Key Aspects of Children Emotions Expressions - Article Example

Course Date Introduction From the journal article ‘how does Sam feel’ Children of age 6- 11 years have the ability of replicating and entreating emotions using diagrammatic expressions on a detailed account (Brechet, Baldy, & Picard, 2009). From previous analysis it has been seen and noted that the ability to express ones emotion in a child is a way dependent on the brains creativity to tap into the artistic part of the child. For instance, when a child is upset, it will relate its emotions by drawing symbols and pictures depicting annoyance, for example toddler crying, or a storm. Primarily, children between the ages 0f 2-5, 408 and 5-10 respond differently to scenario and stimuli with respect to free labeling (Brechet, Baldy, & Picard, 2009). Of the entire age bracket it is among the group of 7-11 where a great sense of expression is seen in terms of vivid drawing and response to stimuli. Other relevant journals To second the parent journal, there exist far more that in one way or another conquer with the foundation built in the journal article ‘how does Sam feel’. However two strike a reckonable resemblance in ideological principles and point of convergence. On this account we have the journal “Psychiatry- emotional development in young children” and “emotional elements and expressions in children”. It is warranted in acknowledging that the journals were written by medical practitioner’s panels and therefore the authenticity of their content is not at all in question. Main ideas of the journal The core point being relayed in both of the intertwined journals is the ability of children to express themselves using drawing and picturesque elements of description Contents of the journal Predominantly, the figurative ability of relating basic emotions to drawings is by virtue a way of channeling ones inner and unseen emotions without necessarily saying them out a loud (Brechet, Baldy, & Picard, 2009). A child can equitably declare its inner thoughts and feelings by merely accounting and relating them to symbolic and diagrammatic aspects. Furthermore, it is a test of comprehension among both the emotion bearer and emotion perceiver. By this, a development pattern can be analyzed after a clear follow up on the trend of expression. It will be noted that as the child grows so does the intensity and coagulation of such diagrams. You expect that the emotion relaying of an 11 year old to be more gravitative than of a 6 year old. However, there is a clear distinguish ability between simple emotions and complex ones based on relating the drawing done. For example a crafty drawn diagram with a lot of scribbling depicts deep anger whilst one with just a few aspects of untidiness depicts mild anger or disappointment. The baseline of the diagrammatic-emotion relationship can also play a role in checking how a child expresses its emotions and how best it understands them. According to Ekman and Friesen, the facial expressions of a child can likewise depict what kind of emotion is being experienced (1978). Therefore with increased in knowledge of various expressions a child develops multiple facial expressions for various emotions. Likewise a co-relation can be generated from diagrammatic schemes of emotions drawn by children and facial expressions, for instance, if in a drawn picture there is a person grinning and showing his teeth fiercely, then it is quite in order to accost it as to being an indicator that the child is greatly upset for things not going its way. There is a deep rooted relevance in being conversant with the scope of emotional expression in order to effectively understand and meet the needs of the child emotionally and address them equitably. For example, in a sample drawn by two very different children, you will realize that at no given point do they relay the same emotion in a similar manner. This accounts for the variance of emotion and the subsequent expressionalism. Notably, it is effective to relate to different manners in which expressions can be relayed by children to not attempt to generalize the handling since as seen it is varied from child to child. In other words emotions are an individual tablet of transferring feelings from accounts of either events or experience. Methods used for Analysis Various tasks have tested the understanding of emotions by means of stories or scenarios Describing situations designed to evoke a target emotion in the character(Brechet, Baldy, & Picard, 2009). Among these tasks, two in particular were noteworthy. The first required the matching of an emotional scenario with various stimuli (Brechet, Baldy, & Picard, 2009). This is by using a facial expression picture and an emotional label. A second type of task required the production, starting from an emotional scenario, of a facial expression, to the subsequent emotional labeling (Brechet, Baldy, & Picard, 2009). From both the above accounts it is noted that there is a