Emotion types and importance in learning

1. Emotion: types and
importance in
learning
Name: Seema Parveen
Roll NO: 2K18/BEDS/73
Subject: HDL
Assigned by: Sir Amjad Arain.

2.  The mental thinking or the feeling of a
person at a particular instance knowingly or
unknowingly is called an emotion

3.  There are tow main types of emotion:
 1. Positive emotion
 2. Negative emotion
Positive emotion: These emotions are very
helpful and essential in the normal development
of an individual.
For example: (Love, amusement, curiosity, joy
or happiness)

4.  Smiles
 First month _____ reflex response
 By 6 weeks________ the social smile appears
 By 7 months______ smiles toward people;
encourages interaction and bonding ◦
Laughing
 By 3 to 4 months_____ during activities (i.e.,
playing)
 By 1 year ______ response to unexpected events
 By 2 years _____ response to own behavior or
attempting to make others laugh

5.  Reflexive Smile in a Sleeping Newborn
 Social Smile in an 8-Month-Old Infant

6. These emotions are harmful to the development
of an individual’s For example: (Fear, anger,
jealously

7.  Generalized distress
 Newborns _____ hunger, pain, overstimulation
 Anger and/or sadness
 2 months _____ visible facial expression
matches situation ◦
 Fear and/or distress
 6-7 months to 2 years _____ stranger
wariness
 7 to 12 months ____ fear of novel toys, noises,
sudden movements
 8 to 15 months ______ separation anxiety

8.  health
 school
 teacher
 Family
 parental outlook
 social status
 mental ability
 will power
 economic status

9.  Emotional development refers to a child's
growing ability to regulate and control
emotions and to form secure relationships.

10.  There are four main stages of emotional
development
 1. During infancy
 2. During childhood
 3. During adolescence
 4. During adulthood

11.  Right from the time of the birth, the infant
cries and his bodily movement seem to give
evidence of the presence of emotional
element in him. what are the specific
emotion, if any, he experiences at this stage
is a difficult to be answered. Truly speaking
Mrs. Hurlock puts it, “At birth and shortly
afterword the first sign of emotional behavior
in general excitement

12.  to strong stimulation. There are no
indications of clear-cut definite emotional
pattern that can be recognized and identified
as specific emotional state.

13.  The stage of undifferentiated excitement is
over in a very short time when the general
excitement becomes differentiated into
simple response that suggests pleasure and
displeasure. Stimuli like sudden loud noise,
wet, cold, and objective applied to the baby
skin feeling hungry, and uncomfortable etc

14.  During childhood, peer group relationships
and school atmosphere and other
environmental factors influencing his
emotional behaviour. His emotion get linked
with the new experiences and interests and
his emotional behaviour get linked with new
stimuli. At the same time he does not react to
various old stimuli. For example he does not
show any anger during bathed, or dressed
and no fear.

15.  In later childhood, the child tries to express
his behavior through reasonable means and
result of many factor. In childhood child is
in position to express his feeling through
language

16.  Emotions during this stage change very
frequently and quickly. It makes them
moody. In very short time they could switch
between being happy or extremely sad.
Mature man:
 A person can be called emotionally mature if
he is able to display his emotion and control
properly.

17.  Hereditary factors
 It has been seen that some similarities are found between
the emotional development of parents as well as children.
 2. Maturation
As the child develops mentally, he also gets emotionally
matured. It has been proved through experiments by
psychologists that development of emotions of the child
depends upon the level of maturation the child.
3. Training
Watson has proved that children learn through conditioning.
He did an experiment on a nine months old baby. The baby
was shown a rat and in the background a loud sound was
made. After some time it has seen that the baby started
crying at the sight of the rat.

18.  Thus it was proved that young children's
emotions are influenced by conditioning.
Through experiments, it was seen that
children start getting scared of the things
with which their mothers feels frightened
when the parents expresses affection he also
starts responding in the same manner. If
there is expression of physical love in the
family, he also kisses hugs and expresses
love by touching.

19.  Health
Children with sound health are able to control their
emotions in a better way. Children who are weak remain
irritable, easily excitable and emotionally unstable.
5. Intelligence Children who are intelligent are
emotionally stable. Children with low intelligence
quotient are emotionally unstable.
6. Family relation
Relation of family members with each other and how
they express their emotions affects the emotional
behaviour of the child. If the behaviour of the parents is
stable and they express their emotions in a subdued
and balanced manner, the child will also learn to
express his emotion in a balanced manner.

20.  If the parents shout in anger, show violent
behaviour, the baby also adopts the same
behaviour and shows temper tantrums. He
will throw his toys and other things in a fit of
anger. Over pampering makes the child
obstinate and indiscipline. Parents who are
not able to give time to their children or
somehow don't show any affection, their
children become submissive or introvent.

