(1) Emotional impulse
Children are often in a state of excitement, and the momentum is strong and they can't control themselves. They are often dominated by irresistible forces. With the growth of age and the development of language, children gradually learn to accept the language guidance of adults and adjust and control their emotions. Children aged 5-6 years old have gradually reduced their emotional impulses, and their ability of emotional regulation and control has gradually strengthened.
(2) Emotional instability
The mood in infancy is very unstable and easy to change, which is manifested in the transformation of two opposing emotions in a short time. In the late childhood, children's emotional stability will gradually increase, but they will still be infected by parents and teachers, so parents and teachers must control their bad emotions in front of their children.
(3) Emotional exposure
Naive children can't realize the external expression of their emotions. Their emotions were completely exposed. In the late childhood, children's ability to regulate emotional expression has developed to a certain extent. Under the correct education, with the children's mastery of the concept of right and wrong, the children's ability to adjust their emotions will soon develop.
(4) the development of advanced emotions
(1) Moral sense. Moral sense is an emotion generated by whether the behavior of oneself or others conforms to social moral standards. The formation of moral emotion is a complicated process. With the development of self-awareness and interpersonal awareness, children's sense of pride, shame and injustice, friendship, empathy and jealousy also develop.
2 aesthetic feeling. Aesthetic feeling is people's aesthetic experience of things, which is based on a certain evaluation of beauty. Children's experience of beauty also has a socialization process. Babies like bright and pleasing things and clean and tidy environment since childhood.
3 sense of reason. Sense of reason is also a unique emotional experience. This is an experience produced by whether the cognitive needs are met or not. This is a high-level emotion unique to human society. The occurrence of children's sense of reason depends largely on the influence of environment and the cultivation of adults. Providing children with appropriate knowledge in time, paying attention to developing their intelligence, encouraging and guiding them to ask questions and other educational means are conducive to promoting the development of their sense of reason.