{"id":291,"date":"2026-04-18T01:11:08","date_gmt":"2026-04-18T01:11:08","guid":{"rendered":"https:\/\/pressbooks.palomar.edu\/childguidance\/?post_type=part&p=291"},"modified":"2026-04-25T21:13:36","modified_gmt":"2026-04-25T21:13:36","slug":"understanding-the-role-emotions-play","status":"publish","type":"part","link":"https:\/\/pressbooks.palomar.edu\/childguidance\/part\/understanding-the-role-emotions-play\/","title":{"raw":"Understanding the Role Emotions Play","rendered":"Understanding the Role Emotions Play"},"content":{"raw":"

Introduction<\/strong><\/h2>\r\nEmotions are at the heart of guidance in many ways. First of all, it is our emotional connection to children that is the absolute foundation for all guidance and teaching. Secondly, most of the real teaching or guiding of children happens at times where emotions are definitely on the surface, for the children, and many times with us.\r\n\r\nThis chapter will start by discussing and explaining our traditional and cultural bias for rational thought at the expense of undervaluing emotion. We will also learn how recently Emotional Intelligence has been found to be of even higher value than intellectual intelligence. You will learn what emotions are, how they function physiologically, and most importantly, how we can use this knowledge to increase our effectiveness in guiding and caring for children.\r\n
\r\n

Learning Objectives<\/p>\r\n\r\n<\/header>\r\n

\r\n\r\nAfter reading this chapter, you will be able to:\r\n
    \r\n \t
  • Explain how historical and cultural traditions in Western thought have often prioritized rationality over emotion and how this perspective has shaped attitudes toward emotional expression.<\/li>\r\n \t
  • Describe the concept of emotional intelligence and explain its significance for human relationships, learning, and professional practice with children.<\/li>\r\n \t
  • Identify and explain the major brain structures and physiological systems involved in emotional processing, including the limbic system, amygdala, prefrontal cortex, and autonomic nervous system.<\/li>\r\n \t
  • Describe how stress, trauma, and adverse childhood experiences (ACEs) can influence emotional regulation and behavior in children.<\/li>\r\n \t
  • Explain how emotions influence important cognitive processes such as decision-making, executive functioning, attention, and memory.<\/li>\r\n \t
  • Apply principles of emotional literacy to improve your awareness and regulation of your own emotional responses when guiding children.<\/li>\r\n \t
  • Summarize key principles about children\u2019s emotional experiences that you should consider when responding to challenging behavior.<\/li>\r\n \t
  • Identify strategies you can use to promote emotional literacy in children, including supportive classroom environments, responsive teaching practices, and direct instruction in social\u2013emotional skills.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>","rendered":"

    Introduction<\/strong><\/h2>\n

    Emotions are at the heart of guidance in many ways. First of all, it is our emotional connection to children that is the absolute foundation for all guidance and teaching. Secondly, most of the real teaching or guiding of children happens at times where emotions are definitely on the surface, for the children, and many times with us.<\/p>\n

    This chapter will start by discussing and explaining our traditional and cultural bias for rational thought at the expense of undervaluing emotion. We will also learn how recently Emotional Intelligence has been found to be of even higher value than intellectual intelligence. You will learn what emotions are, how they function physiologically, and most importantly, how we can use this knowledge to increase our effectiveness in guiding and caring for children.<\/p>\n

    \n
    \n

    Learning Objectives<\/p>\n<\/header>\n

    \n

    After reading this chapter, you will be able to:<\/p>\n

      \n
    • Explain how historical and cultural traditions in Western thought have often prioritized rationality over emotion and how this perspective has shaped attitudes toward emotional expression.<\/li>\n
    • Describe the concept of emotional intelligence and explain its significance for human relationships, learning, and professional practice with children.<\/li>\n
    • Identify and explain the major brain structures and physiological systems involved in emotional processing, including the limbic system, amygdala, prefrontal cortex, and autonomic nervous system.<\/li>\n
    • Describe how stress, trauma, and adverse childhood experiences (ACEs) can influence emotional regulation and behavior in children.<\/li>\n
    • Explain how emotions influence important cognitive processes such as decision-making, executive functioning, attention, and memory.<\/li>\n
    • Apply principles of emotional literacy to improve your awareness and regulation of your own emotional responses when guiding children.<\/li>\n
    • Summarize key principles about children\u2019s emotional experiences that you should consider when responding to challenging behavior.<\/li>\n
    • Identify strategies you can use to promote emotional literacy in children, including supportive classroom environments, responsive teaching practices, and direct instruction in social\u2013emotional skills.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n","protected":false},"parent":0,"menu_order":12,"template":"","meta":{"pb_part_invisible":false,"pb_part_invisible_string":""},"contributor":[],"license":[],"class_list":["post-291","part","type-part","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/parts\/291","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/parts"}],"about":[{"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/wp\/v2\/types\/part"}],"version-history":[{"count":2,"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/parts\/291\/revisions"}],"predecessor-version":[{"id":399,"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/parts\/291\/revisions\/399"}],"wp:attachment":[{"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/wp\/v2\/media?parent=291"}],"wp:term":[{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/wp\/v2\/contributor?post=291"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/wp\/v2\/license?post=291"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}