Development of communication, self and emotions in childhood: contributions from the relational and dialogical perspectives

Abstract

Development of communication, self and emotions in childhood: contributions from the relational and dialogical perspectives 1Desenvolvimento da comunicação, identidade e emoções na infância: contribuições das perspectivas relacional e dialógica ABSTRACT The present paper shares some reflections on the implication of conceptualizing the development of communication, self and emotions as a relational and dialogical process. It is our contention that the analysis of self, emotions and communication cannot be divorced from one another. We view emotions as relational and dialogical experiences lived in bodies that co-exist in relation to other bodies, thereby fostering the development of a differentiated, yet connected, sense of self, starting during infancy and unfolding throughout childhood.

A communicative-tension model of change-induced collective voluntary turnover in IT

“…Emotions evolve dynamically in changing relational contexts through unfolding meaning construction (Garvey and Silva, 2010). During conversations about the change, people tune into the emotional experiences of those they are socially attached to (Schore, 2000) and co-create emotional and behavioural patterns (Garvey and Silva, 2010).…”