Copyright © Allyn & Bacon 2007 Development Through the Lifespan Chapter 6 Emotional and Social Development in Infancy and Toddlerhood This multimedia product

Copyright © Allyn & Bacon 2007

Development Through the LifespanDevelopment Through the Lifespan

Chapter 6

Emotional and Social Development inInfancy and Toddlerhood

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Chapter 6

Emotional and Social Development inInfancy and Toddlerhood

This multimedia product and its contents are protected under copyright law. The following are prohibited by law:

Any public performance or display, including transmission of any image over a network;

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Psychosocial Stages During Infancy and Toddlerhood

Psychosocial Stages During Infancy and ToddlerhoodAge Erikson’s

StageNeeded from Caregivers

First Year

Basic Trust versus Mistrust

Responsiveness

Second Year

Autonomyversus

Shame and Doubt

• Suitable guidance• Reasonable choices


First Appearance of Basic EmotionsFirst Appearance of Basic Emotions

Happiness

• Smile – from birth• Social smile – 6-10 weeks• Laugh – 3–4 months

Anger

• General distress – from birth• Anger – 4–6 months

Fear• First fears – 2nd half of first year• Stranger Anxiety – 8–12 months


Understanding Emotions of OthersUnderstanding Emotions of Others

Emotional Contagion Early infancy

Recognize Other’s Facial Expressions 4-5 months

Social Referencing By one year

Emotional Contagion Early infancy

Recognize Other’s Facial Expressions 4-5 months

Social Referencing By one year


Social ReferencingSocial Referencing

Relying on another person’s emotional reaction to appraise an uncertain situation

Relying on another person’s emotional reaction to appraise an uncertain situation

Caregivers can use to teach children how to react

Caregivers can use to teach children how to react


Self-Conscious EmotionsSelf-Conscious Emotions

Shame Embarrassment Guilt Envy Pride

Emerge middle of second year Children become aware of self as separate and unique Require adult instruction about when to feel these

emotions

Shame Embarrassment Guilt Envy Pride

Emerge middle of second year Children become aware of self as separate and unique Require adult instruction about when to feel these

emotions


Emotional Self-RegulationEmotional Self-Regulation

Adjusting own state of emotional intensity Requires effortful control

Adjusting own state of emotional intensity Requires effortful control

Grows over first year, with brain development

Caregivers contribute to child’s self-regulation style

Grows over first year, with brain development

Caregivers contribute to child’s self-regulation style


TemperamentTemperament

Reactivity: Speed and intensity of Emotional arousal Attention Motor activity

Self-regulation: Strategies that modify reactivity

Reactivity: Speed and intensity of Emotional arousal Attention Motor activity

Self-regulation: Strategies that modify reactivity


Structure of TemperamentStructure of Temperament

Easy – 40% Difficult – 10% Slow-to-warm-up – 15% Unclassified – 35%

Easy – 40% Difficult – 10% Slow-to-warm-up – 15% Unclassified – 35%


Biological Basis for TemperamentBiological Basis for Temperament

Inhibited, Shy React negatively,

withdraw from new stimuli

High heart rates, stress hormones & stress symptoms

Higher right hemisphere frontal cortex activity

Inhibited, Shy React negatively,

withdraw from new stimuli

High heart rates, stress hormones & stress symptoms

Higher right hemisphere frontal cortex activity

Uninhibited, Sociable React positively,

approach new stimuli Low heart rates,

stress hormones & stress symptoms

Higher left hemisphere frontal cortex activity

Uninhibited, Sociable React positively,

approach new stimuli Low heart rates,

stress hormones & stress symptoms

Higher left hemisphere frontal cortex activity


Twins and TemperamentTwins and Temperament


Genetics and Environment in TemperamentGenetics and Environment in Temperament

Genetic Influences

• Responsible for about half of individual differences• Ethnic and sex differences

