HOW CHILDREN LEARN

Thanh Nguyen
Psychology 110

Professor Joyce G. Davis

How Children Learn

Summary of Article
Cory Cooper Hansen and Debby Zambo propose the ideal of fostering the emotional
development as a way to help improve early childhood education. This article explains why
emotions develop during the preschool years is important for early childhood education so
educators can understand the connection between emotional and literacy development, and
suggests books and strategies that can be used to enhance young childrens emotional and literate
lives. The research is conduct on preschool children (from 3 to 5 years old) on the first day of
school and away from their primary caregiver.
The authors argue that emotion both affects physiological and psychological feeling of
children have in respond to environment. It focus their attention, energize their bodies, and
organize their brain in ways that are adaptive to their needs (Goleman, 1995; Izard & Ackerman,
2000; LeDoux, 1996). Children were born with simple emotions and gradually add complex
feelings to their repertoire of skills (Hansen & Zambo, 2006; Siegel, 1999). Kids will figure out
how to label their emotions and socially manage them. A positive self-concept and more friend
are signal of kids with strong emotional skills: they figure out how to participate with associates
and grown-ups and get to be empathic toward others in need. Conversely, emotions can become
negative if they are misunderstood, inappropriate, or displayed in the wrong manner, with the
wrong intensity, or at the wrong time (Ekman, 2003; Hirsh-Pasek & Golinkoff, 1996). Children

whose emotional advancement is hindered or has not been supported may get to be hyperactive,
forceful, or withdrawn (Greenspan, 1998; Greenspan & Shanker, 2004) hence both social
abilities and learning skills are hindered.
Unfortunately, Cory Cooper Hansen and Debby Zambo think that our current education
system emphasis on promoting academic achievement, the importance of emotions in the lives of
children is forgotten (Hirsh-Pasek & Golinkoff, 2003; Siegel, 1999). They believe if the trend of
promoting academic achievement will make the opportunity for a child to develop emotion
lessen. And it could be very harmful because emotion is the foundation for the cognitive and
interpersonal skills (Hirsh-Pasek & Golinkoff, 2003; LeDoux, 1996). Recognizing the
significance of emotions in development is important and cannot be ignored because many
children today are facing negative threats of the modern world like divorce, violence, and a fastpaced environment. Too many preschool children are being exposed to adult-like stressors at a
young age, with little nurturance, comfort, or support.
One of the way that the authors suggest to develop children emotion is largely base on the
interaction of children with adults. The work of Erikson (1963) and his contemporary Urie
Bronfenbrenner (1979, 1989) offers insight into the importance of social relations in childrens
emotional lives. Erikson (1963) believed that children ages 36 are developing initiative and, as
a result, need encouragement and support. This independence gives them both mental and
physical joy (Erikson, 1963, p. 235). Understanding the important role adults play in healthy
emotional development and understanding that healthy emotional development relies on
independence is key. If adults are not showing any support of a childs autonomous acts, the
children may develop negative feelings and doubt in their ability. However, if, such any
encourage statements from adults as celebrations can help the child feel accomplishment, and

positive emotion is created. Also we can use picture book as a tool to help the children recognize,
label and regulate their feeling.
Children are reflect of people they socially interact with. A focus on academic skills,
without recognizing the significance of emotions, can develop a child who lacks empathy and
understanding. A child capable of expressing how he/she feels, recognizing, labeling emotions in
self and others, will be success in long-term.

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