Common Emotions of the Childrens.

Submitted by: Ancayan, Christallaine A.

Submitted to: Maribel Vergel-Belleza Professor, Adamson University

October 3, 2013

ABSTRACT
This study is important because you will know what kind of emotions childrens have. You will know if he or she experiencing the conflict over plaything that trigger to him or her, if children think their parents attention is shifting towards someone else, exploration of new things, material possession to the other children, playing, lost of anything they love, and something that give pleasure to them. The researcher is the first one to benefit from this study because of having a nephew but the most person who will benefit in my research is the mothers or parents and guardian etc. because we know they are the first who take good care of the child or children. Through this research, people may know and they learn about the behaviors and the most of all the emotions of your child or children. Theirs a lot of emotions to think, so here in my researched you will find it or know it very easy. You will know if your child is now experiencing the anger, fear, jealousy, curiosity, envy, joy, grief, and affection also the negative and positive emotion.

Statement of the Problem Specifically, this study seeks to answer the following questions: 1. How childrens emoyions develop and change? 2. Why emotions matter? 3. What are the factors which contribute to the emotions of children? This study uses descriptive research which estate to describe the existing setting and to compile the result gathered. The researcher can gave if what level of the emotions have the children. This study discuss and state what is the result of the emotions of the children.

The researcher gathers data through primary sourced which consist of 3 professors, college of Science department in Adamson University and secondary source the example of books that can be use is behavior influence and personality, the behavior of man and psychological testing. The qualitative data is analyze by researcher who gathered data on the following steps. First knowing the childrens emotion, Second what is the possible solution to stop the emotion of children which is bad and the Third is to know what is bad thing that trigger to the children to do it also.

This study can use to all kinds of emotions that children have and the possible treatment that can ba use to them, so that we will know easily or we will easily understand why children act like that.

Conclusion At the end of the study, the researcher found out that many parents (and some child therapists) assume that, in these situations, they have not been consistent enough in setting limits or imposing consequences for their child's bad behavior. But the correct answer is almost always, "He behaves this way because he is caught up in the emotion of the moment." As we all are, at times. Among child psychologists, a consensus has emerged. A child's increasing ability to "regulate" her emotions to express her feelings in constructive rather than impulsive or hurtful ways is now recognized as a critical factor in children's psychological health. Improved emotion regulation leads to benefits in all areas of a child's life. Children who are able to regulate their emotions pay more attention, work harder, and achieve more in school. They are better able to resolve conflicts with their peers and show lower levels of physiological stress. They are also better behaved and more caring towards others. (These conclusions are based, especially, on research by John Gottman and his colleagues on the benefits of parental "emotion coaching.") Emotion regulation is an important idea with an unfortunate name. When we help children learn to regulate their emotions, we are doing much more than helping them control their temper. Yes, we need to teach them and to insist that if they want to talk with us about a problem, they must speak to us calmly. But emotion regulation is much more than anger management. Emotion regulation means being able to think constructively about how to cope with feelings. We want children to have their feelings, but not be overwhelmed by them to feel discouraged but not give up; to feel anxious but not stay home; and to be excited but not get so carried away in their enthusiasm that they use poor judgment in making decisions. There is somewhat less agreement on how children learn this critical emotional skill. Some therapists emphasize cognitive processes and have developed programs to help children think differently about the situations that evoke strong feelings. Others emphasize the importance of setting limits and providing opportunities for children to practice self-control. In my experience, however, children most effectively learn to regulate their emotions when they are confident that their feelings will be heard. When a child expects that her feelings and concerns will be appreciated and understood, her emotions become less urgent. Because each disappointment and frustration now feels less painful, less "catastrophic," she will be less insistent in her demands, and more open and flexible in seeking solutions to problems. She will less often get stuck in attitudes of blaming, argument and denial. She will be more able to feel empathy and concern for others, and to take responsibility for her actions. We therefore need to set aside time, every day, to listen to a child's concerns. Of course, we cannot listen patiently or listen well when we are tired or hurried; when we are burdened or

preoccupied; or when, at that moment, we are just too angry. Over time, in healthy development, children come to understand this. In these conversations, children begin to learn that their bad feelings, although painful, will not last forever that through their own efforts or with the help of supportive adults, they can make things better. This may be the most important lesson we can teach, the lesson that is most essential to our children's present and future emotional health. Some parenting advisors believe that contemporary parents now pay too much attention to their children's emotions that our concern for children's feelings has become over-solicitous and indulgent. There is, undoubtedly, some truth in this critique. But we should not let these excesses, however common, obscure a more important truth: When we accept and value our children's emotions, we not only help them feel better, we help them do better, in all aspects of their lives. Recommendation Based on the findings, the researcher gives the following recommendation: Help your children understand their emotions by first giving the feelings names and then encouraging them to talk abouthow they are feeling. Give children lots of opportunities to identify feelings in themselves and others. Teach your children the different ways they can respond to specific feelings, conflicts, or problems.Talk about your own feelings with your children. Teach your child to identify and express their emotions in ways that your family and friends find acceptable. Use real-life examples or teach in the moment. Teach you child new ways to respond to feelings by discussing common situations that your child might remember or that happen frequently. You can use childrens books to talk about feelings. Keep it simple, use visuals or pictures to help get your point across, and always try to relate your lesson back to something that happens in your childs life. Teach your child new strategies to use when feeling emotions that may be expressed inappropriately (e.g., anger, frustration, sadness). Strategies to share with your child might include taking a deep breath when frustrated or angry, getting an adult to help

resolve a conflict, asking for a turn when others wont share, asking for a hug when sad, and finding a quiet space to calm down when distressed.

