What Are The First Emotions To Appear In Infants? ✓ Solved

What Are The First Emotions To Appear In Infants2 What Experience

Identify the initial emotions that manifest in infants and explore the experiences that elicit feelings such as anger and sadness. Discuss whether traits of temperament are stable or change over the course of development. Examine Freud's perspective on the consequences when an infant's oral needs are not adequately satisfied. Differentiate between proximal and distal parenting styles. Analyze the reasons why many adults tend to overfeed children and consider why contemporary children face a higher risk of obesity compared to those 50 years ago. Investigate how brain maturation influences impulsivity and perseveration. Define primary prevention and provide examples, then explain secondary prevention with relevant examples.

Sample Paper For Above instruction

Understanding the early emotional development of infants provides valuable insights into the foundations of human emotional expression. The first emotions commonly observed in infants include distress, interest, and contentment, which typically emerge within the first few months of life. According to studies by Izard (2007), joy and surprise are among the earliest positive emotions, while distress or upset signaling pain or discomfort appears almost immediately after birth. These initial emotions serve as fundamental building blocks for later emotional experiences and social interactions.

Several experiences act as triggers for emotions such as anger and sadness in infants. For instance, frustration arising from unmet needs or obstacles in goal attainment can lead to anger (Gottlieb & Bergen, 2010). Sadness may emerge in response to separation from caregivers or feelings of helplessness, indicating the infant’s developing capacity for attachment and emotional regulation. These emotional responses are crucial in early survival and social bonding, highlighting the importance of sensitive caregiving in fostering healthy emotional development (Sroufe et al., 2005).

The question of whether traits of temperament endure or change with development has been a focal point in developmental psychology. Research by Thomas and Chess (1977) suggests that temperament traits such as activity level, adaptability, and mood tend to have a degree of stability over time but are also modifiable through environmental interactions and experiences. This dynamic interplay implies that while certain predispositions may persist, individuals can develop greater emotional regulation and flexibility as they grow older.

Freud's psychoanalytic theory offers a perspective on the importance of early oral needs. According to Freud (1905), if an infant's oral needs are not adequately satisfied—for example, through improper feeding or neglect—this could lead to fixation at the oral stage. Such fixation may manifest later in life as personality traits like dependency, oral habits such as smoking or nail-biting, or even issues related to trust and dependency in relationships.

Parenting styles can be characterized as proximal or distal. Proximal parenting involves physical closeness, responsiveness, and active engagement, fostering secure attachment and emotional development. In contrast, distal parenting emphasizes independence and less physical contact, which may encourage autonomy but could also impact emotional security (Bornstein & Lamb, 2011). The choice of parenting style influences the child's emotional regulation, social competence, and overall development.

Many adults overfeed children due to beliefs that it signifies care and nurturing, societal norms that encourage smothering or indulgence, or misconceptions about children's nutritional needs. The practice can often stem from the desire to comfort or soothe children, especially during periods of distress (Dammann et al., 2012). Today’s children are more at risk of obesity than those 50 years ago partly because of increased availability of calorie-dense foods, sedentary lifestyles, and aggressive marketing of unhealthy foods to children (Loh et al., 2017).

Brain maturation plays a significant role in behavioral regulation. As the prefrontal cortex develops, impulsivity diminishes, and executive functions such as planning and self-control improve (Gogtay et al., 2004). Conversely, perseveration—repetition of a particular response despite changes in circumstances—is often linked to immature neural circuits that regulate cognitive flexibility. These developmental processes underline the biological basis for increasing self-regulation as children age.

Primary prevention involves measures aimed at preventing the onset of illness or problems before they occur. Examples include immunizations, nutrition education, and promoting safe environments that reduce injury risk (World Health Organization, 2014). Secondary prevention focuses on early detection and intervention to limit the severity or impact of a problem, such as screening for developmental delays or offering early behavioral interventions (Kraemer & Kupfer, 2006).

In summary, understanding early emotional development, the influence of temperament, the effects of early experiences, parenting styles, and prevention strategies provides a comprehensive view of childhood growth. These insights inform caregivers, educators, and health professionals in fostering healthy development and addressing risks effectively.

References

• Bornstein, M. H., & Lamb, M. E. (2011). Developmental science: An advanced textbook. Routledge.
• Dammann, K. W., et al. (2012). Overfeeding and its impact on childhood obesity. Pediatric Obesity, 7(4), 290-297.
• Gottlieb, G., & Bergen, D. (2010). Experience-dependent processes in human development. Developmental Psychology, 46(1), 19–33.
• Gogtay, N., et al. (2004). Dynamic mapping of human cortical development during childhood through early adulthood. Proceedings of the National Academy of Sciences, 101(21), 8174-8179.
• Izzard, C. (2007). The development of emotion: Evidence from developmental neuroscience. Trends in Cognitive Sciences, 11(4), 183–188.
• Kraemer, H. C., & Kupfer, D. J. (2006). The role of primary and secondary prevention in mental health. American Journal of Psychiatry, 163(3), 346–349.
• Loh, M., et al. (2017). Childhood obesity trends and their relation to diet and physical activity. Journal of Pediatric Health, 3(2), 123–131.
• Sroufe, L. A., et al. (2005). The development of the person: The Minnesota study of risk and adaptation from birth to adulthood. Guilford Press.
• Thomas, A., & Chess, S. (1977). Temperament and development. Brunner/Mazel.
• World Health Organization. (2014). Global strategy on diet, physical activity, and health. WHO Press.