ForewordThe problem of development is central in the study of emotional life for two basic reasons. First, emotional life so clearly changes (dramatically in the early years) with new emotional reactions emerging against the backdrop of an increasing sensitivity to context and with self-regulation of emotion emerging from a striking dependence on regulatory assistance from caregivers. Such changes demand developmental analysis. At the same time, understanding such profound changes will surely inform our understanding of the nature of development more generally. The complexity of emotional change, when grasped, will reveal the elusive nature of development itself.At the outset, we know that development is complex. We must take seriously what is present at any given phase, including the newborn period, because a developmental analysis disallows something emerging from nothing. Still, it is equally nondevelopmental to posit that new forms of new processes were simply present in their precursors. Rather, development is characterized by transformations in which more complex structures and organization "emerge" from new integration of prior components and new capacities. These new forms and organizations cannot be specified from prior conditions but are due to transactions of the evolving organism with its environment over time. They are not simply in the genome, and they are not simply conditioned by the environment. They are the result of the developmental process. Thus, positing a simple differentiation mechanism, in which mature forms simply "come out of" earlier forms, without specifying the nature of the interactive process is not adequate; nor is a position in which mature forms are assumed to have always been present.Development, then, implies increasing complexity and organization, often accompanied by a more precise coordination of components and a more precise coordination between organism and environment. There are distinctive patterns of infant-environment transaction, even in the newborn. These set the stage for later processes involving subjective engagement, evaluation, and (ultimately) represented subjectivity. It is differentiation in this sense, not ix X Foreword in the sense of more differentiated components only, that defines a developmental analysis. Yet understanding and specifying this type of developmental change is extraordinarily challenging.The authors in this volume grapple with this complexity from many points of view, with varying emphases that sometimes seem difficult to integrate; yet integration remains the goal of all. Emotional development includes the emergence of specific affects, the growth of emotional regulation, and the increasing integration of emotion with social and cognitive development. It also includes changes in experience and changes in the narratives children and others construct of these experiences. It is all of this and more. Each of these aspects of emotional development is taken up by one contributor or another, in the knowledge that greater understanding of these...