Notes on work of Marion C. Hyson, University of Delaware
Emotional
Development of Young Children: Building an Emotion-Centered
Curriculum (my notes from this book of hers)
Article by ERIC on Developmentally Appropriate Practice which cites her work
For more info on Hyson and her work you can go to the U of Delaware search site.
Emotional
Development of Young Children: Building an
Emotion-Centered
Curriculum (Early Childhood Education Series) by
Marion C. Hyson
I read this and made most of my editorial comments in late 1994 or early 1995. It was published before the term emotional intelligence became popularized. My comments are usually in brackets []
--
From the Introduction:
"At one time, during the era of John Dewey, the emotional development and adjustment of the child were viewed as a central aspect of democratic education." p ix
then we became more interested in cognitive skills and IQ
Now the pendulum seems to have swung back, and once again the importance of emotion is recognized. ix
Clearly, a child is made up of far more than cognitive capacities, and it is not a failure of [cognitive capacities] that brings about the violence and social decay that increasingly troubles this nation" ix
.. it is becoming more and more critical to focus our efforts on interventions that address the social, emotional, and motivational structures within a child. ix
"All children need assistance in forming a positive self-image, in learning to interact in relationships, and in experiencing emotions.." ix
Whether emotions can become for the child a rich, life-enhancing source of experience or a frightening, incomprehensible array of feelings may depend on how well parents and schools can impart a healthy understanding of emotions and emotional self-regulation.
.. mentions problems of abuse-- "displays of physical affection and ... have become suspect. ix
.. an undue emphasis on formal academics in early childhood programs contributes also to a decline in emotional "warmth" in classrooms." p x
+ children are spending less & less time with parents - this does two things - 1) makes kids more emotionally needy 2) makes teacher's role in emotional development relatively more important
... the nature of early childhood curriculum, its developmental appropriateness, and the emotional tone its practice creates, are becoming increasingly important. p x
"An emotion is experienced as a feeling that motivates, organizes, and guides perception, thought, and action." Carroll Izard. p 2
[1999 note: this is very similar to Mayer and Salovey's original definition of emotional intelligence, which they have updated. See p. 10 and on from the Salovey and Sluyter book's Chapter 1 -- What is Emotional Intelligence, by John Mayer and Peter Salovey.
emotions have a purpose. [of course, otherwise nature would not have developed them.]
emotions have the power to "stimulate or discourage" learning p2
moods are longer term emotions. (but not permanent)
"Emotion-Centered Curriculum" p 3 early childhood: birth to 8
"Organization" section is good idea
6 Goals of Emotion-Centered Curriculum p. 6
1. Creating a secure emotional environment
2. Helping children understand emotions
3. Modeling genuine, appropriate emotional responses
4. Supporting children's regulation of emotions
5. Recognizing and honoring children's expressive styles
6. Uniting children's learning with positive emotions
p 14-16 1. The emotional nature of teacher child relationships 2. The selection of activities to meet children's emotional needs 3. Open expression of feelings by children and adults 4. Developing understanding of emotions 5. Developing healthy behavioral responses to emotions. 6. Awareness of the children's emotional responses.
1- Includes validating emotions, meeting basic needs, touching, holding, made to feel valued and needed.
2. Activities to improve attitude about school, helping children master separation-anxiety (fear of abandonment; provide sensory enjoyment; opportunities for pleasurable social interaction. Recognition, acceptance, admiration. (from peers)
3. Encouragement of emotional expression. "Children's feelings, even 'negative' emotions, are accepted and respected."
4. Also may be called "emotional socialization"
She suggests that such things may be more accepted, easier implemented in pre-schools, private schools p 17
pp 18-19
Talks about how between 1920-1950 literature recommended validating emotions. She gives several examples. It suggested things like, showing genuine individual interest in the child, talking about emotions, allowing children to express their anger instead of making them feel guilty about having anger or negative feelings.
