Sifa Bura Huguette


Childhood is a stage’s life marked by essential psychosocial transformations that occur amid rapid pubertal growth such as identity formation, individuation from parents, and the establishment of intimate friendships. However, tension is normative when the individual goes through different changes; but, children are often faced by risks for adjustment difficulties if this developmental change is accompanied by an accumulation of stressors spanning multiple spheres of the adolescent’s life (Call & Mortimer, 2001). Recognizing that the environment of the child makes a difference in how that child learns and grows, the study of child development is a well-established social science discipline that intersects with a number of other disciplines. The theoretical perspective taken toward behavioral and emotional development in childhood is a combination of functionalist theory and dynamical systems theory (Saami, 2008). Qualitative analysis and documentary research method have been used for data collection and desk review. The results of this research showed that a child’s encounters with an environment can be seen as dynamic transactions that involve multiple emotion-related components (e.g., expressive behavior, physiological patterning, action tendencies, goals and motives, social and physical contexts, appraisals and experiential feeling) that change over time as the child matures and in response to changing environmental interactions. To cope with this, we hope that this descriptive study will try to strive, not only to understand and support the development of children, but also to assess child development and to respond to an individual child's needs. Also, we hope that it will continue to be a valuable resource for yet another generation of children and youth.

Article visualizations:

Hit counter


behavioral development, emotional development, childhood, cumulative environmental risks

Full Text:



Allen K. (1982). Adoption of Children with Special Needs.

Call, K. T., & Mortimer, J. T. (2001). Arenas of comfort in adolescence: A study of adjustment in context. Mahwah, NJ: Erlbaum.

Denham, S., Blair, K., DeMulder, E., Levitas, J., Sawyer, K., Auerbach-Major, S., et al. (2003). Preschool emotional competence: Pathway to social competence. Child Development, 74, 238-256.

Dodge, K. A. (1980). Social, cognition and children’s aggressive behavior. Child Development, 51, 162-170.

Goldman, P. S. (1974). An alternative to developmental plasticity: Heterology of CNS structures in infants and adults. In D. G. Stein, J. J. Rosen, & N. Butters (Eds.), Plasticity and recovery of function in the central nervous system (pp. 149–174). New York: Academic Press.

Saarni, C. (1999). New York: Guilford Press. The development of emotional competence

Saarni, C. (2008). The interface of emotional development with social context. In M. Lewis, J. Haviland-Jones & L. Feldman Barrett (Eds.), (3rd ed., pp. 332-347). New York: Guilford Press. The Handbook of Emotions

Saarni, C., Campos, J., Camras, L., & Witherington, D. (2008). Principles of emotion and emotional competence. In W. Damon & R. Lerner (Eds.), (pp. 361-405). Hoboken, NJ: Wiley. Child and adolescent development: An advanced course

Saarni, C. (2011). Emotional Development in Childhood. Sonoma State University, USA September 2011

Segalowitz, S. J., & Rose-Krasnor, L. (1992). The construct of brain maturation in theories of child development, Brain and Cognition, 20, 1–7.

Substance Abuse and Mental Health Services Administration. SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 144884. Rockville, MD: Substance Abuse and Mental Health Services Administration, 2014.


Copyright (c) 2021 Sifa Bura Huguette

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

The research works published in this journal are free to be accessed. They can be shared (copied and redistributed in any medium or format) and\or adapted (remixed, transformed, and built upon the material for any purpose, commercially and\or not commercially) under the following terms: attribution (appropriate credit must be given indicating original authors, research work name and publication name mentioning if changes were made) and without adding additional restrictions (without restricting others from doing anything the actual license permits). Authors retain the full copyright of their published research works and cannot revoke these freedoms as long as the license terms are followed.

Copyright © 2015 - 2018. European Journal Of Social Sciences Studies (ISSN 2501-8590) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library. All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All the research works published on this journal are meeting the Open Access Publishing requirements and standards formulated by Budapest Open Access Initiative (2002), the Bethesda Statement on Open Access Publishing (2003) and  Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities (2003) and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License. Copyrights of the published research works are retained by authors.


Hit counter