Understanding Schemas and Emotion in Early Childhood makes explicit connections between young childrens spontaneous repeated actions and their representations of their emotional worlds. Drawing on the literature on schemas, attachment theory and family contexts, the author takes schema theory into the territory of the emotions, making it relevant to the social and emotional development strand in early childhood education.
Based on research carried out alongside children, parents, workers and co-researchers at the world-famous Pen Green Nursery, and using case studies of a small number of individual children, the author shows new links between cognition and affect. The book includes a brief summary of a method of Child Study, using video and reflections on video sequences.
This book will be of interest to students and practitioners on Early Childhood undergraduate and postgraduate courses, as well as those taking modules on schema theory.
Chapter 7: Susan: Containing, Enveloping and Going through Boundaries
Susan: Containing, Enveloping and Going through Boundaries
This chapter introduces:
- Susan and her family
- Observations of Susan shortly after starting nursery
- Changes that affect Susan
- Observations of Susan showing her ambivalent feelings towards her mother
Introduction and Context
Susan was 2 years 11 months and 18 days when I first observed her for this study. She had recently started nursery and was attending four mornings each week. Susan lived with her mum and brother, Daniel, aged 9. A family friend, Joe, lodged at the house at that time. Susan saw her maternal grandmother (‘bestest friend’), Aunt (‘special friend’) and Uncle (‘little friend’) every day. Her father, Mark, had left before Susan was born and, although he was referred to, she did not remember him. At ...