Chapter 4:Infancy: Socioemotional Development

Attachment: The Basic Life Bond History

Behaviorists (Watson, Skinner) minimized human attachment need

Believed “maternal reinforcing stimulus” created infant’s need to be close to caregiver

John Watson, strict behaviorist Appeared hostile to the idea of attachment Crusaded against the dangers of “too

much” mother love

Attachment: History• Harry Harlow (1958)

▫ Experiment with monkeys Separated babies from

mothers at birth Found that contact comfort

was important to bonding• John Bowlby (late 1960’s))

▫ Conducted clinical work with children who were hospitalized and separated from their mothers

▫ Promoted idea that a primary attachment figure is crucial to healthy development

Harlow: Baby monkeys clungto the cloth-covered mother

Exploring the Attachment Response Bowlby’s evolutionary-based theory

Human beings have a critical period during the first year when the attachment response is programmed to emerge.

Proximity-seeking behavior—a survival response activated by threats occurring at any age

Two categories for threats to survival May be activated by our internal state May be evoked by dangers in the external world

Attachment Phases Pre-attachment

Phase—birth to 3 months Reflex dominated

time 2 months, social

smile (example of automatic reflex, not in response to attachment figure)

Social smile evokes care and love

Attachment Phases, continued

Attachment in the making—4 to 7 months Slight preference for caregivers, but still responds to everyone

Clear-cut (focused) attachment—7 to 8 months Stranger-anxiety and separation anxiety appear Social referencing

Attachment Phases• Working Model phase

—▫ About age 3, child

develops cognitive inner representation of attachment figure.

▫ When child is under stress, the need to make contact is very important.

▫ Responsive caregiver will fortify attachment bond.

The Strange Situation: Mary Ainsworth

Measures individual variations in attachment response during “clear-cut” stage

Planned separations and reunions of child and primary caregiver

Ainsworth’s Attachment Styles

Securely AttachedChild uses primary

caregiver as a secure base from which to explore

Child reacts with joy upon caregiver’s return

Ainsworth’s Attachment Styles

Insecurely Attached

Avoidant Appears detached; indifferent upon mother’s return

Anxious-Ambivalent Clingy, fearful, fear of exploration

Severe distress when mother leaves; contradictory emotions upon return; often inconsolable

DisorganizedBizarre behaviors; may freeze, look frightened,

may fleeOften result of abuse

The Attachment Dance Synchrony

Caregiver and infant respond emotionally to each other in a sensitive, attuned way

Ainsworth & Bowlby—parent’s sensitivity to baby’s signals are foundation for secure attachment

Attachment and Child’s Temperament

Temperament—characteristic behavioral style of approaching the world Easy Slow to Warm-up Difficult

Baby’s temperament and quality of caregiving will influence attachment style.

Infant Attachment—Does It Predict Later Development?

• Bowlby▫ Inner working model of attachment determines

how we relate to others and feel about ourselves.

▫ Research supports this model.

• Caution!▫ Attachment styles can change over time!

Life stress may change attachment from secure to insecure.

Responsive caregiving can change attachment from insecure to secure!

Settings for DevelopmentPoverty in the United States

Poverty (Federal government definition) An income level that allows a household to

pay for shelter, food, and clothing, with a small amount left over.

In 2009, more than 1 in 4 children under age 6 was living under the poverty line (see chart).

Low Income Those earning within 200% of the poverty

line. In 2009, 1 in 2 (44%) children

Poverty and Development: Research Findings

During childhood, poverty may compromise health (e.g., low birth weight, stressed mother).

Poverty may have long-term educational impact. Poverty during first 4 years of life makes it

statistically less likely for a child to graduate from high school.

May enter school “left behind” Less access to quality preschools, enriching toys, trips to

museums Less concrete breathing space to learn (e.g., substandard

housing; dangerous neighborhood)

Erik Erikson’sAge of Autonomy versus Shame and Doubt

Psychosocial Development1-2 years

to be autonomous selves Understanding of “self”

and self-conscious emotions appear

May feel proud or ashamed Need to explore

negative outcome: Shame and Doubt

Socialization The process by which children are

taught to obey the norms of society and to behave in socially appropriate ways

Self-regulation is difficult at age 2. Improves dramatically from age 2 to 4

Goodness-of-Fit: an ideal parenting strategy

Arrange your child’s environment to suit his/her temperamental style.

Minimize vulnerabilities. Accentuate strengths.