Acknowledgement

TABLE OF CONTENTS

TITLE
Abstract Acknowledgement

PAGE NUMBER

CHAPTER I PROBLEM AND ITS SETTING

Introduction Conceptual Framework Research Paradigm Statement of the Problem Significance of the study Scope and Delimitation Definition of terms CHAPTER II REVIEW OF RELATED LITERATURE Topical Literature CHAPTER III METHODOLOGY Research Design Research Instrument Data Gathering Procedure & Statistical Treatment of Data CHAPTER IV RESULTS AND DISCUSSION CHAPTER V SUMMARY AND RECOMMENDATION References Appendices Survey Questionnaire Respondents answer sheet Curriculum Vitae

CHAPTER I The Problem and its Setting

Introduction The emotion is derived from the presence of stimulus which evokes physiological response and emotion experience when the brain reacts information receive via the bodys nervous system. Also it is involved in the experiences . in this study the researcher have give you an additional understanding about the common emotion of the chil or children als here in my research you will know what is the common positive emotion and the common negative emotion of the children, we all know that children right now are different, so this is the solution to know better the childrens emotion.

This study is for all because this is the right think to read because it is help you / us to know about the childrens emotios.

Conceptual Framework Philosophy

Early modern discussions of the emotions are deeply indebted to earlier sources. Aristotle was particularly important (much more so than Plato), influencing early modern theories both directly and through Stoic, medical, Ciceronian, and Scholastic approaches (especially that of Aquinas). Stoicism, likewise, was transmitted both from Latin authors and from the neo-Stoic revival of the 16th century (represented, e.g., by Justus Lipsius, and in some moods, Montaigne). As in other areas of philosophy, however, those sources met a mixed reception. Aristotle's classification of the faculties of the soul and his location of the emotions among the appetites of the sensitive part remained commonplaces, as did Aquinas's further distinction between the irascible and concupiscible passions. But they were also soundly rejected by some of the most famous philosophers, starting with Descartes. Similarly, even those thinkers who seem to owe the most to Stoicism (i.e., Descartes and Spinoza) explicitly criticized certain of its doctrines, including the view that the passions are erroneous judgments. Different sorts of criticism proceeded from thinkers such as Pascal and Malebranche who borrowed from Augustine a sense of human insufficiency for virtue and happiness that put them at odds with Stoic, Skeptical and Epicurean ideals of the autonomous life of the sage. And many aspects of the systematic treatments of Aquinas and later Scholastic authors were both continued and attacked, often by the same authors.

Other ancient sources were also important, even when they were subject to less discussion or criticism. The theory of the humors and animal spirits of the Hippocratic and Galenist medical traditions offered much of the basic vocabulary for early modern discussions of

the physiology of the emotions. Rhetorical works, such as those by Aristotle and Cicero, provided a great deal of material for taxonomizing and manipulating the emotions. (Indeed, some of the distinctive early modern practice of generating long lists of emotions, as well as many of the forms of classification, can be traced to these sources.) Popular treatises, such as those by Juan Luis Vives, were sometimes discussed openly. And there were important discussions of particular emotions in Renaissance works, such as the treatment of love and melancholy by the Florentine humanists, or that of glory [gloria] by Machiavelli and Montaigne. These sources overlap in ways that are not always consistent and can be difficult to trace: for instance, we find Spinoza probably paraphrasing a passage from Montaigne (III Def of the Affects XLIV), where Montaigne criticizes Cicero's ambitions for glory by directly quoting the Latin author (Montaigne, 1958, 187) all without anything like citation of sources.

The very vocabulary available to early modern theorists is marked by their historical legacy. The terms passion, perturbation, and affect are all rooted in choices made by Latin authors such as Augustine, Cicero and Seneca for translating the Greek pathos used by Aristotle. In contrast, sentiment, which came to be used with increasing frequency by eighteenth century British and French authors, seems distinctively modern. Debates about whether to classify emotions among appetites, judgments, or volitions originated in the models of Aristotle, the Stoics and Augustine, although counting them among perceptions may constitute a somewhat novel approach. Early modern associations between the emotions and the body also owed an enormous amount to ancient and medieval sources, as did the connection between emotions and motives for action. Such connections often underlay the long-running debate inherited by the early moderns about the epistemic, eudaimonistic and ethical value of the emotions, a central issue of which is the degree to which we can govern our emotions. Although the evaluations of

pre-modern theorists diverged enormously, there was a generally positive view of pleasurable emotions (although they were often classified separately from other passions). This is a view shared by many seventeenth and eighteenth-century philosophers, who often played up the holistic functionality of emotions. Even so, the early moderns seem to have inherited a strong sense of the value of various forms of emotional tranquility something worth bearing in mind for understanding the changing uses of passion.

