Humans are thought to be born with their emotions. In the studies, there is a feeling of anger, fun/happiness and fear from birth. Cognitive development is not necessary for the formation of emotions. For example, it has been observed that babies born without a brain (anencephalic) are disgusted with sour tastes and enjoy sweet tastes. However, as life experiences and brain development increase, it is observed that the variety of emotions, the ability to distinguish, name and regulate emotions, and the ability to use their emotions in the social environment increase. At about 15 months, when the baby sees someone crying, he empathizes and looks sad.
Our emotions affect our behavior, thoughts, motivation, life energy, success and relationships between people and many more. The importance and place of emotions in one’s life are summarized below.
Emotions have a communicative aspect. For example, a baby with underdeveloped language can express his hunger and need for love with his crying.
Emotions have protective effects in life; therefore they are vital.
Emotions affect social functions and regulate interpersonal relationships.
Emotions constitute motivation; Motivational status is important in cognitive development and the development of motor and social skills. Therefore, healthy emotional development affects other developmental areas directly and indirectly.
Emotions are important in the formation of cognitive processes and schemas.
Emotions measure the importance of an event.
Emotions have a role in self-management and executive functions.
Emotions are important in attachment processes.
In cases where emotions are not properly regulated, negative effects on various dimensions of daily functioning such as social, occupational and learning, and a decrease in productivity may occur.
Emotions have a role in adaptation and organization and regulation of goal-directed behavior.
Emotions have effects on personality development.
In order for a healthy emotional development to occur
, the infant must exist in accordance with the development of attention functions and the ability to look face-to-face. This is only possible with healthy sense organs and brain regions.
The caregiver needs to make eye contact and give appropriate emotional responses to the situation.
The caregiver should not have a mental health problem.
The caregiver should be able to experience, recognize and verbalize their emotional reactions.
The caregiver should be able to control and manage their emotions.
The intensity and duration of the caregiver’s emotional responses should be compatible with external stimuli and the environment.
Caregivers should be caring and smiling while meeting their infants’ physical, social, emotional and tactile needs. They should be able to show their positive emotions by making as much eye contact as possible.
Caregivers should be responsive to their child’s needs in various fields.
Caregivers should set an example for their children in controlling their emotional reactions to events.
Children should be protected from physical, emotional or sexual abuse; Trauma impairs healthy emotional development.
Integration between emotions and thoughts must be ensured. Ensuring the appropriate integration between emotions and thoughts is possible by having healthy developing brain regions and by giving and defining emotional reactions and thoughts appropriate to the environment (presenting appropriate stimuli). Trauma can disrupt healthy integration.
The main problems in emotional development can be seen in the following ways:
Difficulties in perceiving, understanding and naming their own or others’ emotions
Misinterpretation of emotions (cognitive distortions)
Very few or intense experiences
Sudden rapid changes in emotions – mood regulation difficulties-
Experiencing emotions inappropriately to the content of thought or events
Inadequacies or inappropriateness in emotion expression
Regulation of emotions and attention are important parts of self-regulation skills: Self-regulation skills have an important role in psychosocial functioning and in achieving school/work success. While regulating emotions, improving adaptation skills and behaviors; poor regulation of emotions is associated with deterioration in adaptive skills and behavior. Childhood traumas, neglect and negative life events impair emotion regulation skills. Difficulties in emotion regulation often interfere with the development of empathy skills and prosocial responses. This can be clearly observed in various psychiatric disorders such as post-traumatic stress disorder. In other words, while the regulation of emotions plays a central role in a healthy development, poor regulation of emotions may pave the way for the development of psychiatric disorders.
Neurobiological systems, emotional intensity, temperament, personality, executive functions, cognitive processes, interpersonal relations, inter-system relations and connections play a role in the regulation of emotions.
In cases where there are disruptions in emotional development, the child must be evaluated by a child and adolescent psychiatrist.
