Emotional development of a four-year-old; What can we do for them? - Tequesta

Emotional development of a four-year-old; What can we do for them?

Emotional development of a four-year-old; What can we do for them?

“Emotions are like a tunnel. If you go through it all the way, you will get to the light at the end. "

Children at the age of four experience strong, unstable emotions. It is very easy for them to go from laughing loudly to loudly crying, and at this age it is perfectly normal. When the accumulation of emotions occurs, children most often: kick, beat, hug, cry - they love and hate at the same time. It should be remembered that this is a natural stage in the development of a four-year-old and is related to the structure of the child's brain. At the age of four, the right hemisphere of the brain develops intensively (responsible for, among others, emotional processing). In children, development is abrupt and uneven, which is why it is so difficult

for the cooperation of the right hemisphere with the left one (responsible for logical thinking).

There are many theories about how we adults can cope with these difficult situations. Remember that all methods and tips must be adapted to the individual needs of the child. Act intuitively based on your own experiences

and observing your toddler can have the best results during this period.

I meet every day at work as a teacher of preschool education

with many situations where the "emotional tsuanami" makes itself felt. Then I try to juggle with solutions learned over time. By trial and error, I learn how to act. Therefore, I would like to introduce you to a few examples of coping with moments when the child clearly cannot cope with emotions.

It is said that for the sake of a four-year-old, you need to defend your boundaries, which will make it easier for your toddler to understand their meaning. Consistency, patience and peace are key. It is difficult, but unfortunately sometimes there is no other way. This is important because 4-year-old children begin to understand that not only them but also other people count. In addition to their own needs, the feelings of loved ones are important. At this point, children are aware of the feelings of others, which pushes them to see how much they can afford

in relationships with adults.

Support is an inseparable element of proper emotional development in children

and the presence of adults. Children need permission to let their emotions resound, sometimes it happens that the mere presence of a loved one makes everything regulate itself. Accompanying the child

acceptance plays an important role in experiencing bad emotions. Parent Acceptance of Emotions
at the time of accumulation means that I am with the baby.

I spend time next to me, I try to hug, touch lightly. This implies that we accept what the child is going through, giving him a sense of security. However, it is important to remember that some highly aroused children do not want to be touched. Then just being next to you is enough.
Another step that may be helpful is to name your emotions, and some children may find this helpful. However, this does not mean that when we name emotions, it will become easier for the child to stop experiencing them. Naming helps your baby as he learns to dress
in words what he experiences. The child must experience several such naming situations so that it does not kick, beat, but can say that it is bad, sad, resentful. In such situations, adults can help with communication by using the phrases: I see that you are angry ...

I can see that you are sad because ... etc. However, you have to be very careful in the so-called "Talking". We often believe that talking helps because adults regulate themselves precisely by talking. Children regulate themselves through the body, i.e. closeness, movement and free play. It happens that our talking makes them even more tense.
The emotional rebellion of a four-year-old is not "compulsory," I mean, each child goes through this individually. Sometimes it is very kind, but that doesn't mean we can underestimate it. It is worth supporting the emotional sphere in everyday situations by giving children examples of solutions to difficult situations “in the cold”. It all depends on the communication between parents and children. The key is to talk, to give an example of ready-made solutions. In addition to such important communication, remember that baby watching

can prevent many difficult situations. Being able to read what is happening

with the baby, allows you to react much earlier. Stop, postpone what you've been doing, and focus on supporting your child to get back into balance. Telling your child that what he or she is going through is normal and that most - if not all - people do.

Experiencing emotions is not a conscious decision, a choice. It is not something a child does. Rather, it is something that happens to a child. Emotions flood the child, which may disturb them and make them feel lost. Then he needs to hear from an adult that experiencing emotions is a natural state. Each child and adult has a specific temperament, that is, energy level

and speed of reaction. Thus, some children will be more comfortable and others less easily expressing their emotions, some naturally

they are more nervous and impatient and others are calm, some are dominant

and they have to get their own way and others are submissive and cooperative - often just like their parents. Temperament is an inborn trait, we cannot change it, we can only adjust our educational strategies to what we are and what our children are like.

Above, I tried to briefly introduce you to how we can act when a child undergoes a natural rebellion related to development. It should be remembered that the issues that I mentioned should be applied individually to the child. The way the child expresses emotions and what he thinks about himself and the world depends to a large extent on the emotional competence of the parents. It is important in the process of learning to control emotions that the child feels that there are no bad emotions, emotions are what they are.

Pre-school education teacher,

Magdalena Golec

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