Feelings and Emotions of Child
Feelings and Emotions of Child
Every mental process has its affective or feeling factor, which may be so prominent that the significance which the mental experience may have for consciousness is the way in which it affects us.
Affective states are divided into two groups: feelings either pleasant or unpleasant which arise in connection with sense experiences; and emotions which are experienced in connection with ideas.
The popular theory of general acceptance as to which situations give rise to pleasure and which displeasure is that “free, unhampered gratification of original impulses” are accompanied by pleasure while interruption or restraint of such impulses are annoying.
Writers list independent “annoyers” and “satisfiers” such as physical injury, bitter, sour and salty tastes, bad odors and intense sensory stimuli as sense impressions which call forth displeasure; and physical well-being, sweet tastes, and moderate stimulation of sense organs as giving rise to expressions of pleasure.
The expressions of feelings during the early years of childhood are free and unrestrained, and take a prominent place in the child’s activities.
The first expressions are of unpleasant feelings, but those of pleasure, while mild in comparison with the violence of the former, are early distinguishable.
The first expressions of displeasure are likely in response to overstimulation of the sense organs of touch.
The first evidences of pleasure are associated with the food taking process, and sensations of touch , taste and temperature.Both reactions are noted within the first few days.
The number and frequency increases rapidly until children are often spoken of as “playthings of their feelings.” “They are abandoned to joy, grief, passion, fear, and rage.They are bashful, show off, weep, laugh, desire, are curious, eager, regret, and swell with passion. There is color in their souls, brilliant, livid, loud.Their hearts are yet young, fresh, and in the golden age.”
The emotions are also part of the original equipment of the child. Every person is born with the possibility of experiencing anger, fear, joy, grief, jealousy, hate, awe, and all other emotions.
The theory that each instinctive tendency has its accompanying emotion is far from true for some instinctive activities may be accompanied by half a dozen distinct emotions following in rapid succession, and again the same emotion may arise in connection with several instinctive tendencies.
Because of the instinctive basis of emotions, age and experience bring continuous change in the emotional life of the child. During infancy the affective elements of consciousness are more transient, more easily produced or inhibited by suggestion than in later childhood or adult life.
The outward expression of emotions proceed in their development in two waves, the crests at four or five years and again just after puberty.
With the development of general mental and motor control, and the decline or modification of instinctive tendencies the emotional life becomes more and more stable. With these changes and development there are correlated advances in refinement of the affective processes which give rise to higher emotions or sentiments which are fundamental to moral, religious and aesthetic attainment.
Article Source ; The Psychology of preschool child Submitted by Iris Coldwell Frampton