Development of communication, self and emotions in childhood: contributions from the relational and dialogical perspectives

Autores/as

  • Andrea Garvey Professor American River College Department of Psychology 4700 College Oak Drive Sacramen
  • Micheline Silva Psychology Faculty Nationwide Children’s Hospital Child Development Center (CDC).

Resumen

The present paper shares some reflections on the implication of con­ceptualizing the development of communication, self and emotions as a relational and dialogical process. It is our contention that the analysis of self, emotions and communication cannot be divorced from one another. We view emotions as relational and dialogical experiences lived in bodies that co-exist in relation to other bodies, thereby fostering the development of a differentiated, yet connected, sense of self, starting during infancy and unfolding throughout childhood.

Keywords: emotions; self; communication; dialogical perspective; self-organization.

 

Biografía del autor/a

Andrea Garvey, Professor American River College Department of Psychology 4700 College Oak Drive Sacramen

Ph.D. in Developmental Psychology from the University of Utah, Utah, U.S.A. Professor American River College Department of Psychology 4700 College Oak Drive Sacramento, CA 9584. 1 (916) 484-8398. Email: GarveyA@arc.losrios.edu. Web address: http://ic.arc.losrios.edu/~garveya/bio.htm.

Micheline Silva, Psychology Faculty Nationwide Children’s Hospital Child Development Center (CDC).

Ph.D. in Developmental Psychology from Clark University, MA, U.S.A. Psychology Faculty Nationwide Children’s Hospital Child Development Center (CDC). 187 West Schrock Road. Westerville, OH 43081. 1 (614) 355-8315.

Descargas

Publicado

2010-05-27

Cómo citar

Garvey, A., & Silva, M. (2010). Development of communication, self and emotions in childhood: contributions from the relational and dialogical perspectives. Educar Em Revista, 26(36), p. 55–64. Recuperado a partir de https://revistas.ufpr.br/educar/article/view/17580

Número

Vol. 26 Núm. 36 (2010)

Sección

Dossiê Temático

Licencia

Los Derechos Autorales para artículos publicados en la Educar em Revista son del autor, con derechos de primera publicación para la revista. La revista es de acceso público (Open Access), siendo sus artículos de uso gratuito, con atribuciones propias, en aplicaciones educacionales y no-comerciales.