V.ramirez AffectiveDomain

8/12/2019 V.ramirez AffectiveDomain

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Affective DomaEmotional Develop

Victoria Ramirez

Fresno Pacific University


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What is Emotional Development

Emotional development, also described as the affectivdomain, is learning about ones emotions, understandanother persons feelings, acquiring a concept of self, development of self-efficacy (Kostelnik, Soderman &W2011).


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How does emotional developmenemerge?

Emotional development is often seen as progressing insame manner, and as being impacted by both interna(biological predispositions, within-child abilities) and e(physical and social environment) influences. And, juschildrens language or mental capabilities develop as aof maturation and experience, so too does childrensemotional development (Brett, Smith, Price & Huitt,


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Ericksons Stage Theory of EmotioDevelopment

Erik Erikson theorized thathuman development ranges ona continuum characterized byopposite emotional poles ineach of the stages.

When children are mostly

successful in moving throughthese various stages, theiroverall affective developmenttends to fall toward thepositive emotional pole.


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Emotional Intelligence

Daniel Golemen (1997) author ofEmotional Intelligence, describeshealthy emotional development asemotional intelligence which consist ofthe abilities and skills required tomanage emotions, engage in positive

interactions and most importantly,communicate effectively and positively(Kostelnik, Soderman &Whiren,2011).


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Basic Skills for Emotional IntelligenceSkill Set Emotional Intelligence Components

Self-Awareness Ability to identify thoughts, feelings, and strengths; underrecognizing how thoughts, feelings and strengths influenceactions

Social-Awareness Capacity to recognize and understand others thoughts andeveloping empathy; ability to take the perspective of oth

Self-Management Ability to manage emotions so that they facilitate rather

with the task at hand; setting long and short term goals; obstacles

ResponsibleDecision Making

The skill to generate, implement, and evaluate positive ansolutions to problems; tendency to consider the long-term

Relationship Skills Ability to resist negative peer pressure and to resolve confway that you maintain healthy and rewarding connectionindividuals and groups


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Fostering Emotional Developin the Early Childhood Ce

Supporting and promoting healthy social adevelopment in children still remains one ogoals of early childhood centers because reshown, and early childhood educators univunderstand, that childrens social and emo

are vital for school readiness and are key bfor cognitive development and knowledge


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Core Elements and Purpose for EmotDevelopment

According to the National Scientific Council on the Developing C(2005), the core features of emotional development include theidentify and understand ones own feelings, to accurately read comprehend emotional states in others, to manage strong emottheir expression in a constructive manner, to regulate ones ownto develop empathy for others and to establish and sustain rela

Effective educators and caregivers acknowledge these key elememotional development and implement teaching strategies andwithin the early learning environment; all with the purpose of emotional development in which children view themselves as vacapable (Kostelnik, Soderman &Whiren, 2011).


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Supporting Emotional Development iEarly Childhood Environment

Providing effective support forchildrens emotionaldevelopmentstarts with paying attention totheir feelings and noticing how theymanage them.

By acknowledging childrensemotional responses and providing

guidance, caregivers and educatorscan help children understand andaccept feelings, and developeffective strategies for managingthem.


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Emotional Development Teaching StrateSelf-Awareness and Social-Awarenes

Promote childrens emotional awareness and sense of wort

Structure activities and experiences specifically to build aof situations and events that influence emotions.

Help children learn to acknowledge and label their feelinthey participate in classroom activities.

Use a wide array of feelings words that represent varihappy, mad, sad and afraid.


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Assist children with identifying whatothers people look like and sound likewhen expressing different emotions.

Provide sample scripts to help

children express their emotions andneeds.

For sample scripts visit:http://csefel.vanderbilt.edu/index.html

Help children find satisfying ways to express their emotionothers and to assert themselves appropriately.


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Choose literature in which the characters respond to emotia variety of ways, and discuss how they felt and acted.

Have children dramatizesituations in which differentemotions are handledappropriately.

Use puppets to model

different emotionsappropriately.


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Emotional Development Teaching StrateSelf-Management and Responsible Deci

MakingPromote childrens ability to meet age-appropriateexpectations for self-discipline. Notice when children exhibit self-control

Use positive consequences to bring these constructivebehaviors to childrens attention

Be patient, firm, and objective when you are helping chmodify their behavior.

View childrens inappropriate behavior as a gap in thknowledge or skills.


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Set effective limits with clearly defined expectations.

Involve children in structuring classroom rules, and apply and logical consequences consistently when rules are not o


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Enhance childrens growing sense ofautonomy and initiative by giving

them frequent opportunities tomake choices and decisions.

Make it easy for children to usematerials and equipmentindependently.


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ResourcesAbout emotional development. (2013, January 1). KidsMatter. Retrieved July 14, 2014, fromhttp://www.kidsmatter.edu.au/families/about-emotions/childrens-emotions/how-childrens-emchange

Boyd, J., Barnett, S., Badrova, E., Leong, D., & Gomby, D. (2005, March 1). Promoting Child

Emotional Development through Preschool Education. . Retrieved July 13, 2014, fromhttp://nieer.org/resources/policyreports/report7.pdf

Brett, A., Smith, M., Price, E., & Huitt, W. (2003). Overview of the affective domain. EducatioInteractive. Valdosta, GA: Valdosta State University. Retrieved

from http://www.edpsycinteractive.org/brilstar/chapters/affectdev.pdf

CSEFEL: Center on the Social and Emotional Foundations for Early Learning. (n.d.). CSEFEL: Cand Emotional Foundations for Early Learning. Retrieved July 13, 2014, fromhttp://csefel.vanderbilt.edu/resources/strategies.html

Granholm, J. (n.d.). Social-Emotional Development in Young Children. . Retrieved July 14, 201from,http://www.michigan.gov/documents/Social_Emotional_Development_in_Young_Children_G

Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2011). Affective Domain. Developmentallycurriculum: best practices in early childhood education(5th ed.). Upper Saddle River, N.J.: PeaHall.

Making Sense of Childrens Emotions. (2013, January 1). KidsMatter. Retrieved July 14, 2014from:http://www.kidsmatter.edu.au/sites/default/files/public/KMP_C3_CDUE_MakingSenseOfC
http://csefel.vanderbilt.edu/resources/strategies.htmlhttp://csefel.vanderbilt.edu/resources/strategies.htmlhttp://csefel.vanderbilt.edu/resources/strategies.htmlhttp://csefel.vanderbilt.edu/resources/strategies.html

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