Development of emotion expression during infancy: General course and patterns of individual difference

Malatesta-Magai, Carol

doi:10.1017/cbo9780511663963.004

Cited by 59 publications

(27 citation statements)

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“…However, for these two emotions, children usually avoiding the stimulus, as can be seen in the Figure 1. These results are consistent with longitudinal research conducted by MalatestaMagai on 72 infants; it is known that usually children, especially toddler avoid the object or avoiding eye contact with the subject that makes them feel negative emotions (Malatesta-Magai, 1991).…”

Section: Primary Emotionssupporting

confidence: 91%

Recognizing Young Children's Expressive Styles of Emotions (2-6 Years Old)

Qodariah

Pebriani²

2017

Proceedings of the 3rd International Conference on Early Childhood Education (ICECE 2016)

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One of the most important core features of emotional development is the ability to manage strong emotions and their expression in a constructive manner. Strengths in the area of emotional competence may help children cope effectively in particular circumstances. Meanwhile, emotional development often receives relatively less recognition as a core emerging capacity in the early childhood years, include in Indonesia. This study focused on expressive behavior of the primary and self-conscious emotion in early childhood life. The survey was conducted using guideline interview and analyzed by descriptive studies. Sample were 120 participants from Bandung, Jakarta, and Medan (60 samples of toddler and 60 samples of preschoolers). The result shows that both categories children mostly express their primary negative affect (i.e. sadness, anger) by crying or whining. For fear and disguise, most children avoiding the stimulus. This should be more concern for preschool children, because they should learn to express their feeling verbally to others and communicate with others can extends child's evaluation of and awareness of own feeling. There is a few contrast in expressive behavior of self-conscious emotion (i.e. shyness, and guilt) between these two children categories. Most of toddler express their negative emotion by avoiding the object or crying. While the preschooler can express their emotion using word (i.e. admitting their mistake or asking for an apology). The awareness of how they appear in the eyes of others is an important emotional resource to early socialization. The contrast ability to express the emotion between toddler and pre-school children are involve multiple emotion-related components that change over time as the child matures and in response to changing environmental interactions. That how the role of caregiver and teacher are important in develop the ability of children's regulation and their expression in a constructive manner.

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Section: Primary Emotionssupporting

confidence: 91%

Recognizing Young Children's Expressive Styles of Emotions (2-6 Years Old)

Qodariah

Pebriani²

2017

Proceedings of the 3rd International Conference on Early Childhood Education (ICECE 2016)

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“…In line with this, infants tend to show active avoidance during stimulating games and during periods in which mother is unresponsive (i.e., Still-Face episode; e.g., Cohn & Tronick, 1983), underresponsive (e.g., Lyons-Ruth & Spielman, 2004), or overresponsive (e.g., Beebe, 2000Beebe, , 2003Malatesta-Magai, 1991). In addition, infants of depressed mothers tend to spend more time avoiding their mother during mutual interactions than do infants of healthy mothers (e.g., Cohn, Matias, Tronick, Connell, & Lyons-Ruth, 1986;Field, Healy, Goldstein, & Guthertz, 1990; also see Fraiberg, 1982).…”

Section: Active Avoidancementioning

confidence: 57%

Interactions between anxious mothers and their infants: An integration of theory and research findings

Kaitz

Maytal

2005

Infant Ment. Health J.

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Children of highly anxious mothers are at risk for developmental difficulties including anxiety disorders, and "anxious maternal behavior" and disturbed mother-infant interactions have been implicated in the transmission of risk. In this article, we describe interactions between mothers who are highly anxious and their young infant, based on the few directly relevant observation studies that are available. For more detail, we draw on a broader literature including studies of depressed mothers and developmental theory. Our goal is to describe how the interactions between anxious mothers and infants look to an outside observer and how they may feel to mothers and infants. We also discuss possible bases for their disturbed interactive behavior, the impact that the disturbances can have on both mothers and infants, buffers and risk factors, and routes to short-term intervention. Finally, we suggest directions for future research on maternal anxiety and anxious maternal behavior and the significance of such research for clinicians and researchers.

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“…Some studies seem to indicate that the capacity for effective expression modulation increases from 7 to 10 years of age (Ekman, Friesen, & Anconi, 1980;Feldman et al, 1979). Other studies seem to show, on the contrary, that the competence for modulating expressive behaviour is developed even earlier (Cole, 1986;Malatesta-Magai, 1991). We argued that following an explicit instruction to control positive facial expressions such as laughter or smiling, which are normally not controlled automatically, requires an intentional control effort.…”

Section: Hypothesesmentioning

confidence: 78%

Children's ability to control the facial expression of laughter and smiling: Knowledge and behaviour

Ceschi

Scherer

2003

Cognition and Emotion

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A total of 64 children, aged 7 and 10, watched a clown performing three sketches rated as very funny by the children. Two experimental conditions were created by asking half of the participants to suppress their laughter. Facial expressions were videotaped and analysed with FACS. For both ages, the results show a significant shorter duration (but not a lower frequency) of episodes of laughter and Duchenne smiles, and greater frequency of facial control movements in the suppression compared to the free expression group. The detailed results on individual facial action units used to control amusement expressions suggest hypotheses on the nature of the underlying processes. The participants' explicit knowledge of their control strategies was assessed through standardised interviews. Although behavioural control strategies were reported equally frequently by the two age groups, 10-year-olds verbalised more mental control strategies than 7-year-olds. This theoretically expected difference was not related to the actual ability to control facial expression. This result challenges the commonly held assumption that explicit knowledge of control strategies results in a greater ability to execute such control in ongoing social interactions.

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Development of emotion expression during infancy: General course and patterns of individual difference

Cited by 59 publications

References 0 publications

Recognizing Young Children's Expressive Styles of Emotions (2-6 Years Old)

Recognizing Young Children's Expressive Styles of Emotions (2-6 Years Old)

Interactions between anxious mothers and their infants: An integration of theory and research findings

Children's ability to control the facial expression of laughter and smiling: Knowledge and behaviour

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