Theories of Attitudes and Emotions

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Theoretical Blog Attitudes and Emotions 

Attitude is defined as “a learned evaluative response directed at specific objects which is relatively enduring, influences and motivates behavior” (Lippa, 1994,p.214). As children make transition from Infancy to middle childhood, attitudes and emotions have a tremendous impact on their development and social interaction.  Based on Erikson’s theory, this period is characterized as “industry versus inferiority”. Attitudes and emotions are central to children in early childhood, as they are still learning about how their emotions impact others and the importance of emotional regulation” (Ashford & Lecroy,2013). Worth mentioning is the idea that successful adaptation as well as greater interactions with peers is a major developmental task for this age.  There are three important components involved with understanding emotions and attitudes. These include; experiencing emotions, expressing emotions and understanding emotions (Ashford and Lecroy, 2013, p.380-381). An essential aspect of understanding emotional competence is to be able to recognize that one is experiencing an emotion. Emotionally competent children are able to express their emotions in a manner that is socially appropriate.

 On the other hand, emotions are a mental reaction, subjectively experienced as strong feelings usually directed towards a specific object. Also emotion is typically accompanied by physiological and behavioral changes in the body (Ashford et al, 2010). Major theories of emotion can be classified under three main categories; physiological, neurological and cognitive (Ashford et al, 2010). Parents and care givers are obliged to understand the basics of these principles in order to help children control their emotions. A very significant research in children and emotions established a process called “Emotion Coaching” a process whereby care givers of children help children to identify emotions as well as how to react towards the emotion identified.

The theory of attitude and emotions differ in many ways. Attitudes are directed at a specific target or object, but emotions are not. Attitudes tend to be enduring but emotions come and go in a matter of seconds. It is very essential that at an early stage children should be able to recognize and differentiate these feelings. Also, successful adaptation as well as greater interactions with peers a major developmental task for this age will also go a long way to emotionally competent children.

Reference
Ashford, J.B., Lecroy, C. W. (2013).  Human Behavior in the Social Environment, A Multidimensional Perspective, 5th ed.  Cengage Learning.