A child’s attachment and their emotional development along with their mental health are all linked together (Montgomery and Oates 2015). Kerawalla (2015) cited Lavelli and Fogel (2005) they researched into how a babies expression changed when their parents expression also changed. Kerawalla (2015) continued to cite Lavelli and Fogel (2005) in saying how there are eight emotions these include having different attention expressions along with cooing, smiling and moving their body to regain attention with their parent. The babies are able to gain theses experiences through face-to-face contact with their caregiver, normally their mother (Kerawalla 2015). This is the start of emotions and as the babies grow into a young child who have just started
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Babies cry if they are hungry, in discomfort, tired and even if the baby is board (Ibbotson 2015). This all plays a vital role in communication and as the babies get older, they are able to talk about their needs and not cry as much. This is because their understanding of the spoken language is getting better (Ibbotson 2015). Ibbotson (2015) continues to say that by middle childhood, when children make their transition to school the children also start to communicate in many new ways. They will start to understand what complex words mean and how the words could be used in a way to make more of an impact on what it is they are saying. Ibbotson (2015) follows on to say that their theory of mind is growing and they start to be aware of what others are thinking and their different beliefs. These thoughts come in stages from: ‘they think, I think’ to a much harder understand of the mind with: ‘they think, I think, they think!’ (Ibbotson 2015) because if these thoughts in middle childhood, children start to learn and understand about lying, and can even look into an adults eye, keep a straight face and lie to that adult (Ibbotson 2015). They are able to make jokes using humour and they have an understanding of metaphor and irony (Ibbotson 2015). All of these growing abilities will help the child cope when they make their transition to
Babies cry if they are hungry, in discomfort, tired and even if the baby is board (Ibbotson 2015). This all plays a vital role in communication and as the babies get older, they are able to talk about their needs and not cry as much. This is because their understanding of the spoken language is getting better (Ibbotson 2015). Ibbotson (2015) continues to say that by middle childhood, when children make their transition to school the children also start to communicate in many new ways. They will start to understand what complex words mean and how the words could be used in a way to make more of an impact on what it is they are saying. Ibbotson (2015) follows on to say that their theory of mind is growing and they start to be aware of what others are thinking and their different beliefs. These thoughts come in stages from: ‘they think, I think’ to a much harder understand of the mind with: ‘they think, I think, they think!’ (Ibbotson 2015) because if these thoughts in middle childhood, children start to learn and understand about lying, and can even look into an adults eye, keep a straight face and lie to that adult (Ibbotson 2015). They are able to make jokes using humour and they have an understanding of metaphor and irony (Ibbotson 2015). All of these growing abilities will help the child cope when they make their transition to