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<\/span><\/div><\/div><\/div>Euphoria, anger, sadness, and love \u2013 the power of emotions.<\/h2>\n<\/div>It wasn\u2019t long ago that visi\u00adble emoti\u00adons were not welcome. When emoti\u00adons took control of people, it was conside\u00adred a loss of control. Being able to master and control one\u2019s emoti\u00adons was seen as the ulti\u00admate skill. But over time, pedagogy and beha\u00advi\u00adoral science reco\u00adgni\u00adzed that emoti\u00adons serve a purpose.<\/p>\n<\/div><\/div><\/div>
<\/div><\/div><\/div>That emoti\u00adons are meaningful, important, and healthy. Not getting upset, for exam\u00adple, often means consciously not show\u00ading one\u2019s feelings to ones\u00adelf and to others. Emoti\u00adons are the body\u2019s response, trig\u00adge\u00adring hormo\u00adnes and neuro\u00adtrans\u00admit\u00adters. They set proces\u00adses in motion. But when emoti\u00adons are syste\u00adma\u00adti\u00adcally suppres\u00adsed, a person beco\u00admes emotio\u00adnally numb. In fact, emoti\u00adons protect and empower us, espe\u00adci\u00adally in follo\u00adwing our important intui\u00adtion. Emoti\u00adons tell us, long before ratio\u00adnal thought, what is right and what is wrong. What is good and what is not. Having a bad feeling means we should also follow it. Just as we should follow a good feeling.<\/p>\n
Child\u00adren should become fami\u00adliar with the wide range of emoti\u00adons. They should learn to name them. And to feel them. I am exci\u00adted, I am sad, I am angry, and so on.<\/p>\n<\/div><\/div><\/div>
And once they have become acquain\u00adted with emoti\u00adons and know them, they should learn to under\u00adstand them. Emoti\u00adons should be visi\u00adble and need to be expres\u00adsed. So that the child itself knows what is going on and so do the people around them. Being sad and actually feeling and expres\u00adsing sadness are two very diffe\u00adrent things. The typi\u00adcal adult response: \u201cYou don\u2019t need to be sad\u201d is not very helpful. Nor is the ques\u00adtion: \u201cWhy aren\u2019t you happy?\u201d Instead, we should ask: \u201cWhat is making you sad?\u201d And: \u201cWhat do you need to be happy?\u201d<\/p>\n
In modern pedagogy, great importance is placed on child\u00adren lear\u00adning self-regu\u00adla\u00adtion. That is, how to deal with their emoti\u00adons. Our nannies are fami\u00adliar with this. And older family members will likely have to get used to it.<\/p>\n<\/div><\/div><\/div><\/div><\/div>
It wasn\u2019t long ago that visi\u00adble emoti\u00adons were not welcome. When emoti\u00adons took control of people, it was conside\u00adred a loss of control. Being able to master and control one\u2019s emoti\u00adons was seen as the ulti\u00admate skill. But over time, pedagogy and beha\u00advi\u00adoral science reco\u00adgni\u00adzed that emoti\u00adons serve a purpose.<\/p>\n<\/div><\/div><\/div>
That emoti\u00adons are meaningful, important, and healthy. Not getting upset, for exam\u00adple, often means consciously not show\u00ading one\u2019s feelings to ones\u00adelf and to others. Emoti\u00adons are the body\u2019s response, trig\u00adge\u00adring hormo\u00adnes and neuro\u00adtrans\u00admit\u00adters. They set proces\u00adses in motion. But when emoti\u00adons are syste\u00adma\u00adti\u00adcally suppres\u00adsed, a person beco\u00admes emotio\u00adnally numb. In fact, emoti\u00adons protect and empower us, espe\u00adci\u00adally in follo\u00adwing our important intui\u00adtion. Emoti\u00adons tell us, long before ratio\u00adnal thought, what is right and what is wrong. What is good and what is not. Having a bad feeling means we should also follow it. Just as we should follow a good feeling.<\/p>\n
Child\u00adren should become fami\u00adliar with the wide range of emoti\u00adons. They should learn to name them. And to feel them. I am exci\u00adted, I am sad, I am angry, and so on.<\/p>\n<\/div><\/div><\/div>
And once they have become acquain\u00adted with emoti\u00adons and know them, they should learn to under\u00adstand them. Emoti\u00adons should be visi\u00adble and need to be expres\u00adsed. So that the child itself knows what is going on and so do the people around them. Being sad and actually feeling and expres\u00adsing sadness are two very diffe\u00adrent things. The typi\u00adcal adult response: \u201cYou don\u2019t need to be sad\u201d is not very helpful. Nor is the ques\u00adtion: \u201cWhy aren\u2019t you happy?\u201d Instead, we should ask: \u201cWhat is making you sad?\u201d And: \u201cWhat do you need to be happy?\u201d<\/p>\n
In modern pedagogy, great importance is placed on child\u00adren lear\u00adning self-regu\u00adla\u00adtion. That is, how to deal with their emoti\u00adons. Our nannies are fami\u00adliar with this. And older family members will likely have to get used to it.<\/p>\n<\/div><\/div><\/div><\/div><\/div>