Theory The JamesLange theory refers to a hypothesis on the origin and nature of emotions and is one of the earliest theories of emotion within modern psychology. It was developed independently by two 19th-century scholars, William James and Carl Lange. The basic premise of the theory is that physiological arousal instigates the experience of a specific emotion. Instead of feeling an emotion and subsequent physiological (bodily) response, the theory proposes that the physiological change is primary, and emotion is then experienced when the brain reacts to the information received via the body's nervous system.

The theory has been criticised and modified over the course of time, as one of several competing theories. In 2002 a research paper on the autonomous nervous system stated that the theory has been "hard to disprove".The theory states that all emotion is derived from the presence of a stimulus, which evokes a physiological response, such as muscular tension, a rise in heart rate, perspiration, and dryness of mouth. This physical arousal makes a person feel a specific emotion. According to this theory, emotion is a secondary feeling, indirectly caused by the primary feeling, which is the physiological response caused by the presence of a stimulus. The specific pathway involved in the experience of emotion was also described by James. He

stated that an object has an effect on a sense organ, which relays the information it is receiving to the cortex. The brain then sends this information to the muscles and viscera, which causes them to respond. Finally, impulses from the muscles and viscera are sent back to the cortex, transforming the object from an "object-simply apprehended" to an "object-emotionally felt."

James explained that his theory went against common sense. For example, while most would think the order of emotional experience would be that a person sees a bear, becomes afraid, and runs away, James thought that first the person has a physiological response to the bear, such as trembling, and then becomes afraid and runs. According to James, the physiological response comes first, and it is followed by an emotion and a reaction. James believed that these responses were "reflex type" reactions which are built in: "Instinctive reactions and emotional expressions shade imperceptibly into each other. Every object that excites an instinct excites an emotion as well."

James vs. Lange both theorists defined emotion as a feeling of physiological changes due to a stimulus, however the theorists focused on different aspects of emotion. Although James did talk about the physiology associated with an emotion, he was more focused on conscious emotion and the conscious experience of emotion. For example, a person who is crying reasons that he must be sad. Lange reinterpreted James's theory by operationalizing it. He made James's theory more testable and applicable to real life examples. However, both agreed that if physiological sensations could be removed, there would be no emotional experience. In other words, physiological arousal causes emotion.

Principles

Parenting children can be such a wonderful source of joy, fulfillment, fun and love. However for some parents managing their child's behaviour becomes frustrating and difficult and detracts from these positive aspects of parenting.

Some of the following principles may be useful to consider when you are trying to manage your child's behaviour:

Consistency: The vast majority of people like consistency in their life. In fact the one of the greatest causes of stress is the constant change that our society is constantly going through. The same is true of children. They respond best and behave best when there are consistent expectations and limits placed upon them. As parents we need to be consistent over time in the limits we place on our children's behaviour. We also need to be consistent between parents. This becomes very difficult for the very many children who live in more than one home and who therefore live under more than one set of rules and expectations. It is perfectly natural for the parent who has less time with their child to want this time to be positive and thus they often relax the rules. In the long run it is much more helpful to children if the parents can establish very similar expectations and rules for the child to follow in each household. The children are generally more settled and happier under these circumstances.

Set the rules: Set your families rules. Make them clear and understandable. Let your children have input into writing the rules and consequences where this is age appropriate. Firmly but positively enforce the rules. Clear rules and consequences increase a child's sense of security

because they know the limits on their behaviour and that someone cares enough about them to set limits on them.

Act, don't threaten to act: Once your families rules are clearly established act when they are broken don't simply threaten to act. I'm sure everyone has heard children being threatened with ridiculous punishments... "You'll get a hiding if you don't..., I'll ground you till your 25 if you.. ". Threatening to act without following through means you lose credibility with your children and end up escalating your threats to no avail. Never play poker with children. They will call your bluff every time!

Positive focus: Always maintain a positive focus and a sense of humour even in the most difficult situations. Emphasise what your child did right and pay less attention to what they did wrong.

Love your child dislike their misbehaviour: be careful to convey to your child that it is their behaviour you dislike not them as a person. Children constantly need to know you love them. They do not take this for granted and are not as good at interpreting actions as feelings.

Understand your childs developmental age: Understanding your child's developmental age is necessary in managing their behaviour. For example there is no point in rationally debating the pros and cons of sticking a fork in a toaster with a three year old. However it is much more reasonable and indeed necessary to discuss your decisions and rules with say a15 year old child.

Logical consequences: Sometimes children can learn difficult lessons by the effects of logical/natural consequences. For example if your child won't bring in their toys from the yard

and you've warned them that the dog will chew on them, then a couple of chewed toys may teach them that you had a good point. If you've asked your teenager to put their work uniform out by a certain time so it can be washed in time for their next shift and they constantly forget, going to work in unwashed clothes may get the message across about being more organised.