Environmental Influences

• Nutrition• Caregiving• Cultural variations

Goodness-of-Fit

Combines genetics and environment

• Child-rearing to match temperament


Shyness and Adjustment in ChinaShyness and Adjustment in China


Ethological Theory of AttachmentEthological Theory of Attachment

1. Preattachment

2. Attachment-in-the-making

3. Clear-cut attachment• Separation anxiety

4. Formation of a reciprocal relationship

1. Preattachment

2. Attachment-in-the-making

3. Clear-cut attachment• Separation anxiety

4. Formation of a reciprocal relationship


Types of AttachmentTypes of Attachment

Secure – 65%

Avoidant – 20%

Resistant – 10-15%

Disorganized/

disoriented – 5–10%

Secure – 65%

Avoidant – 20%

Resistant – 10-15%

Disorganized/

disoriented – 5–10%


Cultural Variations inAttachment SecurityCultural Variations inAttachment Security


Factors that Affect Attachment SecurityFactors that Affect Attachment Security Opportunity for attachment Quality of caregiving

Sensitive caregiving Interactional synchrony

Infant characteristics Family circumstances Parents’ internal

working models

Opportunity for attachment Quality of caregiving

Sensitive caregiving Interactional synchrony

Infant characteristics Family circumstances Parents’ internal

working models


Multiple AttachmentsMultiple Attachments

Fathers Siblings Grandparents Professional

caregivers

Fathers Siblings Grandparents Professional

caregivers


Fathers and AttachmentFathers and Attachment

Fathers as playmates, mothers as caregivers in many cultures

Important factors in attachment Sensitivity Warmth Family attitudes,

relationships

Fathers as playmates, mothers as caregivers in many cultures

Important factors in attachment Sensitivity Warmth Family attitudes,

relationships


Factors that Affect Attachment of Children in Child Care

Factors that Affect Attachment of Children in Child Care

Initial Attachment Quality Family Circumstances Quality of Child Care

Developmentally Appropriate Practice

Extent of Child Care

Initial Attachment Quality Family Circumstances Quality of Child Care

Developmentally Appropriate Practice

Extent of Child Care


Attachment and Later DevelopmentAttachment and Later Development

Secure attachment related to positive outcomes in: Preschool Middle childhood

Continuity of caregivingmay link infant attachment and later development

Secure attachment related to positive outcomes in: Preschool Middle childhood

Continuity of caregivingmay link infant attachment and later development


Self-DevelopmentSelf-Development

Self-Awareness

From birth Aided by intermodal perception

Self- Recognition

Emerges in 2nd year Helped by acting on environment and noticing effects

Empathy Aided by self-awareness, self-conscious emotions


Categorical SelfCategorical Self

Categorize self and others into social categories Age Physical characteristics Good or bad

Use to organize behavior

Categorize self and others into social categories Age Physical characteristics Good or bad

Use to organize behavior


Effortful ControlEffortful Control

Effortful control Inhibiting impulses Managing negative emotions Behaving acceptably

Children need Awareness of self as

separate and autonomous Confidence in directing own

actions Memory for instructions

Effortful control Inhibiting impulses Managing negative emotions Behaving acceptably

Children need Awareness of self as

separate and autonomous Confidence in directing own

actions Memory for instructions


ComplianceCompliance

Understanding and obeying caregivers’ wishes and standards

Emerges between 12 and 18 months

Toddlers assert autonomy by sometimes not complying

Warm, sensitive caregiving increases compliance

Understanding and obeying caregivers’ wishes and standards

Emerges between 12 and 18 months

Toddlers assert autonomy by sometimes not complying

Warm, sensitive caregiving increases compliance


Helping Toddlers Develop Compliance and Self-Control

Helping Toddlers Develop Compliance and Self-Control Respond with sensitivity and

support Give advance notice of change in

activities Offer many prompts and reminders Reinforce self-controlled behavior Encourage sustained attention Support language development Increase rules gradually

Respond with sensitivity and support

Give advance notice of change in activities

Offer many prompts and reminders Reinforce self-controlled behavior Encourage sustained attention Support language development Increase rules gradually

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Copyright © Allyn & Bacon 2007 Development Through the Lifespan Chapter 6 Emotional and Social Development in Infancy and Toddlerhood This multimedia product