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

Autori

  • 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).

Abstract

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.

 

Biografie autore

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.

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Pubblicato

2010-05-27

Come citare

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. Recuperato da https://revistas.ufpr.br/educar/article/view/17580

Fascicolo

V. 26 N. 36 (2010)

Sezione

Dossiê Temático

Licenza

Todo o conteúdo do periódico está licenciado sob uma Licença Creative Commons do tipo atribuição BY.

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