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Addressing the Affective Domain: What Neuroscience Says About Social/Emotional Development in Early Childhood

  • William A. MosierEmail author
Chapter
Part of the Educating the Young Child book series (EDYC, volume 7)

Abstract

Research in neurobiology clarifies the extent to which the interaction between genetics and early experience shapes brain architecture that impacts mental health. The affective domain and emotional development often receive less recognition as a core capacity emerging during early childhood than the cognitive domain. However, the foundations for social competence are developed from early childhood experiences linked to a child’s emotional relationships with caregivers. A review of the neuroscience literature provides a consensus of what a young child needs to experience in the first three years of life in order to achieve optimal social and emotional development for supporting learning.

Keywords

Young Child Early Childhood Emotional Regulation Brain Development Social Competence 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  1. 1.College of Education and Human ServicesWright State UniversityDaytonUSA

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