The kids
know something about their feelings but they have a lot to learn . Therefore ,
to understand their own emotions will help children to control their way of
showing his feelings and be sensitive to the feelings of others . The problems
that arise in two dimensions , namely emotional quality and in front of the
intended targets . Harte Research & Buddin , 1987 , stating that children
gradually gain an understanding of the emotions simultaneously between the ages
of 4 to 12 years ( Harter , 1996 ) as they move through the 5 levels of
development , namely :
Level 0 :
At first , the kids do not understand that feeling can appear simultaneously at
the same time . Children who are at the stage of single representation can say
, " You can not have two feelings at the same time because you only have
one mind ! "
Level 1 :
The children began mengenmbangkan different categories - positive and negative
emotions - and can distinguish emotions in each category , such as happy, or
angry and sad . They can recognize the existence of two emotions at the same
time but only if both are positive or negative and directed at the same target
. Children at this level can not understand the possibility of simultaneous
emotions in the face of two different or feel different emotions in the same
person .
Level 2 :
Children capable of mapping representations which can be realized destiny had
two feelings are directed at different targets . But they still can not
experience themselves have different feelings .
Level 3 :
Children who have developed representasidapat system integrates positive and
negative emotions . They begin to understand that they could have different
feelings at the same time , but only if directed at different targets so that
they can not realize they have positive and negative feelings toward both.
Level 4 :
Children can describe different feelings towards the same target .
The kids
know something about their feelings but they have a lot to learn . Therefore ,
to understand their own emotions will help children to control their way of
showing his feelings and be sensitive to the feelings of others . The problems
that arise in two dimensions , namely emotional quality and in front of the
intended targets . Harte Research & Buddin , 1987 , stating that children
gradually gain an understanding of the emotions simultaneously between the ages
of 4 to 12 years ( Harter , 1996 ) as they move through the 5 levels of
development , namely :
Level 0 :
At first , the kids do not understand that feeling can appear simultaneously at
the same time . Children who are at the stage of single representation can say
, " You can not have two feelings at the same time because you only have
one mind ! "
Level 1 :
The children began mengenmbangkan different categories - positive and negative
emotions - and can distinguish emotions in each category , such as happy, or
angry and sad . They can recognize the existence of two emotions at the same
time but only if both are positive or negative and directed at the same target
. Children at this level can not understand the possibility of simultaneous
emotions in the face of two different or feel different emotions in the same
person .
Level 2 :
Children capable of mapping representations which can be realized destiny had
two feelings are directed at different targets . But they still can not
experience themselves have different feelings .
Level 3 :
Children who have developed representasidapat system integrates positive and
negative emotions . They begin to understand that they could have different
feelings at the same time , but only if directed at different targets so that
they can not realize they have positive and negative feelings toward both.
Level 4 :
Children can describe different feelings towards the same target .
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