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The Emotional
Development of
Young Children
B UILDING AN
E MOTION -C ENTERED
C URRICULUM
Second Edition
Marilou Hyson
Foreword by Edward Zigler
Teachers College, Columbia University
New York and London
707294073.002.png
Published by Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027
Copyright © 2004 by Teachers College, Columbia University
Foreword copyright © 2004 by Edward Zigler
Cover photograph by Maximillian Gretsch. Photographs opening Chapters 1, 2, 4, 5, 6, 7, and
Exploration 3 by Jean-Claude Lejeune. Other chapter opening photographs are as follows:
Chapter 3 by Francis Wardle, Exploration 1 by Bill Geiger, and Exploration 2 by Marilyn Nolt.
All rights reserved. No part of this publication may be reproduced or transmitted in any
form or by any means, electronic or mechanical, including photocopy, or any information
storage and retrieval system, without permission from the publisher.
Library of Congress Cataloging-in-Publication Data
Hyson, Marilou.
The emotional development of young children : building an emotion-centered curriculum /
Marilou Hyson.—2nd ed.
p. cm.—(Early childhood education series)
Includes bibliographical references and index.
ISBN 0-8077-4342-9 (pbk.)
1. Early childhood education—Curricula—United States. 2. Child psychology—United
States. 3. Emotions in children. 4. Curriculum planning—United States. I. Title. II. Early
childhood education series (Teachers College Press)
LB1139.4.H97 2003
372.19—dc21
2003054001
ISBN 0-8077-4342-9 (paper)
Printed on acid-free paper
Manufactured in the United States of America
11 10 09 08 07 06 05 04
8 7 6 5 4 3 2 1
Contents
Foreword by Edward Zigler
vii
Introduction Young Children’s Emotions and Early Childhood Education
1
A Book About Emotions
3
Components of the Emotion-Focused Tradition in Early Childhood Education
4
Emotions Today
7
About This Book
10
Meeting the Practitioners
11
P ART I Constructing an Emotion-Centered Curriculum
13
Chapter 1 The Emotion-Centered Curriculum: An Overview
15
Ingredients of An Emotion-Centered Curriculum
17
“Yes, But . . .”—Some Real-World Concerns
21
Professional Guidelines and Emotion-Centered Programs
23
Refocusing on Emotions
29
Conclusion
34
Chapter 2 Creating a Secure Emotional Environment
35
Emotional Security and the Healthy Personality
37
Building Security Through Program Environments
39
Building Security Through Emotional Communication
42
Security Throughout the Year: Critical Times and Changing Needs
46
Conclusion
49
Chapter 3 Helping Children Understand Emotions
50
The “Basics” of Emotional Understanding
53
Obstacles to Understanding About Feelings
53
Setting the Stage
54
Strategies to Encourage Emotional Understanding
57
Overlabeling: Some Cautions
63
Conclusion
63
Chapter 4 Modeling Genuine, Appropriate Emotional Responses
65
Modeling Emotions
66
Emotion Modeling in Early Childhood Programs
68
Complexities And Difficulties in Emotion Modeling
76
Conclusion
80
v
Acknowledgments
ix
vi
Contents
Chapter 5 Supporting Children’s Regulation of Emotions
82
Emotion Regulation: The Delicate Balance
84
The Development of Emotion Regulation
85
An Environment for Emotion Regulation
89
Interventions at Difficult Times
92
Benefits of Regulation
94
Conclusion
95
Chapter 6 Recognizing and Honoring Children’s Expressive Styles
97
What Is Expressiveness and Where Does It Come From?
99
How to Recognize Children’s Expressive Styles
101
Tools for Identifying Emotional Styles
103
Using Knowledge of Expressive Styles
106
Obstacles to Respect for Others’ Emotion Expressions
109
Conclusion
110
Chapter 7 Uniting Children’s Learning with Positive Emotions
111
Emotions and Early Learning
112
Engaging Children’s Positive Emotions: Critical Features
116
Jump-Starts for Children’s Interest
119
Extending Children’s Interests
122
Conclusion
124
P ART II Going Deeper: Exploring Emotions
and Their Development
127
Exploration 1 Anger, Interest, Fear, and Joy: What Are Emotions For?
129
Exploration 2 Young Children’s Emotional Development:
What Can We Expect?
135
Exploration 3 What Can Influence the Course of Early
Emotional Development?
142
Appendix A Early Childhood Education and the Emotion-Focused
Tradition: Historical Perspectives
149
Appendix B Intervention Programs to Support Emotional Competence
155
Appendix C Supporting the Head Start Child Outcomes Framework
Through an Emotion-Centered Curriculum
Appendix D Tools to Assess Young Children’s Emotional Development
159
References
167
Index
181
About the Author
193
163

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