+ understand their & others' feelings (affective education in 70's)
"A number of writers offered teachers specific activities intended to stimulate children's empathy, their ability to label emotions, and their capacity to express emotions in a direct, authentic way." p 20 + see "Left- Handed Teaching:Lessons in Affective Education (Castillo, 1974)
goal is to help child develop his emotional abilities along with his cognitive and intellectual abilities.
[It is my belief that only someone not in touch with their own emotions (low EQ) would assert that emotional skills are not important or can't or shouldn't be taught.]
p 22 ... the past 10 years have seen a decline in the field's traditional emphasis on emotional development. She calls current status an "affect-impoverished climate".
p 23
She cites several studies which found a "virtual absence" of emotions, pointing to a "tendency to ignore or deny emotion. Another study she cites found teachers who "created bland, affectively sanitized environments and who manipulated children's emotions to serve adult ends. Teachers often responded to children in what were judged to be "emotionally false ways, characterized by a persistent denial of angry intentions.
Another national study found "widespread emotional insensitivity, detachment, and even harshness among early childhood teachers. Yet another study found that a third of teachers studied talked about emotions in ways that were rated "not at all like" or "very unlike" the teacher's observed behavior.- In other words they were modeling fake, phony, artificial, superficial behavior.
She offers these explanations for the decline: fear of sexual abuse suits, and a "heightened emphasis on formal academics."
[I would add that it could also be because 1) the increasing difficulty of controlling students 2) increasing problems with teacher's own emotional skills (ie lack thereof), possibly due to their own denial, unmet needs, etc. 3) their ignorance of the importance of emotional skills]
p 24. offers support for the fact that there is a negative correlation between a teacher's emphasis on strict academics and a positive emotional environment. For example, one study found that a highly academic orientation was "almost invariably accompanied by lower amounts of teacher warmth and more negative approaches to dealing with misbehavior."
Additionally "competition and comparison" was relatively more frequent among academic-centered curriculum. Such competition may be a healthy thing or an unhealthy thing for the child.
[For example if an atmosphere of better-than, lesser-than is fostered, self- esteem may be both falsely inflated on the one hand, say for a sports winner, or inappropriately deflated for a "loser". The term "loser" in fact has become one of the favorite pejorative and belittling labels. A student so branded, especially if not the recipient of positive individual reinforcement, may literally be permanently scarred in terms of diminished self-esteem.]
p. 25 Hyson goes on to offer evidence of the damage to a child's emotional development when appropriate teaching is lacking. For example, she cites one study which found increased instances of stress and anxiety, particularly among boys and low income blacks, when curriculums did not adequately address emotional issues.
[This is not particularly surprising, of course. Anyone who has had their feelings ignored or invalidated knows all to well the frustration caused, perhaps especially if they are aware of what is transpiring.]
She offers more research which found emotionally undeveloped children were more distractable, less pro-social, and poorer in conduct and study habits. (Similar to Goleman's research review)
Furthermore, children from "high-pressure, emotionally distant, or critical family and preschool environments developed more negative feelings about school, more test anxiety and lower levels of creative behavior.
[Speaking personally again, this offers me insight into why I so often said I "hated" school and called my teachers "big, fat, stupid pigs", as my mother now likes to boast. In fact, I don't think you could find many who despised being forced to school any more than I. No doubt I contributed to my older sister's share of frustration when I stubbornly balked at accompanying her to grade school, and often returned home alone after having gone, kicking and screaming, half way there.]
Summary:
- More distractable, less pro-social, and poorer in conduct and study habits.
- more negative feelings about school, more test anxiety and lower levels of creative behavior.
- more likely to engage in antisocial behavior (when not allowed autonomy and exploration, but rather in didactic preschool programs)
Hyson makes three important points. First, children's emotional development has never been strictly a function of family influences. Rather, the teacher- student and student-student interactions and modeling are critical important as well.
Second, children are spending far waking hours with their biological parents, increasing the importance of their school life.
