BEHAVIORAL AND EMOTIONAL DEVELOPMENT OF CHILDREN IN A CUMULATIVE RISKY AND STRESSFUL ENVIRONMENT
DOI:
https://doi.org/10.46827/ejsss.v6i4.1080Palabras clave:
behavioral development, emotional development, childhood, cumulative environmental risksResumen
Childhood is a stage’s life marked by essential psychosocial transformations that occur amid rapid pubertal growth such as identity formation, individuation from parents, and the establishment of intimate friendships. However, tension is normative when the individual goes through different changes; but, children are often faced by risks for adjustment difficulties if this developmental change is accompanied by an accumulation of stressors spanning multiple spheres of the adolescent’s life (Call & Mortimer, 2001). Recognizing that the environment of the child makes a difference in how that child learns and grows, the study of child development is a well-established social science discipline that intersects with a number of other disciplines. The theoretical perspective taken toward behavioral and emotional development in childhood is a combination of functionalist theory and dynamical systems theory (Saami, 2008). Qualitative analysis and documentary research method have been used for data collection and desk review. The results of this research showed that a child’s encounters with an environment can be seen as dynamic transactions that involve multiple emotion-related components (e.g., expressive behavior, physiological patterning, action tendencies, goals and motives, social and physical contexts, appraisals and experiential feeling) that change over time as the child matures and in response to changing environmental interactions. To cope with this, we hope that this descriptive study will try to strive, not only to understand and support the development of children, but also to assess child development and to respond to an individual child's needs. Also, we hope that it will continue to be a valuable resource for yet another generation of children and youth.
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