60 Word reply to each student to further the discussion between the two of you

Nov 17th, 2015
Sigchi4life
Category:
Psychology
Price: $10 USD

Question description

Original Question

Emotional Regulation

Emotional regulation is an important skill learned during early childhood. Your textbook states: “One of the most important aspects of emotional regulation is what it predicts later in development. Preschoolers and elementary-age children who express a great deal of anger, hostility, and other negative emotions show poorer social competence in school and are isolated from or rejected by peers (Eisenberg et al,. 1987; Fabes et al., 2002; Hubbard, 200; Zechmeister, Zechmeister, & Shaughnessy, 2001). Based on your Readings for this unit or on other research-based sources, answer this question: According to research, how can parents and other caregivers help children ages 2 to 6 to learn how to regulate their emotions, increase social competence, and improve peer relationships? Be sure your response includes original academic research/literature.

Student 1 Response:

Learning to regulate one’s emotions is a very important skill that is learned in early childhood.  Parents and other caregivers can help nurture and develop this skill throughout the child’s growth and development. It is a significant accomplishment as it is a precursor to how relationships will develop throughout their life.  

If a parent or caregiver can even attempt to manage a child’s emotions at thirty months will  have children who display appropriate emotional responses at age five. (Buktako, 2012).  Other things that parents can do to teach them to regulate emotions, increase social competence and improve peer relationships include modeling emotion regulation, acknowledging emotions and assisting in the moment with emotions.  These things will nurture and demonstrate the proper display and safety of emotions.  Creativity is very strong at this age and can be nurtured to encourage the child and the use of their emotions.  Group play is another way for children to learn to regulate their emotions and interact with other children also learning to regulate their emotions.  Parents or caregivers would want to supervise this play to make sure that proper peer relationship and response is happening and if it is not being able to step in and help the child learn regulation and assist with the emotions as needed.

Bukatko, D. (2008). Child and adolescent development. A chronological approach. Boston, MA: Houghton Mifflin

http://www.hindawi.com/journals/jobe/2012/327259/

Student 2 Response:

Kids experience, express and perceive emotion before they be able to understand that. Parents and other caregivers play an important role in emotional development. How children recognize, label and control the expression of their emotions in ways that generally are consistent with cultural expectations, this is emotional regulation. Kids learn from the caregivers to control their emotions. Parents and caregivers that support positive emotional development interact affection with their children; show consideration for their feelings, desires and needs, express interest in their daily activities; respect, support, that children will develop an early emotional competence and will be able to be ready to school and less likely to display problems behaviors at home and at school.

One of the most important aspects of emotion regulation is what it predicts later in development. Preschoolers and elementary-age children who express a great deal of anger, hostility, and other negative emotions show poorer social competence in school and are isolated from or rejected by peers (Eisenberg et al., 1997; Fabes et al., 2002; Hubbard, 2001)
If kids are emotionally healthy, they will engage positive play behaviors, develop friendships and are more likely to find acceptance from their peers. Also through their play, they learn how to work in teams and cooperate. If they have early rejection by peers they will have social difficulties and also academic.



Reference:
Bukatko, D. (2008). Child and adolescent development. A chronological approach. Boston, MA: Houghton Mifflin


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