And third, increasing numbers of children are receiving "uncontrolled and even violent" models of emotion at home.
[It becomes necessary, even critically so, in my opinion, for society, through its schools, to correct, or attempt to correct the dysfunctional learning received at home. My personal statement/editorial on this topic is as follows:
Once the child has reached school age, a sincere attempt at correction is the only socially intelligent thing to do. We can not continue to dismiss, deny, ignore and minimize our crisis of emotions. School is our first and best chance.
A massive effort is needed to re-educate teachers in emotional skills; to re- design curriculum to prioritize emotional skills, relationship skills, problem-solving skills; and to perhaps most importantly self-esteem building skills. These "life skills", are, in my opinion, vastly more important than we have heretofore believed, at least as evidenced by our lack of formal attention to them.
I again remind you that we are spending money all over this world, even out of it, while we fail to address our concerns at home. Instead we focus our attention on world opinion, public appearances, status, power, comfort, entertainment and distraction, while the major systems of our country are dysfunctional and deteriorating daily. This process is occurring right before out eyes, in plain and undeniable view, for all those who choose to open them.]
Back to Hyson:
Early childhood professionals are a potent, even essential influence on young children's emotional development. If this was true in the past, it is even more true today. p 26
p.31 cites work by Dodge/Garber 92 who said Freud "saw development as a continual struggle between internal emotional impulses and attempts by the individual to control or regulate their expression (similar to EQ) "Domain of Emotion Regulation" Dodge, K.A. or "The development of emotion regulation and dysregulation." pp3-11
p. 32 Says Erikson (Childhood and Society) agreed about the harmful psychological consequences of denial or repression of "unacceptable" impulses.
Erikson talks about balancing emotions-trust mistrust, adequacy/in etc. in "Identity and the Life Cycle"
+ idea of issues from earlier periods of development...", [these can't be worked through at school only.]
Piaget mostly cognitive p.33 He doesn't answer why not every child is equally motivated to investigate and learn. But another author says that Piaget said emotion provides motivation. (motivational energy)
{?? Which comes first, emotion or motivation??]
Dissatisfaction, frustration serve the constructive purpose of causing us to seek alternative solutions. (emotional disequilibrium)
p.36 cites study that says there has been a "dramatic reevaluation of emotion, its consequences, and its development.."
p 37 talks about the evolutionary/survival instinct aspect of attachment behavior saying "evolutionary perspective is helpful in understanding many aspects of children's development and behavior." When they are afraid they move closer to their adult caregiver, "ensuring the species' welfare and long-term survival." [At least that was the way it once worked, before parents began abusing their children. At least, I suspect there was a time when parents didn't abuse their children--when they simply fed them until they were old enough to feed themselves, then they left them alone.]
Also, play has been interpreted as one aspect of the flexibility, experimentation and investigation useful for evolution and progress.
[In 1872 Darwin was already talking about the survival value of emotions such as fear and anger. She accurately points out that such an evolutionary perspective helps us understand the proper role of such emotions. We are often taught that such emotions are "negative" and thus something to be suppressed or denied. It is well known now that such denial and repression is blatantly physically unhealthy.
She also cites a number of other researchers who confirm this evolutionary perspective. p 37
[Also: emotions are universal. Darwin reported this in his book on the expression of emotion. Different cultures, though, teach which emotions and which ways of expression are permitted, acceptable and tolerated by teachers, parents, religious leaders. But bodies don't lie. Conventional wisdom has long taught us what the academic and medical professions are now acknowledging. Consider the expressions:
He was steaming inside until he finally blew his top His anger is eating away at him. His anger was all bottled up inside him. His stomach was all knotted.
Furthermore, it is generally accepted that all emotions are trying to tell us something. In the case of anger, we are being told something is wrong. If we don't listen to or seek out the message trying to be sent, we lose the opportunity to correct the problem. The problem may be either with us or someone else, but there is a problem, and the problem needs to be addressed. If not, it will most likely get worse, not better.
