Feelings and Emotions of Child

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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.

Feelings and Emotions of Child : Preschool child Psychology and The expressions of anger,fear,joy, grief, jealousy,hate.during the early years of childhood.

Feelings and Emotions of Child

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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.

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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

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