These are some of the principles of managing your children's behaviour which you might find helpful to bear in mind next time you are faced with some difficult behaviour.

Fundamental

The five fundamental discrete emotions, four are generally judged to be negative fear/anxiety, anger, sadness and disgust and one to be positive happiness. Although there is only one positive emotion, the negative emotions are not always experienced as negative. In fact, the distinction between positive and negative emotions may not be altogether appropriate, as we shall see. Anxiety will be discussed later in this chapter when we consider abnormalities in emotion. Fear is directed towards specific objects or events; it alerts us to danger and prompts us to escape or avoid. Anger, on the other hand, is quite different. In a perceptive analysis of anger, Averill (1982) argues that it is an emotion about conflict, and is inevitably linked to aggression. However, even though aggression might be biologically determined, Averill sees anger as largely socially constructed, aimed at correcting perceived wrongs and upholding standards of conduct. As such, the experience of anger is not necessarily negative. The third specific emotion, sadness, has a directness that makes it seem a little less negative than some of the other negative emotions. It is usually a reaction to loss that slows us down into discouragement,

downheartedness and loneliness. Grief is an extreme and very complex form of sadness and always involves the loss of something, or more usually, someone, of great importance to s. Izard (e.g. 1991) describes grief as including sadness, anger, disgust, contempt, fear, guilt and shyness, and shock, protest, despair and reorganisation. The last of the negative emotions, disgust, is very primitive. Its central concern is with the rapid expulsion from the body of any substance that might be toxic, noxious or harmful to it. Happiness, joy, elation, and so on, seem to be variations on a theme. In recent years, there has been an increasing emphasis on the study of positive psychology (embracing constructs such as happiness) in contrast to the study of what might be termed negative psychology (Positive Psychology Center, University of Pennsylvania, by Martin Seligman and colleagues: www.positivepsychology.org ). However, Averill and More (1993) argue that happiness is difficult to understand because it can take on so many different meanings.

Research Paradigm

Common Emotions of the Childrens Response to the different feelings that they experience

Discipline the wrong action of the child. Developing effective ways.

Statement of the Problem 1. How childrens emotion develop and change? 2. Why emotions matter? 3. What are the factors which contribute to the emotions of the children?

Significance of the Study This study is important because you will know what kind of emotions childrens have. You will know if he or she experiencing the conflict over plaything that trigger to him or her, if children think their parents attention is shifting towards someone else, exploration of new things, material possession to the other children, playing, lost of anything they love, and something that give pleasure to them.

The researcher is the first one to benefit from this study because of having a nephew but the most person who will benefit in my research is the mothers or parents and guardian etc. because we know they are the first who take good care of the child or children.

Through this research, people may know and they learn about the behaviors and the most of all the emotions of your child or children. Theirs a lot of emotions to think, so here in my researched you will find it or know it very easy. You will know if your child is now experiencing the anger, fear, jealousy, curiosity, envy, joy, grief, and affection also the negative and positive emotion.

Scope and Delimitation

This study is for because this is the right think to read because it can help you / us to know what we dont know about the childrens emotion.

Definition of terms Emotion is a secondary feeling, indirectly caused by the primary feeling, which is the physiological response caused by the presence of a stimulus. And the regulation leads to benefits in all areas of a child's life. Also Emotion is derived from a circuit in the brain which produce the experiences associated with emotion including behavior, facial expressions, and physical responses. Appraisal models of emotion indicate that an emotion is just a set of response tendencies which help humans relate to the world. Psychological construction models of emotion dictate that emotion is the result of psychological constructs. One emotion could cause a variation of behavioral responses, so according to this model, emotions are more than psychological constructs because they could lead to many different outcomes.

CHAPTER II REVIEW OF RELATED LITERATURE

Among Dr. Izard's 10 human emotions, only three are positive: interest, joy and surprise. Interest draws our attention to an event of an object; joy occurs when we discover pleasant experiences, nurturance, comfort or excitement; and surprise is the finding of the unexpected. These basic positive emotions are blended to form higher-order emotions. One of these, security, is essential for healthy growth and development. Security develops when interest and engagement result in joy. It is built on many episodes of predictable, positive responses from those in his world, and it gives a child fertile ground for exploration. In their book "Raising a Resilient Child," psychologists Sam Goldstein, Ph.D., and Robert Brooks, Ph.D., note that when life is stable a child can better handle change and when the rules of life are predictable he feels more secure facing new situations. Anger, contempt, disgust, distress, fear, guilt and shame were named by Dr. Izard as negative emotions.

Distress and fear are felt and expressed in the moments after birth when the warmth and cuddling sensation of the womb is replaced by a sudden shock of cold air and open space. Dr. Frederick Le Boyer, the French obstetrician who pioneered a return to gentle birth practices, encouraged a major revision in the way infants are delivererd, one that respected the baby's need for a calm and supportive transition. Le Boyer's method called for darkness, silence, gentle hands and a return to warm water after birth -- all designed to eliminate distress and fear at this critical juncture. Guilt and shame come later when the child does something displeasurable to his

parents, something that does not elicit the positive facial and vocal reaction his infant behaviors have brought constantly. One of the characteristics of a mature parent is the consistent ability to discipline the actions of the child, largely by exemplifying positive behavior, without causing shame and guilt. Contempt and disgust require conditioning that differs largely from culture to culture. They are imitations of the emotions adults express and may not be actually felt by the child or the adult who feels compelled, by his societies standards, to express them. A 6-year-old boy may not be at all disgusted when he sees a stray dog. It's only his mom's reaction that makes petting this animal because she has imposed her own fear and disgust to his experience. If, instead mom expresses empathy, compassion and interest, the child's emotional experience is very different.