Intellectually, most of have learned this lesson the hard way. I say intellectually because many of us still do not put this lesson into practice. Yet whether we implement the knowledge life gives us, a strikingly simple question remains: Why must we learn such basic facts of life "the hard way"? Why aren't we taught such things in school?]
--
Displays of Emotions are seen in class room as disruptive, inappropriate. Like D'amasio (?) said in Descarte's Error we are taught not to let emotions rule us. To be logical, etc. (get quote)
-- [I remember my first girlfriend's mother reprimanded her for hugging me outside her house. She didn't approve of "public displays of affection." We used to laugh and call them PDA's.] --
Memory and learning increase when interest and happiness is increased. p. 39
When in a positive emotional state:
- tolerate frustration better - delay gratification - more generous to others (Chapman et al) + (Denham)
Emotions are a critical part of signalling and communicating to others. Babies express themselves with facial expressions and learn to read their mothers' [As Keen or Bly said: I am good when my mother smiles, bad when she frowns.]
The language of feeling binds us together, transcending boundaries of culture and age. p 41
Emotions have helped us "survive, adapt and learn" p 40
Certain emotions, such as guilt, seem to appear only after child has been exposed to cultural values p. 47
[Thus the importance of having healthy values!]
As children get older they learn when to hide their emotions, mask them, even display false emotions. We are taught to be phoney, to lie about our emotions. To exaggerate, to lie. In other words to manipulate with our emotions and the control thereof.
--
[My ex, the Russian spy could turn them on and off and up and down in intensity as easily as turning a water faucet.
Example of being pleased with a present we don't want.
Children learn to understand emotions very early. If parents try to deny their own feelings and children pick up on them, the child is hopelessly confused. The child then goes "into his head" to try to figure out what is going on, ie becomes overly-analytical (Branden and Bradshaw-The Family)]
--
Children show empathy at a very early age (under 1 year) Dogs can even pick up on a child emotions!
Greenspan's model of early childhood emotional development highlights contrasting emotions and the purpose of each in terms of positive and negative possibilities. ie guilt can be good or bad. Competency vs incompetency, guilt--fear of punishment bad remedial action good.
Hyson cites Greenspan (p. 58) who offers more evidence that parents' unresolved problems negatively affect child.
trust leads to "confident exploration of the world" p 59
p71, study by Kagan, "children are predisposed to attend to their parents' emotion-related behavior" she continues.. "toddlers are intensely interested in the emotions of other family members" (another study- Dunn ) other study: children are especially likely to look to adults for emotional information in new, uncertain situations.
Parents' expression of emotion influence children's immediate behavior as well as their long term development. p 71 both beneficial and harmful effects have been found.
Children whose parents converse with them about feelings, especially when conflicts occur, develop a better understanding of emotion (another study)
p. 72 More competent preschool children often have parents who are emotionally expressive And children whose parents warmly encourage them to express their sadness and distress- but who also help them cope effectively with negative emotions-- are likely to develop more sympathetic, adaptive, competent patterns of social behavior. (another study)
Even very young infants show marked negative emotions when mothers are unresponsive and detached, for example when the child wants to play.
-- [if this is the case, imagine what messages the child gets when it is unhappy, hurt or sad and it is ignored or "brushed off". Such a lack of attention , it can be expected will occur far more often when the parent is not feeling good themselves. The parent simply cannot deal with the demands of the child.
If the parent is needy, the child's needs go unmet.
