A productive way to look at emotional functioning is the degree to which it serves the adaptive and self-efficacious goals of the individual. The construct emotional competence3 has been proposed as a set of affect-oriented behavioural, cognitive and regulatory skills that emerge over time as a person develops in a social context. Thus, we actively create our emotional experience, through the combined influence of our cognitive developmental structures and our social exposure to emotion discourse.

Done alongside a little pal, and it becomes about teamwork, sharing, and social skills. The development of emotional competence skills is a developmental process such that a particular skill manifests differently at different ages. With young children, emotion knowledge is more concrete, with heightened focus on observable factors.

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For example, social environments characterised by quality, affordable housing are associated with reduced poverty and increased residential stability, both of which affect a child’s health and the social relationships which they form. Children who change neighbourhoods frequently because their parents are forced to move to find affordable housing may find it difficult to develop supportive social relationships and are more likely to be absent from or under-perform at school. Australian children who lived in cleaner neighbourhoods were assessed as having better social behaviours than those living in less clean environments. Sand play is a fantastic opportunity for the foundations of scientific learning, and developing self-confidence and physical development. Scooping, digging, pouring and sifting, teach children how things work, whilst also building their muscles and coordination.

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• This means that parents can collectively take responsibility for children’s behaviour, for example by providing discipline if a child misbehaves.
• In terms of parenting, social relationships of key importance include those between a child and their parents, but also a child and other adults (e.g. teachers, other children’s parents) and other children .
• In turn, the social environment largely determines who children form social relationships with and the quality of those social relationships, as many of the relationships children form are within their family or neighbourhood.
• Parental involvement with the parents of other children creates trust and obligations, as well as community norms, which the parents set collectively for their children.
• A child’s social environment is largely dictated by where their parents live and send them to school.
• As such, parents’ decisions about where to pollen allergy live, work and school can markedly affect the health and wellbeing of their children.

Through this process, we learn what it means to feel something and to do something about it. Emotional learning begins at a very young age, as children discover a wide range of emotions, and evolves as they grow. This topic aims to provide a better understanding of the key stages of emotional development, its impacts, interrelated skills, and the factors that influence emotional competence.

As children mature, their inferences about what others are feeling integrate not only situational information, but also information regarding prior experiences and history. Older children are also more able to understand and express complex emotions such as pride, shame or embarrassment. By adolescence, issues of identity, moral character and the combined effects of aspiration and opportunity are more explicitly acknowledged as significant by youth.

Young children’s emotion expression and emotion regulation are less well-developed, requiring more support and reinforcement from the social environment. Elementary school children advance in their ability to offer self-reports of emotions, and to use words to explain emotion-related situations.