The phrase "affective development" is correct and usable in written English.
It can be used in contexts related to psychology, education, or child development, referring to the growth of emotional skills and understanding.
Example: "The curriculum is designed to support the affective development of students, helping them to better understand and manage their emotions."
Alternatives: "emotional growth" or "emotional development".
Parents may develop an unhealthy parenting style, when suffering from a mental illness, which can lead to unsecure attachments and affect cognitive and affective development in their children [ 3, 7, 13].
Studies of the psychology of gifted children frequently refer to their relatively immature affective development in terms of their intellectual capacities and the relational difficulties they experience with regard to their peers, teachers, close acquaintances and sometimes their parents.
According to Piaget's theory of cognitive and affective development (1929, 1970), individuals seek to incorporate new concepts into existing schemata (i.e., assimilation) or to reframe existing schemata to fit new concepts (i.e., accommodation) in order to avoid cognitive dissonances that cause unease.
Braxelton and M.Yogman (eds) Affective development in infancy.
Contingent responding may result in suboptimal cognitive and affective development in children.
The affective development of children begins with simple emotional expressions like crying and smiling.
However, the use and presence of children and adolescents – and the taking advantage of their energy and vitality – in protests, marches and violent confrontations violates their rights and places them in vulnerable situations, affecting their physical integrity and impacting on their psycho-affective development.
Genetics might also play a part in the etiology of alexithymia, though other social and environmental factors are significant in children's cognitive-affective development [12 15].
The objective of the intervention procedure is to improve children's linguistic competence and their socio-affective development, as well as to enable parents to communicate and interact effectively with their children.
Moreover, since we found a mother child correlation of the alexithymic construct in our CG too, it would be reasonable to doubt whether tension headache really influences this correlation in our EG, becoming an important factor in the child's cognitive-affective development and in the relationship between the child and the primary caregiver.
The data from this evaluation were used to construct an understanding of how successful the cooperative group assignment was in meeting the instructional goals both content learning and affective personal development—of the video activity.