difference in methodology of test and hence it is fit to attribute the difference in results to the different methods of test. Results of the Analysis The most resounding outcome of the experiments was the corrective response that sequentially advanced from age groups 2-5, 4-8 and 5-10. Happiness was the main point of inference and likewise the most successful. Coming in second was sadness, and most notably it cut through all the age domain groups (Brechet, Baldy, & Picard, 2009). Anger and fear also were accounted for and they took intermediate values as such they were not a total success neither a total failure. As for the emotions that took a plunge, disgust and surprise took the honors with none recording a tangible relevance to either the emotion label or expression among the children. Experiments using emotional scenarios generally associated the scenario with other Stimuli, for example a photograph of a face, a drawing, or an emotional label These combinations were not always helpful in facilitating the task for the children. For example, Reichenbach and Masters (1983) showed that the use of two emotional stimuli – a scenario plus a photo – did not increase the success level in a task involving matching the stimulus with a label, When compared with the use of a single stimulus – a scenario or a photo. Shortcomings of the Analysis However, the experimental process faces some shortcomings and was a point of contest among various philosophers, with no end in sight. First of all, the experiments had little or limited experiment control and the general evocative power of scenarios were not influential. Bt this, the stimuli was independent of scenario and vice versa. Furthermore, the scenarios of reference were short and paradoxical with respect to the emotions represented. For example “A little boys birthday, and he receives many gifts” from a philosophical point of view, it appears vary vague since it doesn’t account for how the emotion of the per said stimuli- happiness comes into play. In the present study emotional scenarios independent of other stimuli was used Furthermore, the scenarios were more detailed than the scenarios used up to now, and a precise control of the evocative power of the scenario was done according to the procedure described and used by Widen and Russell (2002). We used these emotional scenarios in order to measure children’s ability to label freely different basic emotions Free labeling, this has been relatively little used in the Literature in comparison with the forced choice response method. The method of free Labeling, despite its apparent complexity, provided the best reflection of children’s spontaneous interpretation of an emotional stimulus. When the stimuli were sufficiently well administered, the task of free labelling was understood at the age of 2–3 and the emotional labels were available in most cases at the age of 4–5. It therefore goes without saying that the emotional aspect is not determined by stimuli but how best the relation of mind and heart is set; it doesn’t necessarily imply that every account of happiness goes for everyone. Similar to the birthday example, not every child will express happiness for getting gifts. This shows that also stimuli can be a determinant of character and background. The drawing tasks, the complexity of which turns out to be greater than that of Completion tasks indicated that the correct graphic depiction of emotions was weak at the age of 5. It increased between the ages of 5 and 8 for happiness and sadness, and between the ages of 8 and 11 for anger and surprise, though the success level never reached a ceiling record. Review The journal “how does Sam feel?” is a very simple medical based journal that is very informative and easy to understand since the language used is quite layman type I fully conquer with all the ideas and principles put across and offer no bone of contention in the authenticity of every method used to analyze the test subjects. Furthermore the journal is well and chronologically referenced to create a very composed piece of work. In conclusion, it is evident that emotion goes hand in hand with action and most notably, the after action after the onset of a given emotion. All that is to be done is to acknowledge the expressing of these emotions by children since it is a basis of development statute . Reference Brechet, C., Baldy, R. , & Picard, D. (2009). How does Sam feel?: Children’ sl abelling and drawing of basic emotions. British Journal of Developmental Psychology, 27(n.a), 587-606. Sonics, B. (2004). Emotional development in young children. Psychiatry, 14(5), 124-203. Hyson, M. (2004). The Emotional Development of Young Children: Building an Emotion-centered Curriculum Early childhood education series. Indiana: Teachers College Press, Denham, S. A. (1998). Emotional Development in Young Children. n.a: Guilford Press Daniel, I. (2013, March 29). Explore PBS. PBS. Retrieved April 3, 2014, from http://www.pbs.org. Read More