Therefore, the parent must have its emotional needs met, before they are to be considered competent to parent.] --
Children whose mothers express a great deal of negative emotion are often sadder and less mature in their peer relationships. Depressed mothers are more likely to have insecurely attached children. Such children show - early social withdrawal and - greater risk of behavior problems in latter years. p 72
"Anger within the family can have profound effects on young children. " p 72 Children are pulled into the conflict, are surrounded by stress, a pervasive negative atmosphere, resulting in
- High levels of frustration - anger - tension - anxiety
Children of abusive parents have major deficiencies in
1. their ability to express emotions 2. to understand others feelings; 3. Controlling their own aggression
Cultural Influences:
Japanese and Korean discourage expression of emotion. As do Germans, British. [This is no secret, and again, no research study is needed to confirm what casual observation clearly shows.]
p 73 Every culture holds different beliefs (Key word) about which emotions are appropriate and which can be displayed.
Children learn which emotions are acceptable, which unacceptable through various means. Some, such as the selective reinforcement of children's emotional expressions are much less obvious than others. [Covert or not, however, messages are constantly being sent from adult to child. Perhaps more importantly, these messages are constantly being received, stored and programmed into the data banks of the child's emotional computer. (check alice miller)]
p 75 teachers and parents may range from warm sensitive, affectionate positive to neutral cold, harsh, abusive, angry, negative (show continuum)
[Who among us is going to try to argue such vastly different emotional and behavioral personality types are irrelevant to the child's later happiness in life?]
Chap 10
p 81 An emotion-centered curriculum explicitly recognizes the central importance of emotions in young children's development. The development of emotional competence is seen as an essential foundation for effective academic and social functioning.
[Note both academic and social...]
Ingredients
Emotional engagement
Warm child adult relationships
Direct expressions of feelings
Individuality
Attunement to others (empathy)
Emotionally relevant activities
Creating a secure emotional environment
Helping children understand emotions
Modeling genuine, appropriate emotion resp
Supporting their regulation of e
Recognizing and honoring c's emotional expressiveness and individuality and styles
Uniting learning with positive emotions (isn't this fun?)
--
[What child can't tell when the teacher or adult is lying to them as they say this.
I would add validation, feeling vocabulary and taking
responsibility for and control of emotions, moods
Argument is that we don't have time: but a good investment now will yield results in increased motivation, attention span, and less need for discipline and control.] --
p 88
Guidelines include:
responding to emotional needs in a warm, sensitive manner [I would add validating, understanding]
- supporting self-esteem
- build confidence
- security
- positive feelings about learning
--
[Which child is easier to teach: the one who wants to learn or the one who doesn't. Such a simple question, yet we have seemingly ignored he importance of it.
Again from my own life, I hated school. I despised it. I came up with every possible reason not to attend. I lied to get out of going. Yet now I seek knowledge willingly. Why? I decided it was in my own best interest.
Real learning occurs best and quickest when the student realizes it is in his own best interest to learn.
Once again, I ask do we need a study to tell us this? Why have we not addressed motivation. For this simple reason. it is too difficult, too controversial a subject. We lack courage, yet we try to prove to the world how courageous we are when it comes to international conflict. I say again that we are hypocrites when we do this.]
--
p 88 NAEYC report: curriculum must be meaningful in order to be both developmentally appropriate and educationally worthwhile.-- National Assoc for the Educ of Young children
From Emotional Competence by C. Saarni In Socioemotional Development p 93
The emotionally competent person:
Is aware of his own emotional state, including the possibility of experiencing multiple emotions.
2. Is able to discern others' emotions
3. Is proficient in verbal emotional communication
4. Is capable of empathy
5. Is able to realize that inner emotions my not be matched by outer expressions
6. Is aware of culturally accepted rules for the display of feeling
7. Is able to take individuality into account when assessing emotions
8. Is able to understand that his way of expressing emotions affects others, and takes this into account.
9. Is capable of managing unpleasant emotions both in terms of their intensity and duration
10. Recognizes the element of emotional intimacy and genuineness with respect to personal relationships
11. Views himself as feeling, overall, the way they would prefer to feel.
[I would add: Takes responsibility for his feelings.]