21.  Social environment
Just like family, neighborhood, school, society members
exert influence on the emotional development of the child. If
the environment of the society is tense and emotionally
charged the child will also become emotionally unstable. If
people around are emotionally stable, they express their
emotions in a socially approved way. If people have control
over their emotions the child also imitates and follows the
same pattern regarding his emotions. He will learn better
control over his emotion and will always try to confirm the
socially approved way of expressing his emotions.
8. Control over emotions To maintain physical and mental
health, it is very necessary to have control over emotions. At
the time of emotional state, body undergoes many

22.  changes like change in blood circulation,
pulse rate, breathing, effect on digestive
system, stretching of eyes, closing of fists,
etc. When these emotional states are created
in the body frequently and intensely, it affects
the body badly. That is why it is very
necessary to exercise control over emotions
and they should be expressed in a socially
approved manner so that the person and the
people around him can live in peace and
harmony.

23.  1-Repression or inhibition:
 Here the undesirable emotional behavior of the
child is check by imposing restrictions and giving
punishment. Rule and regulation are strictly
observed and the child is always required to
express his emotions in socially desirable.
 2-Industriousness or mental occupation Another
method for exercising control over emotion is to
keep oneself busy in some constructive activities.
Empty mind is said to be a devil’s workshop.
Therefore, it is essential to have provision for co-
curricular and leisure activities for the balance
emotional development of the children.

24.  3- Radiation and sublimation: The direction
of flow of emotional energy is changed
through the process of redirection and
sublimation from a desirable goal to a
socially desirable one. In both these process,
there is only a difference of degree. While, in
redirection there is no change in the nature of
the emotion and only the direction of flow is
changed, in sublimation, there is modification
of original instincts or emotions. Sublimation
changes the very form of the emotion.

25.  4-Catharsis:
 In this method, desirable channels are provided
for the release of the emotional energy in some
way or the other, the individual provided with
opportunity of self-expression so that the pent
up emotions get appropriate outlet. Under the
cloud of emotions tensions are created in the
mind of the individuals. By providing a proper
outlet for emotional expression, the tension can
be removed and one is made to feel better and
lighter.

26.  They should be an adequate provision for various
co-curricular activities for the full expression and
outlet of emotional energies of the children. 2)
Instructional methodology and curriculum should
be dynamic, progressive and child-centered. 3)
Children should get desired love and sympathy
from the teachers. Their individuality should be
respected and individual difference recognized.
The teacher should see that basic emotional need
of the children is satisfied in the classroom or
school.

27.  With the help of positive methods of
controlling and training the emotion, the
emotional tension present in minds of the
children should be removed and the creation
of undesirable complexes avoided.
 5) Moral and religious training should from a
part of the school programme. High ideas of
life and moral principles should be made the
guiding factors of the children’s lives.

28.  Emotions are caught, they are not taught.
Therefore, teachers should refrain from any
act or behavior which can bring undesirable
influence on the emotional development of
the children. They must put their own
example before the children for the refined
emotional expression and behavior.
 7) Proper care should be taken for the
balanced social development of the children.
Each child should get due recognition in his
group and in no case he should feel isolated
or rejected by his peer group and classmates.

29.  Emotional intelligence (EI) refers to the ability
to perceive, control and evaluate emotions.
Some researchers suggest that emotional
intelligence can be learned and strengthened,
while others claim it is an inborn
characteristic. Emotional intelligence is the
ability to identify and manage your own
emotions and the emotions of others.
 It is generally said to include 3 skills:
 1. Emotional awareness, including the ability
to identify your own emotions and those of
others;

30.  Perceiving Emotions: The first step in
understanding emotions is to perceive them
accurately. In many cases, this might involve
understanding nonverbal signals such as body
language and facial expression. Reasoning With
Emotions: The next step involves using emotions
to promote thinking and cognitive activity.
Emotions help prioritize what we pay attention
and react to; we respond emotionally to things
that garner our attention.
 Understanding Emotions: The emotions that we
perceive can carry a wide variety of meanings. If
someone is expressing angry emotions, the
observer must interpret the cause of their anger
and what it might mean. For example, if your

31.  Emotional quotient
Emotional quotient (EQ), also called emotional
intelligence quotient, is a measurement of a
person's ability to monitor his or her emotions,
to cope with pressures and demands, and to
control his or her thoughts and actions. The
ability to assess and affect situations and
relationships with other people also plays a role
in emotional intelligence. This measurement is
intended to be a tool that is similar to
intelligence quotient (IQ), which is a
measurement of a person's intellect. There is
much debate surrounding the legitimacy of EQ,