Basic emotions

There are 6 basic or primary emotions which appear universally in children between 2
and 7 months. These are:
• Happiness
• Sadness
• Anger
• Disgust
• Surprise
•
 The development of emotions
At birth, an infant has 2 basic emotions:
Orientation to stimulation that is pleasurable Withdrawal from
stimulation that is not pleasurable
Within a few months, emotional expressions are differentiated further
and the “basic six” emotions of happiness, sadness, anger, fear,
disgust and surprise can be observed.
These 6 emotions appear during the first 6 months.
 Happiness
 Happiness is evident by 3 months.
 A full smile is observed from 3-6 weeks. This is
 called the “social smile”.
 Infants laugh at around 4-7 months.
 A game of peek-a-boo between a parent and child at this age is sure to
evoke smiling and laughter.
 Anger and sadness
Anger appears from 4 months onwards.
Anger increases in intensity and frequency with age.
Sadness usually appears after anger and can be observed
when something the infant enjoys is taken away from
him/her.
 Disgust and fear
 Disgust is seen as a response to some foods.
 It is a defensive reflex that makes the child spit out food that tastes unpleasant
or smell bad.
 Fear is present by 3 months and becomes apparent from about 6 months
onwards.
 It is usually expressed towards strangers they are
 not familiar with.
 Complex emotions
More complex emotions emerge during the infant’s
second year. They are often referred to as self-
conscious emotions. These are:
• Embarrassment
• Shame
• Guilt Pride Jealousy
 Sense of self
 Self-conscious emotions are associated with the child’s developing sense of
self.
 Consciousness in terms of thought or action is not
 apparent until the end of the second year.
 Piaget characterised this stage as a time when children are first able to
make mental representations of themselves and other people and events.
 Emotions and cognitions
 The link between emotions and cognition can be seen in
the development of self-knowledge.
 This is me.
 Preschool children use emotional self-labels like:
 I am happy. I am sad.
 They locate their emotions in
 Emotional competence
According to the psychologist H. Rudolph
Schaffer, emotional competence is the
ability to interpret our own and others
emotions and to respond appropriately.
 Components of emotional
competence
 Being aware of one’s own emotional state.
 Being able to discern the emotions of other people.
 Being able to use culturally appropriate language in describing
 emotions.
 Having the capacity for sympathetic involvement in others’
 emotional experiences.
 Having the capacity to cope with distressing emotions.
 Having a feeling of being in control of one’s emotional
 experiences.
 Emotional self-regulation
 Strategies used to adjust our emotional state and to allow us to achieve our goals.

 This capacity is limited in young children and they tend to rely on carers to
intervene on their behalf.

 By the end of the third and fourth year, children can verbalise their emotions.
 At these ages it is frequent for children to develop fears (nightmares, etc.).
 Emotional Intelligence
 Being aware of one’s own emotions and those of others.

 Being sufficiently motivated to develop relationships.

 Daniel Goleman: author of book “Emotional Intelligence:

Why it can matter more than IQ.”

 Traditionally intellectual achievement has been the priority in schools. This

idea has been put to challenge.
 Birth to 6 months
Appearance of the primary emotions Cries to signal a physical need
The “social smile” appears

Copies facial expressions of others Engages in interactive synchrony

 6 months to 1 year
Primary emotions much more apparent Social referencing

evident
Expressions of anger and fear increase, in particular
stranger anxiety
Some emotional regulation (control) is apparent.
 1-2 years
 Emotions are now evident
 Language development allows verbal expressions of emotions
 Temper outbursts in the “terrible tows” period.
 Possible frustration with inability to express more
 complex emotions.
 3-6 years
Can describe causes and
consequences of own
emotions.
Empathy begins to develop.
 7-11 years
 Understands that thoughts can control emotions.

 Strategies for self-regulation of emotions are now internalised.

 Increased empathy for others (strangers).

 Aware that expressions of others may not be a true reflection of emotion.

 Able to fake display of own emotions (aged 10+).
 Attachment
Emotional ties to special people
who offer us comfort and in
whose company we feel happiest.
 Homework
Look for a video on You Tube or a document to comment on from
the internet on attachment.
The key words look for are:
Attachment in children Attachment theory
John Bowlby and attachment
Mary Ainsworth and attachment