- Love and Affection
It is an emotional reaction directed toward person, an animal or a thing. It indicates warm regard friendliness, sympathy or helpfulness it may take physical or verbal form.
An infant welcomes the experience of being held and fondled. He learns to have affection for his parents or those who care for him or play with him. This emotion is not automatic but learned. The child’s affective attitude toward another person depends upon the treatment given to him by the other.
As the child’s social world enlarges, he gradually transfers some of the affection that had up till now centred in the family unit to other children and adults outside the home.
The infant develops from a simple sensory-motor creature capable of associating only concrete events and motor actions to a person who is capable of concept formation, thinking and problem solving using symbols. Teacher Training Mumbai assumes curiosity as a basic drive, which leads to cognitive organization.
The child is impelled by curiosity to approach and investigate his environment.
Several Psychologists have been especially interested in children’s curiosity and knowledge seeking efforts. Psychologists have noted three, motivational qualities in children’s thought processes:
Activation: Motivational factors that arouse, initiative, and maintain some kind of cognitive activity. (A child sees a toy and becomes curious about it).
Direction: Motivational factors that selectively limit the range of attention to sensory input, reducing ambiguity or uncertainty about the information being received. (The child ignores other objects around him in order to explore further the toy that aroused curiosity)
Reinforcement: Factors that make the association of specific input experiences with specific output activities become a satisfying experience. (When it is manipulated in a certain way, the toy makes an entertaining noise)
Curiosity provides an active process for seeking new information. It activates the desire to know more, directs attention into specific kinds of exploration, and is rewarded or reinforces when activities bring about pleasant consequences. Such curiosity and exploration are important parts of cognitive input in both children and adults.
Joy is a pleasant emotion. In its milder forms, it is known as pleasure, delight or happiness. While all children experience varying intensities of joy, variations in the amount of joy they experience and the way they express it can to some extent be predicted.
Among babies, the pleasant emotions of joy, happiness and delight come from physical well-being.
Pre-school children respond to more stimuli than babies. Their pleasure comes mainly from activities in which others are involved, primarily their age-mates, and is particularly strong when their achievements surpass those of their age-mates.
It is the subjective experience which goes with physical arousal (pounding heart, legs gone to jelly, sweaty palms) when you are faced with something threatening. Fear operates on these levels: Cognitive, Physiological and behavioural. However, the three do not always perfectly correlate.
Whether fears are rational or irrational they have their foundations in the child’s experiences. According to distance learning early childhood education most fears are learned, but they are not learned in the same way. Some come from direct association of experiences with stimuli that naturally arouse fear, such as loud, harsh noises. Others area acquired through imitation; fear of thunderstorms for example is often learned by imitating the fear, behaviour of a parent, sibling, or playmate. A third type of fear comes as an aftermath of an unpleasant experience, fears of doctors, dentists, hospitals, large animals, and certain people originate in this way.