During a child's developmental years, they are constantly growing and changing. It is imperative to note that one must keep this in mind when diagnosing and treating emotional and behavioral disorders in children.

If a problem, is not temporary or short-lived, then should parents seek out a trained and qualified professional to help their children. Health professionals once thought that brain disorders such as bipolar disorder, anxiety disorders, or even depression occurred after childhood but now, it is widely held that these brain disorders can begin in early childhood. According to the National Institute of Mental Health (NIMH), emotional and behavioral disorders affect 10-15 percent of children globally. One of particular childhood-onset mental disorder that is widely studied, treated, and diagnosed is ADHD, attention deficit/hyperactivity disorder, and the NIMH cites that 3-5 percent of children globally suffer from this disorder.

This disorder is one of the most common mental disorders among children, and two to three more boys than girls are affected. Many children are unable to sit still, finish tasks, plan ahead, or even be aware what is going on around them. Some days, children with ADHD seem fine and the next could be a whirlwind of frenzied and disorganized activity. ADHD can continue on into adolescence and even adulthood, however, within the past decade scientists have learned more about it and how to treat it. From medications, to therapy, and varying educational options, children with ADHD can learn to function in new ways.

Children with autism appear to be remote, indifferent, isolated in their own world, and are unable to form emotional connections with other poeple. Autism is a found in every region of the country, it is more common in boys than girls, and affects about 1 or 2 people in every thousand. This brain disorder can manifest itself in mental retardation, language delays, and other children are very high-functioning with intelligence and speech in tact. Because their brains do not function in the same way other children's do, consistency is the key when dealing with an autistic child.

Bi-polar disorder generally begins during early childhood and continues into adulthood. It is characterized by intense mood swings. For example, a child may have excessive "high" or euphoic feelings, then suddenly, sadness depression. This is thought to be a genetic illness and diagnosis for children under 12 is generally not common and is often misdiagnoses as ADHD.

Anxiety often cause children to feel distressed, uneasy, even frightened for no apparent reason. Some common anxiety disorders are panic disorders characterized by episodes of intense

fear that occur without warning or provocation. Obsessive-Compulsive Disorder, which are compulsive, repeated behaviors or thoughts that seem like they are impossible to stop. The most common behavior pattern of children with emotional and behavioral disorders consists of antisocial, or externalizing behaviors. In the classroom, children with externalizing behaviors frequently do the following (adapted from Walker, 1997, p. 13): Get out of their seats, Yell, talk out, and curse, Disturb peers, Hit or fight, Ignore the teacher, Complain, Argue excessively, Steal, Lie, Destroy property, Do not comply with directions, Have temper tantrums, Are excluded from peer-controlled activities, Do not respond to teacher corrections.

All children sometimes cry, hit others, and refuse to comply with requests of parents and teachers; but children with emotional and behavioral disorders do so frequently. Also, the antisocial behavior of children with emotional and behavioral disorders often occurs with little or no provocation. Aggression takes many formsverbal abuse toward adults and other children, destructiveness and vandalism, and physical attacks on others. These children seem to be in continuous conflict with those around them. Their own aggressive outbursts often cause others to strike back. It is no wonder that children with emotional and behavioral disorders are seldom liked by others and find it difficult to establish friendships.

Many believe that most children who exhibit deviant behavioral patterns will grow out of them with time and become normally functioning adults. Although this optimistic outcome holds true for many children who exhibit problems such as withdrawal, fears, and speech impairments (Rutter, 1976), research indicates that it is not so for children who display consistent patterns of aggressive, coercive, antisocial, and/or delinquent behavior (Patterson, Cipaldi, & Bank, 1991;

Trembley, 2000; Wahler & Dumas, 1986). The stability of aggressive behavior over a decade is equal to the stability of intelligence (Kazdin, 1987). A pattern of antisocial behavior early in a childs development is the best single predictor of delinquency in adolescence.

