The development of Emotions

Parents need to understand the emotions of a child . It's very important , because if the child's emotions are not properly managed , the development of future emotions also not maksimal.da misperception about the emotions of the parents . Emotions were seen on something negative . Though there is a positive emotion and some are negative . Negative emotions is what parents should be managed through stimulation presidency .

Example if a child fails a swimming champion , parents do not get angry with the child and said some who accuse the child 's parents do not want to listen to commands . " Anger is a parent to the child who fails a champion is not swimming right thing . Children who experienced failure , must be stimulated and listened to his complaint why he could lose . Let children express themselves and their emotions enough to listen or to help parents cope with the disappointment of the child who failed .
When a child cries , the parents should not yell at cursing the child. This includes negative words that could have an effect on the child's emotions . Based on research Taxforce Responsibility America , showed 10 % of children in America received 432 negative words every day either from parents , schools and the environment .
And 8 of the 10 children studied after receiving many negative words , experiencing negative emotional development . This means that the impact is very clear , negative words are not good for the child 's emotional development .
Stimulation depression in children , can be given the appropriate stage of age . For children under 5 years of parents plays a protective , parental age 5-8 years can be educators , parents contribute ages 9-12 years so coaches and parents aged 13-18 years be enough support .

Psychological development of the Child
Psychological development of children can be measured by their emotional intelligence . Charlotte Buhler , divide the psychological development of children into 5 phases :
• Phase I ( 0-1 ) into the objective development of subjective attitudes
• Phase II ( I- 4 ) the extent of the relationship with surrounding objects or familiar objects subjectively .
• Phase III ( 4-8 ) future income to the community objective , social relationship .
• Phase IV ( 8-13 ) the appearance of an object of interest to the world until at its peak , he began to separate themselves from others and surrounding consciously .
• Phase V ( 13-19 ) period of self-discovery and maturity that synthesa subjective and objective attitude .
Buhler dikemukan As the third phase of the idea that the child is able to objectively into the social environment . Children have started to interact intensely with the environment even know his identity . Such as when playing so they formed small groups as an expression of their emotions in a container berintekasi . At this age the number of friends is an important part to their presence in the environment .
A friend is someone who has an interesting toy near his residence around them , and they have the same Ketertarikkan . Personality of the friend is not a problem , the most important thing for them is an activity and what toys they have, their friendship will be interrupted when one of the child does not want to play again with other children because of burnout and boredom , their friendship will be disconnected as soon as possible and nurtured back just like that .
Examples of conversations that we often encounter in children aged 5 to 8 years , among others, the sharing of food , for example, "If you give me chocolate , you my friend anymore " In this age they are so easily said about the friends , the conversation usually begins with the words " who 's your name ? and my name is ...... " and they can not just be friends with each other after knowing each other's names .

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Ditulis oleh: Unknown - Tuesday, January 14, 2014