[1999 note: this sounds very much like Mayer and Salovey's definition of emotional intelligence.]
p 93
"emotional security is essential; basic ingredients of a healthy personality p 98 trust,
Parents whose own early environments were insecure may have treated their children in unresponsive, neglectful, and even abusive ways.
Seeing rage and violence at home ... children .. have no confidence that their world is safe, predictable, or helpful. Even children from stable families sometimes feel that they stand on emotionally shaky ground, because their parents may seem to value them only for their academic performances and their adherence to adult standards." p 99
[1999 note: even these people who write about emotions misuse the verb "to feel," as we see above]
Many studies show that "insecurely attached" children are likely to show the following problems:
- developmental problems
- lower self-esteem
- extremely disruptive
- extremely dependant
- more ridiculed by other children
- more isolated
- more anxious
- more hostile
- more inappropriate displays of negative emotions
- more subject to attack, criticism and harsh treatment by other children and teachers for their socially inappropriate behavior (which further damages their self-esteem)
p 100
Young child's basic needs to be secure include:
- predictable environment
- accepting of who they are (validating)
- what they think and feel
- responsive environment: shows children they matter, their actions have consequences, and their actions make a difference in their world. (sense of control) p 100
- proximity p 104
- affectionate touch p 104
- boundaries [my addition]
- support
- encouragement
Adults facial expressions contribute to a child's sense of emotional security. p. 103
Basics of Emotional Understanding p. 115
- Everyone has emotions
- Almost everything evokes some emotion
- Emotions communicate how I and others feel
- There are different ways of showing the same emotions
- People experience different emotions from similar events
- We have some control over our and others' emotions
p. 116 Children can't understand the reasons people feel what they feel.
Children express more of both positive and negative emotions when with friends than non-friends. Friendship "opens the door" to all sorts of feelings p.118
p 124 it is also possible to talk too much about emotions & some teachers do.
Chap 8 modeling genuine, approp. emotions
Chap 9 Supporting child's regulation of emotions
10 - Recognizing & Honoring C's Expressive styles
11 Uniting C's learning with + emotions
================
Below is from Hyson's unpublished article submitted to EQ News: "Teachers As Emotion Models"
--
One of the many ways in which teachers can help build children's emotional intelligence is to model genuine, appropriate emotional responses. Here are some thoughts about how to increase your power as an emotion model, how to identify the feelings and emotion- related behaviors you may want to focus on in your modeling, and how to take advantage of some "prime times" for modeling. Finally, I'd like to talk about some problems and pitfalls that arise when adults take on the job of being an emotional model for children.
Becoming a powerful model
For better or worse, children learn by observing others. We see fragments of television scenes enacted on the playground,and-- sometimes eerily-- we hear our own teacherly phrases come out of children's mouths. Children are able to remember and reproduce even complex behaviors after watching others' action. Bandura and others have argued that modeling is one of the most powerful tools we have for changing behavior and fostering learning.
How can teachers tap into that power, to increase the chances that children will notice, remember, and enact positive emotional behaviors? Again, Bandura and other researchers have some useful answers. The most effective models are perceived by observers to be nurturant, powerful, and similar to those who observe them.
Christine, a kindergarten teacher I know well, is very effective in providing often-copied models of positive emotion expression and regulation. What is Christine like? She's nurturant--comforting children when they are upset, listening intently to their troubles. She is powerful--no question about who is "in control" in her class, despite the wonderful choices she offers. Children pay attention to everything she says and does because she is so important to them. And, because she is so open about her own interests and ideas, the children identify with Christine, making it even more likely that they will not only notice her expressions of emotion but will begin to reproduce them.
Targets for emotional learning
Any time we are with children, we are being noticed and, probably, imitated. But being a bit more conscious about selecting targets for emotion modeling may multiply that impact. Sometimes teachers get so concerned about modeling appropriate ways of dealing with negative feelings that they ignore more positive emotions.
Christine and other emotion-centered teachers are mindful of modeling positive emotional dispositions.