children begin to learn what causes emotions and begin noticing others reactions to these feelings. They begin to learn to manage and control their feelings in self regulation. Emotional self regulation refers to the strategies used to adjust emotions to a contented level so goals can be accomplished. This requires voluntary, effortless management of emotions (Berk, 2007). Promoting young children’s social-emotional development is essential for three interconnected reasons: Positive social-emotional development provides a base for life-long learning; Social skills and emotional self-regulation are integrally related to later academic success in school, Prevention of future social and behavioral difficulties is more effective than later remediation (U.S Department of Health and Human Services). Research on early childhood has highlighted the strength of the first five years of a child’s life on thier social-emotional development. Neg...
assist in the development of emotions in early childhood (Berk & Meyers, 2016). These different