The development of emotional intelligence and resilience in the social and emotional development of the child

This article will highlight and explain the development of emotional intelligence and resilience in the social and emotional development of the child. Emotional intelligence is the child’s ability to manage and identify their own emotions and the emotions of others. It refers to the skill in perceiving, understanding, and managing emotions and feelings (dictionary, 2016). Emotional intelligence includes three main aspects. These being; emotional awareness, which includes the child’s ability to identify their own emotions and the emotions of others; the child’s ability to withhold emotions and apply them to different tasks throughout the day. This includes problem solving and thinking amongst their peers; and the child’s ability to manage and regulate their emotions and also to calm others down and to cheer them up when appropriate (Sussex Publishers, 1991).

Emotional resilience refers to the child’s ability to withstand difficult times or times of crisis. Children with lower emotional resilience suffer more with stress and find that changes in lifestyle negatively affects them more (IMSA, 2011). This links to both Bowlby’s attachment theory, and Lorenz’s imprinting theory. These will be explained in more detail later. They are predominantly good learners and problem-solvers, and are engaging to other people (Masten, Best, and Garmezy, 1990).

From birth, babies are very interested in people around them.  It has been argued that in the first few months of life, they are trying to form close relationships with parents and close relatives (Maynard and Thomas, 2004). They are also beginning to develop an individual sense of self. They are also developing the understanding that these people may have authority or power over the baby’s own life (Maynard and Thomas, 2004). From four months of age, babies can predict their own attachments (for example, the mother or carer). At one year of age they are able to regulate their own emotions. (Braungart-Rieker et al, 2001, cited in Maynard and Thomas, 2004).

John Bowlby asserted that mothers were responsible for unhealthy emotional development in their children (Jennings, Gerhardt, and Lahad, 2010). McLeod, 2007 says, “He suggested that children come into the world biologically pre-programmed to form attachments with others, because this will help them to survive”. Although Bowlby didn’t rule out the possibility of other attachment figures, he did believe that there should be a primary bond between the mother and child which is much more important that any other (McLeod, 2007). Even at six months, infants experiencing emotional and social development. For instance, they are more wary of strangers after developing secure attachments with significant others such as their mother. They also show distress when their mother, or primary carer leaves. This may be due to Bowlby’s attachment theory.

At nine months, infants still prefer to be close to a familiar adult. In spite of this, they are able to play alone for long periods of time with a secure base present (Meggitt, 2012). From this, both learning and emotional opportunities can be planned to support the child through the transition. For example, this may include settling sessions with other children in school, reading stories that relate to the transition; and allowing the child to have time with a comfort object. This will allow the child to be resilient and form coping mechanisms.

Motherhood is a key theme in a child’s emotional intelligence and resilience. Lorenz coined “imprinting theory” from his study. He is dubbed the father of Ethology and the foster mother of ducks (Simply Psychology, 2009). Imprinting is “rapid learning that occurs during a brief receptive period, typically soon after birth or hatching, and establishes a long-lasting behavioral response to a specific individual or object, as attachment to parent, offspring, or site” (Dictionary, 2014). In his study, he took on the role of the mother with geese. Lorenz mixes goslings under a box. When he removed the box, half of the goslings went to the mother, and the other half went to Lorenz. He discovered that imprinting is not apparent instantly when the goslings hatch. However, there does appear to be a critical period when imprinting does arise. Hess (1958) found that imprinting can occur in hatching however; it is more likely to occur amid 12 and 17 hours after. He also found that imprinting does not occur after 32 hours. They both trust that once imprinting occurs, it can’t be reversed. Also, the gosling cannot imprint on anything else. (The University of Toronto, 2009).

Practitioners must provide opportunities for experiences for children in order for them to develop a positive sense of themselves and others. They must also support they child’s wellbeing and the child’s ability to respect other children (DfES, 2006:3.9 cited in Paige-Smith and Craft, 2007). It is important for practitioners and adults to ensure that the child feels special to someone. This will potentially lead them to develop a positive sense of themselves. The children must also be acknowledged and asserted by significant people in their lives. This allows children to be confident and form secure attachments. Practitioners must ensure that the child explores relationships so that they can become self-assured and gain a sense of belonging. This refers to emotional intelligence because with a sense of belonging, it will be easier for the child to understand other people’s emotions. This will enable children to understand the world from a secure base. Furthermore, children need adults to promote positive behavior in order to give them opportunities for socializing and communicating with others. This means that the children can develop positive self-esteem and learn to empathize with their peers. When encouraged to do so, children will gain a sense of freedom to express their thoughts and emotions. They therefore, will be able to develop ideas and strategies to cope with challenging stressful situations such as transitions (Practice Guide for Early Years Foundation Stage, 2007: 27 cited in Curtis and O’Hagan, 2008).

“Transitions are the movements, passages or changes from one position, state, stage, subject or concept to another. These changes can be gradual or sudden, and last for differing periods of time” (Young Minds, 2016). In order to support the confidence, self-identity, and esteem of a child, practitioners need to consider and plan the best ways to support children during various transitions (Paige-Smith and Craft, 2007). Examples of transitions include the death of a significant person, moving house, or changing from pre-school to primary school.

In conclusion, there a many factors that effect the emotional intelligence and resilience in the child. It is the role of the practitioner to develop an enriched understanding of these factors, so that they are able to support them through planning and also to work in partnership with parents and external professionals in order to create positive outcomes to further the child’s holistic development. For instance, observing a child’s behavior during a transition may aid the practitioner’s understanding of why the child may be demonstrating challenging and emotional behavior. Practitioners must also listen to any questions or worries the child may have to aid confidence through the transition. It is also important for the child to have a positive relationship with their mother or primary carer as this may determine their emotional state and well-being.

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