Emotional development is an essential foundation for a child’s inner balance and for their adjustment in social and educational settings. The capacity to identify, express and regulate emotions influences how a child behaves, interacts, and relates to themselves and to others.
At the practice, emotional screening is an instrument through which parents (and, optionally, teachers) can bring frequent or worrying emotional manifestations to attention. By analysing these answers, I can offer a professional interpretation of the child’s level of affective development – an important step towards prevention and appropriate support.
What are emotional skills?
Emotional skills include:
- recognising one’s own emotions and those of others;
- expressing emotions appropriately;
- emotional regulation (the capacity to calm down, to cope with frustration or change);
- tolerance of discomfort;
- emotional reactions appropriate to the context;
- emerging empathy.
These abilities do not develop on their own. They are shaped by interactions with adults and by the child’s experiences. Parents are therefore an essential source of observations for the screening.
How does the screening work?
The screening is structured across three age groups: 3–4 years, 4–5 years and 5–7 years. It is based on questionnaires completed by parents and, where possible, the teachers’ perspective is also sought.
As a clinical psychologist, I analyse the answers against the stages of the child’s emotional development, comparing them with typical age markers.
At 3–4, a child frequently experiences intense emotions and their capacity for regulation is limited. Tantrums, refusal and frustration in the face of limits are common, but they must be understood in the context of the developmental level.
Between 4 and 5, the child begins to recognise their emotions more clearly and to show the beginnings of emotional control – for example, being able to express upset in words or to delay an impulsive reaction.
At 5–7, significant progress appears in affective regulation: the child becomes more empathetic, expresses emotions more clearly and manages to identify the source of a feeling – all essential to settling into school.
What signs may suggest an emotional difficulty?
- Exaggerated reactions (anger, crying, withdrawal) to everyday situations;
- Difficulty settling without an adult’s help;
- Intense frustration in the face of failure or waiting;
- An absence of emotional expression, or rigid, stereotyped expression;
- Excessive fear in ordinary contexts;
- Avoidance of social situations because of anxiety.
These behaviours can have several causes, but they should not be ignored. Emotional screening is a first step in exploring them.
What happens after the screening?
Once the results have been interpreted, we discuss the child’s degree of emotional maturity together. Depending on the answers analysed, I may recommend:
- games and emotional-development activities at home;
- bringing the child into guided social settings;
- supporting emotional responses within the family (parent coaching);
- psychological counselling or child–parent psychotherapy, if needed.
The aim is not to “correct” the child, but to understand them better and to support them in managing their inner world.
Why does emotional screening matter?
- Because emotional regulation influences behaviour and relationships.
- Because an emotionally balanced child learns and adapts more easily.
- Because unresolved emotional difficulties can become harder at school or in adolescence.
- Because parents need clear markers in order to respond appropriately to their child’s emotional needs.
Frequently asked questions about emotional screening
Is it normal for a child of 3–4 to have frequent tantrums?
Yes, up to a point. If these episodes are frequent, intense and do not diminish over time, it may be a sign of difficulty in emotional regulation.
What does “emotional regulation” mean?
It is the child’s capacity to recognise and manage emotions without being completely overwhelmed by them. It is a process that is learned and consolidated over time.
What happens if the screening shows a delay?
I will offer suggestions adapted to supporting your child and, if necessary, we will discuss a possible full psychological assessment.
Can the screening be done if the child does not yet attend nursery?
Absolutely. In that case the screening rests entirely on your observations as a parent, and it is just as valuable.
If you have noticed intense emotional reactions, withdrawal or difficulties of adjustment in your child, screening can be the first step towards understanding and supporting them properly.
How it works in practice
Psychometric instruments are not used in isolation. At the practice, a test forms part of a complete psychological assessment: clinical interview, choice of the instruments suited to your question, interpretation, a written report and a session in which I explain the results in language you can go on using.
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Cabinet Individual de Psihologie Ileana Vlad · Corbeanca, Ilfov · 0753 453 262