Preschoolers who show the early signs of antisocial behavior patterns do not grow out of them. Rather, as they move throughout their school careers, they grow into these unfortunate patterns with disastrous results to themselves and others. This myth that preschoolers will outgrow antisocial behavior is pervasive among many teachers and early educators and is very dangerous because it leads professionals to do nothing early on when the problem can be effectively addressed. (Walker, Colvin, & Ramsey, 1995, p. 47)

Children who enter adolescence with a history of aggressive behavior stand a very good chance of dropping out of school, being arrested, abusing drugs and alcohol, having marginalized adult lives, and dying young (Lipsey & Derzon, 1998; Walker et al., 1995). Students with emotional and behavioral disorders are 13.3 times more likely to be arrested during their school careers than nondisabled students are (Doren, Bullis, & Benz, 1996a), and 58% are arrested within five years of leaving high school (Chesapeake Institute, 1994). Also if you have If youve gone through a traumatic experience, you may be struggling with upsetting emotions, frightening memories, or a sense of constant danger. Or you may feel numb, disconnected, and unable to trust other people. When bad things happen, it can take a while to get over the pain and feel safe again. But with the right treatment, self-help strategies, and support, you can speed your recovery. Whether the traumatic event happened years ago or yesterday, you can heal and move on. And there are five-stage scalable developmental sequence of children's understanding of the

simultaneity of two emotions, defined by combinations of the valence of the two emotions (same valence or different valence) and the number of targets toward which the two emotions were directed (one target or two). The following sequence, documented across ages 4 through 12, emerged: Level 0, no acknowledgment of simultaneous emotions (at the remaining levels, simultaneity toward particular combinations is acknowledged, and each level represents a new acquisition); Level 1, simultaneity of emotions of same valence directed toward one target; Level 2, emotions of same valence, each directed toward a different target; Level 3, emotions of different valence, each directed toward a different target; and Level 4, emotions of different valence directed toward the same target. The ages of the children systematically increase across levels. The ordering of these levels was interpreted in terms of Fisher's skill theory, which provides a cognitive-structural analysis. Additional findings revealed developmental differences in the types of errors children made at the various levels. Moreover, young children were more likely to select positive rather than negative emotions, whereas the pattern was the reverse for older children. Finally, young children selected basic emotion terms (e.g., happy, sad, mad, scared) with great frequency. With increasing level, older children demonstrated a greater understanding of emotion terms that were more differentiated. Childrens motivations and behavior too often overlook the importance of feelings of pride and shame. A childs need to feel proud, and to avoid feelings of shame, is a fundamental motivation, and remains fundamental, throughout her life. It would be difficult to overestimate the importance of these emotions in the psychological development - and emotional health - of our children.

Shame is our instinctive response to personal failure or inadequacy, especially the public exposure of inadequacy. Embarrassment is a temporary and mild form of shame; humiliation, aloneness, and self-hatred are severe forms of shame.

Children experience feelings of shame when they suffer any social rejection; when they are unable to learn; when they are defeated in competition; when they are bullied, insulted, or taunted; and when they seek acceptance and approval from admired adults but are, instead, subjected to criticism or derogation. When children tell us that they are anxious, they are often anxious about the possibility of feeling ashamed.

Children with difficulties in motor coordination or delays in language development experience shame early in childhood. Somewhat later, difficulties in learning, especially in learning to read, always evoke in children a deep feeling of shame. In childhood, shame leads to avoidance and withdrawal and then, in adolescence, to desperate attempts to alleviate, or get rid of, this painful state of mind. Many experiences that evoke a feeling of shame (for example, experiences of exclusion or ridicule) are uniquely painful, and the feeling of shame, perhaps more than any other emotion, stays with us.

I can still recall, more vividly and poignantly than I would like, moments of shame from many years ago when, as a son (and as a father), I let my parents (and my children) down. Although I have long since been forgiven for these personal failures, my memories are still painful. Thankfully, I am able to put these moments in perspective; they are now more than balanced by moments of pride. In this way, we should also help our children put in perspective their own moments of embarrassment and failure.

When children are successful and feel proud, they instinctively look to others. When they fail and feel ashamed, they look away. This is in the nature of pride and shame. The universal behavior associated with the emotion of shame is concealment; we all attempt to hide or cover up what we are ashamed of. Pride is the antithesis of shame. The feeling of pride is accompanied by an outward movement and a desire to show and tell others, to exhibit or show off. Pride is expansive, both in action and in our imagination. Shame contracts, in our posture (our shoulders fall in and we look downward and away) and in our thoughts and imaginationin our setting of goals and in what we consider possible for ourselves. A childs expectation of feeling proud or ashamed therefore decisively influences her choices - those situations she actively seeks and those she avoids. Shame - our emotional response to exclusion and failure - lowers aspirations. Pride our emotional response to acceptance and success raises aspirations. The evolutionary psychologist Glenn Weisfeld succinctly explains, We anticipate pride and shame at every turn and shape our behavior accordingly.

Especially, children want their parents to share in their pride and to be proud of them. Our childrens feeling - their inner certainty - that we are proud of them is an essential good feeling, an anchor that sustains them in moments of discouragement, aloneness, and defeat. Our feeling that our parents are proud of us is a motivating and sustaining force throughout our lives, and a protective factor in the emotional lives of our children. The opposite is also true. Parental scorn is among the most deeply destructive forces in the psychological development of any child.

When, as parents, we fail to express pride in our children, when we are frequently dismissive, critical, or disapproving, our children will be more vulnerable to emotional and

behavioral problems of all kinds. They will live, more than they should, with discouragement and resentment. These feelings will then come to be expressed in some way, perhaps as defiance and rebellion, or as a failure of initiative, or as an inability to sustain effort toward long-term goals.

