Brain Maturation and Emotions –
Brain Maturation and Emotions –
1 day ago
Cynthia Green
week 4 discussion 1
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Week Four, Discussion 1
Brain Maturation and Emotions –
Brain Maturation and Emotions
What is the impact of brain maturation on emotional development?
Address changes in infancy, early childhood and beyond. When or how do we gain control over our emotions?
Brain maturation is a complex and prevailing process; it’s involved and/or responsible for emotional development (e.g., self regulation, responsiveness, etc.) throughout all stages of life. Brain maturation can be used to address changes in infancy, childhood and adult life. When looking at infants, emotions first develop as pleasure and pain (Berger, 2012, p. 192). These rather simplistic emotions soon develop, and become more complex with age. According to Berger, between 2 and 4 months infants can express social joy (i.e., an emotion evoked by a human face) and even laughter (p. 192). All of these social emotions described are a result of the cortex maturing (p.194). One specific aspect of an infant’s emotional development involves a change in preference amongst caregivers. Due to neurological maturation, newborns soon shift in desire, from any caregiver to someone they have grown accustomed to (p. 195).
Brain maturation can further be expressed in the emotion of stress. During childhood, scans show abnormal neurological responses are often a result of abuse (Berger, 2012, p.195). Infants are further impacted by stress. This can be shown through the still-face paradigm, which is a process that proves the impact of parental emotions on an infant (p.206). This technique often involves an adult keeping a “straight-face” when interacting with an infant. It has been shown the infants often respond with smiles and movements (p.206).
Finally, brain maturation can affect one’s ability to distinguish emotions . Synesthesia, or the inability to differentiate emotions, is present amongst infants, children and adults (Berger, 2012, p.195). Within infants it is most common to notice confusion, especially due to their tendency to frequently cry. However, with the acquisition of self-awareness, the confusion appears to relieve itself. Though emotional confusion is uncommon, it is still present in adulthood, potentially due to genetics.
When addressing the question “do we ever gain control of our emotions?” it’s important to consider culture. Culture impacts what emotions are most emphasized, as well as gendered display rules. Furthermore, culture impacts norms, control strategies and emotional expressions (Berger, 2012, p. 292). Motivation can also be a predominant factor in emotional regulation. Intrinsic (i.e., internal drive) compared to extrinsic (i.e., outside forces such as rewards) motivation can influence one’s emotions and behavioral efforts (p.292). Overall, seeking an emotional balance, which is determined by one’s cultural constraints, is key.
References
Berger, K. S. (2012). The developing person through childhood and adolescence (9th ed.).
New York, NY: Worth Publishers.
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Ilima Tavares
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Brain maturation is involved in all emotional developments, especially through infants and toddlers with their ever -maturing brains and bodies. With an infant, we see pleasure first, then pain. Infants look happy after being fed or when asleep, and they cry when they’re hungry, tired, or in pain. With the growth of brain maturation, the infant begins to smile and create laughter between the ages of 2 and 4 months (Berger. 192). Infant and toddler emotions also show that their brain is maturing because of their ability to show emotions such as anger and sadness around 4 to 8 months. Between 9 and 14 months, infants will gain a fear of social events because of strangers or have separation anxiety. Around 18 months, toddler’s gain self-awareness which is the realization that one’s body, mind, and activities are separate from those of other people (Kopp, 2011).
Stress can impair the brain, particularly in areas that are connected with our emotions. There is evidence of from brain scans of maltreated children, these scans reveal abnormal activation in response to not only stress and emotions, but even to photographs of frightened people (Berger 195).
Synesthesia is more common in childhood than in adults; it is when brain maturation may affect an infant’s ability to differentiate emotions (one sense triggers another in the brain), such as distinguishing between joy and fear. Brain immaturity plays a big role in why this may happen.
Gaining control over our emotions may not be as easy at it seems. We all have different ways to cope with our emotions. Culture can play a huge factor in how some cope with their emotions. Children try to cope with their emotions by following the norms of their culture and what they see (Berger 292). Cultures differ in control strategies as well. Seeking emotional balance is the key to keeping one’s emotions regulated and in control of themselves.
Berger, K. S. (2012). The developing person through childhood and adolescence (9th ed.). New York, NY: Worth Publishers.
13 hours ago
Jessica Chavez
Week Four Discussion 1
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The impact of brain maturation has on emotional development is that the brain becomes more developed through the knowledge and interactions the human will have. There are several different emotions that begin to emerge beginning at the early age of infancy. Some of the emotions that are developed are: crying, smile, laughter, responsiveness smiles, anger, fear of social events, fear of unexpected sights and sounds, and self-awareness (Berger, 192).” However, culture and experience influence the development, and every infant develops differently. By the early age of two, toddlers are able to display the entire spectrum of emotional reactions. Toddlers are able to learn what is acceptable throughout their family and culture. “They have been taught what is acceptable in their family and culture—sometimes fear, sometimes boldness (Berger, 193).”
