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DOUBLE TAB TO ZOOM ON PHONE OR TABLET 6 Don’t Get So Upset! how we feel about what to do with children whose behaviors chal- lenge us. In The Emotional Development of Young Children: Building an Emotion-Centered Curriculum, Marilou Hyson describes the dangers of neglecting emotions. After reviewing the research about young children’s emotions, she summarizes several points, including that emotions guide and motivate behavior “from infancy through- out life,” and that all emotions, whether negative or positive, are important for development. Hyson goes on to say: “ An underlying message of all this research is that emotional development is too important to be left to chance. Adults, including early childhood professionals, can make the dif- ference, supporting positive development, being alert to possible problems, and intervening early and effectively. (italics mine; Hyson 2004, 9–10) ” Ever since beginning my career as a preschool and kindergarten teacher, I have considered the importance of my role in supporting positive emotional development for young children. I wonder how teachers can be effective if they are not in touch with their own emotional development, for our interventions in emotional situa- tions are crucial in supporting children toward acquiring a positive self-identity. Recently, one of my undergraduate students wrote about how she is drawn to children with levels of self-confidence similar to hers as a child: “ When I was in elementary school . . . I always felt that I was not good enough and did not have the slightest bit of self-confidence. Having grown up feeling that way, I vowed COPYRIGHTED MATERIAL