We therefore need to let our children know, as often as we can, that we are proud of them for their effort and for their accomplishments. And we should not be afraid to spoil them with this form of praise.

Even at age 3 or 4, your child is very much her own person. She has distinct likes and dislikes, and her personality is developing more every day. She is getting better at using words to express how she's feeling, which means fewer tantrums. Her mood may still change drastically from one moment to the next, but she is more likely to talk about being angry or sad rather than having a meltdown.

Though your 3-year-old is beginning to understand the emotions he's feeling, he still has very little control over them. If he finds something funny, he'll laugh hysterically. If something makes him feel sad or angry, he'll burst into tears.

At this age, your preschooler still hasn't developed much impulse control. If he feels something, he's likely to act on it. This may mean snatching a toy away from another child if he wants to play with it, or getting upset when he wants a snack after being told he has to wait until dinnertime. Delayed gratification means nothing to him -- he wants it, and he wants it now.

Three- and 4-year-old children may use hitting, biting, or pushing as a way to solve conflicts. They simply don't understand the difference between appropriate and inappropriate interactions yet. It's your job to teach your child that there are right and wrong ways to express emotions and resolve problems with others.

As your child gets older, she'll begin to see a connection between emotional outbursts and negative consequences. Throwing a tantrum may result in a "time out" or a favorite toy being taken away. These consequences are helping your 4-year-old understand a tantrum isn't an acceptable way to show emotion.

Your 4-year-old is also a budding comedian. He's starting to develop a sense of humor, and he loves being silly and making people laugh. Don't be surprised if you hear him calling his friend a "poo-poo head" and then laughing hysterically; 4-year-olds find potty talk highly entertaining.

Empathy also begins to emerge around age 4. Four-year-olds are starting to understand that others have feelings, too, and they can relate when a friend is feeling sad or hurt. They may want to give a crying friend a hug or kiss his boo boo.

By age 5, your child has made leaps and bounds in her emotional development. She's gotten much better at regulating her emotions, and she talks about her feelings easily. She has also gotten better at controlling her impulses. She patiently waits her turn, and she often asks first before taking something that isn't hers.

When something makes your 5-year-old mad, she's much more likely to express her anger using words instead of getting physical or throwing a tantrum. The downside to this is that she may begin to use mean words and name-calling when she's angry or upset.

Summary

This are related topics in emotions of the children. Children characterized emotional / behavioral disorder by behavior beyond their norms of their cultural, age also the group that she live now. Both of this have effects on childrens academic achievement and social relationships. Here are related topics in emotions of the children. Citation According to carroll, Ph.D (2008), an American psychologist, defines 10 basic emotions and although other developmental psychologist may name them differently, there is little substantive difference between their list. Emotions are part of the human experience but they may experienced and expressesed differently based on gender, age, culture, and context. How an emotion is processed and interrupted by the individual can be influenced by the reactions of others as well as his own framing of the experience. In connection with the study of Rhode, Jense, and Reavis (1998) describe noncompliance as the king-pin behavior around which other behavioral excesses revolve. noncompliance is simply defined as not following a direction within a reasonable amount of time. Most of the arguing, tantrums, fighting, or rule breaking is secondary to avoiding requests or required tasks.

CHAPTER 3 METHODOLOGY

Research Design This study uses descriptive research which estate to describe the existing setting and to compile the result gathered. The researcher can gave if what level of the emotions have the children. This study discuss and state what is the result of the emotions of the children.

Research Instruments The researcher gathers data through primary sourced which consist of 3 professors, college of Science department in Adamson University and secondary source the example of books that can be use is behavior influence and personality, the behavior of man and psychological testing. Data Gathering and Statistical Treatment The qualitative data is analyze by researcher who gathered data on the following steps. First knowing the childrens emotion, Second what is the possible solution to stop the emotion of children which is bad and the Third is to know what is bad thing that trigger to the children to do it also.

This study can use to all kinds of emotions that children have and the possible treatment that can ba use to them, so that we will know easily or we will easily understand why children act like that.

CHAPTER IV RESULTS AND DISCUSSION

This chapter results gathered from primary and secondary source. Question no.1: How will childrens emotions develop and change? Gale, Mark Lawrence (2013) It comes naturally to kids as long that they experience, but sometimes it gets through social and surroundings. Most likely it because of environment.

Malabuyo, Joseph Terell (2013) Childrens emotion develop and change through people around them. Parents are very important on how children develop and change their emotions. Experiences as well contribute to the development of feelings.

Medina, Rowena (2013) Through growing the changes are physically, children develop socially, emotionally and cognitively.

Question no.2: Why emotions matter? Gale, Mark Lawrence (2013) It promotes sensitivity, increases emotion of intelligence of the individual it is just like mirror effect. And it affect decision making, create immediate decision. Also provide significance over our experiences.

Malabuyo, Joseph Terell (2013) Emotion is important for their emotional well being. They need to know and they need to be aware of their feeling. Recognizing ones own feelings will help understand other peoples emotions understanding emotions will help is adjust to different situations.