Brain maturation can be expressed in the emotions of stress. “One study found a cascade of stress throughout development: Fathers affect mothers’ stress levels, and if a mother is highly stressed, that stress can harm their child (Berger, 195).” Cortisol and brain imagery suggest that the hypothalamus grow more slowly if an infant is under stress. “Cortisol can elevate the blood pressure and the heart rate, increase blood sugar, and interrupt digestive and kidney functions (naturalchild.org).” Infants whom are shown physical attention to, have a lower stress level and cortisol measurement.Brain maturation may affect an infant’s ability to differentiate emotions. “Synesthesia is a phenomenon in which one sense triggers another in the brain (Berger, 195).” This is most likely caused by brain immaturity.
There are several ways that we are able to gain control over our emotions. For example, behaviorism displaying positive and negative attention, or punishments for appropriate behavior versus inappropriate behavior. Also, the way we were brought up and our cultures will be able to help us control our behaviors, by seeing the way our parents and their surroundings are like. Also, I think that sociocultural theory is able to help us gain control of our emotions.
https://www.naturalchild.org/articles/guest/linda_folden_palmer2.html
Berger, K. S. (2012). The developing person through childhood and adolescence (9th ed.).
New York, NY: Worth Publishers.
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22 hours ago
Ilima Tavares
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When children are very young, they may not realize what different genders are. Boys may play with dolls, and girls may play with trucks and not think about it for one second. Young children can also be confused about gender and sex, but this changes as the child grows older. Despite the increasing acceptance of sexual diversity, at around age 5 many children become aware in their ideas of sex and gender (Berger. 312).
By age 3, children may even reject playing with the toys that are geared towards the other gender from themselves. Gender identity typically develops in stages, around age two, children become conscious of the physical differences between boys and girls. Before their third birthday, most children can easily label themselves as either a boy or a girl. By age four, most children have a stable sense of their gender identity (healthychildren.org).
There are three theories of gender-role development, which are: Psychoanalytic theory, behaviorism, and cognitive theory. All the theories differ in how they explain the young child’s understanding of male and female. The theories all raise this question: what gender patterns should children learn?
A toddlers’ ability to think about themselves from the perspective of a second person also marks the start of their acquisition of what’s called “self-concept” which are, stable thoughts and feelings about the self. Between a child’s first and second birthdays, they will be able to produce simple self-descriptions and evaluations such as “I am a good boy”, which will become more complex over time. By the time a child is around eight-years-old, they will have a relatively stable idea of their own personality traits and dispositions, and whether they feel like a valuable and competent person (theconversation). Regardless of how children feel about themselves, adding an “idea of me” to their cognitive architecture changes the way they process information.
Berger, K. S. (2012). The developing person through childhood and adolescence (9th ed.). New York, NY: Worth Publishers.
healthychildren.org/English/ages-stages/gradeschool/Pages/Gender-Identity-and-Gender-Confusion-In-Children.aspx
http://theconversation.com/how-do-children-develop-a-sense-of-self-56118
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13 hours ago
Jessica Chavez
Wee Four Discussion Two
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When children are very young, they may not realize what “genders” are. Some boys may play with dolls, and some girls may play with trucks and superheroes. “A dynamic-systems approach reminds us that the attitudes, the roles, and even the biology of gender differences and similarities change from one developmental period to the next; the theories about how and why this occurs change as well (Berger, 312).” Around the age of two, children become conscious of the physical differences between boys and girls. However, before their third birthday; most children can easily label themselves as either boy or a girl. By the age of four, most children have a stable sense of their gender identity. Gender development is a normal process for all children however, all children need support, love, and care from family, school, and society.
Berger, K. S. (2012). The developing person through childhood and adolescence (9th ed.).
New York, NY: Worth Publishers.
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14 hours ago
Cynthia Green
Week Four, Discussion 2
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Week Four, Discussion 2
Gender Identity and the Sense of Self (p.476)
How does a child develop gender identity and a sense of self?
According to Berger (2012) gender identity typically starts with the biological sex of the person, and society’s role of what is appropriate for that gender. Gender identity and sexuality is influenced not only by physical appearance, but also cognitive, social and emotional development. According to Martin & Ruble (2004) “cognitive perspectives on gender development assume that children are actively searching for ways to find meaning in and make sense of the social world that surrounds them” (p.67). Culture and society provide these gender identity cues for children, as a consequence, they interpret the cues such as what they see and hear. These cues can also be associated with gender stereotyping. Martin & Ruble (2004) describe this as characteristics of rigid beliefs that specific genders can only do certain things. Studies suggest that a toddlers can distinguish between male and female around the time they talk. Furthermore, Martin & Ruble (2004) explain the developmental pattern of gender stereotyping. The first stage of development begins during the toddler year where they learn about characteristics of gender. The second stage of development is between the years of five to seven. Gender stereotyping is a “rigid either-or fashion”. The final stage around age eight, children develop more gender flexibility.
References
Berger, K. S. (2012). The developing person through childhood and adolescence (9th ed.).
New York, NY: Worth Publishers.
Martin, C., & Ruble, D. (2004). Children’s Search for Gender Cues: Cognitive Perspectives on Gender Development. Current Directions in Psychological Science, 13(2), 67-70. https://journals-sagepub-com.nuls.idm.oclc.org/doi/pdf/10.1111/j.0963-7214.2004.00276.x
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