Medina, Rowena (2013) To recognize ones own feelings and those of others, and to develop effective ways of managing themselves.

Question no.3: What are the factor which contribute to the emotions of children? Gale, Mark Lawrence (2013) Their experience it provokes the situation, family influence also peer influences.

Malabuyo, Joseph Terell (2013) Family, Friends, School/Teachers/Guidance Counselors and experiences. These are the factors that can help children to manage their emotions effectively.

Medina, Rowena (2013) Parents and carers can support childrens well being and emotional development by showing understanding of their feelings and by offering encouragement and specific praise for their childrens emotions.

CHAPTER V SUMMARY AND RECOMMENDATION

At the end of the study, the researcher found out that many parents (and some child therapists) assume that, in these situations, they have not been consistent enough in setting limits or imposing consequences for their child's bad behavior. But the correct answer is almost always, "He behaves this way because he is caught up in the emotion of the moment." As we all are, at times. Among child psychologists, a consensus has emerged. A child's increasing ability to "regulate" her emotions to express her feelings in constructive rather than impulsive or hurtful ways is now recognized as a critical factor in children's psychological health. Improved emotion regulation leads to benefits in all areas of a child's life. Children who are able to regulate their emotions pay more attention, work harder, and achieve more in school. They are better able to resolve conflicts with their peers and show lower levels of physiological stress. They are also better behaved and more caring towards others. (These conclusions are based, especially, on research by John Gottman and his colleagues on the benefits of parental "emotion coaching.") Emotion regulation is an important idea with an unfortunate name. When we help children learn to regulate their emotions, we are doing much more than helping them control their temper. Yes, we need to teach them and to insist that if they want to talk with us about a problem, they must speak to us calmly. But emotion regulation is much more than anger management. Emotion regulation means being able to think constructively about how to cope with feelings. We want children to have their feelings, but not be overwhelmed by them to feel discouraged but not give up; to feel anxious but not stay home; and to be excited but not get so carried away in their enthusiasm that they use poor judgment in making decisions. There is somewhat less agreement on how children learn this critical emotional skill. Some therapists emphasize cognitive processes and have developed programs to help children think differently about the situations that evoke strong feelings. Others emphasize the importance of setting limits and providing opportunities for children to practice self-control. In my experience, however, children most effectively learn to regulate their emotions when they are confident that their feelings will be heard. When a child expects that her feelings and concerns will be appreciated and understood, her emotions become less urgent. Because each disappointment and frustration now feels less painful, less "catastrophic," she will be less insistent in her demands, and more open and flexible in seeking solutions to problems. She will

less often get stuck in attitudes of blaming, argument and denial. She will be more able to feel empathy and concern for others, and to take responsibility for her actions. We therefore need to set aside time, every day, to listen to a child's concerns. Of course, we cannot listen patiently or listen well when we are tired or hurried; when we are burdened or preoccupied; or when, at that moment, we are just too angry. Over time, in healthy development, children come to understand this. In these conversations, children begin to learn that their bad feelings, although painful, will not last forever that through their own efforts or with the help of supportive adults, they can make things better. This may be the most important lesson we can teach, the lesson that is most essential to our children's present and future emotional health. Some parenting advisors believe that contemporary parents now pay too much attention to their children's emotions that our concern for children's feelings has become over-solicitous and indulgent. There is, undoubtedly, some truth in this critique. But we should not let these excesses, however common, obscure a more important truth: When we accept and value our children's emotions, we not only help them feel better, we help them do better, in all aspects of their lives. Recommendation Based on the findings, the researcher gives the following recommendation: Help your children understand their emotions by first giving the feelings names and then encouraging them to talk abouthow they are feeling. Give children lots of opportunities to identify feelings in themselves and others. Teach your children the different ways they can respond to specific feelings, conflicts, or problems.Talk about your own feelings with your children. Teach your child to identify and express their emotions in ways that your family and friends find acceptable. Use real-life examples or teach in the moment. Teach you child new ways to respond to feelings by discussing common situations that your child might remember or that happen frequently. You can use childrens books to talk about feelings.

Keep it simple, use visuals or pictures to help get your point across, and always try to relate your lesson back to something that happens in your childs life. Teach your child new strategies to use when feeling emotions that may be expressed inappropriately (e.g., anger, frustration, sadness). Strategies to share with your child might include taking a deep breath when frustrated or angry, getting an adult to help resolve a conflict, asking for a turn when others wont share, asking for a hug when sad, and finding a quiet space to calm down when distressed.

References http://www.education.com/reference/article/children-emotional-behavioral-disorders/ http://www.livestrong.com/article/162532-list-of-10-most-common-emotions/ http://www.kidsmentalhealth.org/childrens-behavioral-and-emotional-disorders/ http://www.education.com/reference/article/children-emotional-behavioral-disorders/ http://helpguide.org/mental/emotional_psychological_trauma.htm http://psycnet.apa.org/journals/dev/23/3/388 http://www.psychologytoday.com/blog/pride-and-joy/201205/understanding-children-semotions-pride-and-shame http://www.webmd.com/parenting/guide/preschooler-emotional-development