Psikologi Anak

Pertemuan 6Emotional and Moral Development

Emotional Development

Definition of emotion• Feeling or affect in a state or interaction

characterized by

– Behavioral expression

– Conscious experience

– Physiological arousal

• Positive and negative expressions

What Are Emotions?• Facial expressions of basic emotions

– Biological nature; same across cultures

• When, where, and how to express emotions are not culturally universal

• Biological roots…but shaped by culture and relationships

• Emotional regulation: Effectively managing arousal to adapt and reach a goal– Involves state of alertness or activation

– States can be too high for effective functioning

Developing Emotional Regulation As one ages or matures:

• Regulation shifts from external sources to internal resources

• Cognitive strategies for regulation and ability to shift focus increase

• Ability to effectively cope with stress increases

• Develop greater capacity to modulate emotional arousal

• More adept with age at selecting and managing situations, relationships

Emotional Competence Skills

• Being aware of own emotional states and those of others

• Using appropriate emotional vocabulary

• Having empathic and sympathetic sensitivity to others’ experiences

• Seeing self as feeling like one wants to feel

• Understanding inner emotional states and outer expressions may not correspond

• Adaptively coping with negative emotions

• Being aware that emotional expression plays major role in relationships

Early Developmental Changes In Emotions

• Primary emotions– Present in humans and other animals

– Appear in first six months of life

– Surprise, joy, anger, sadness, fear, and disgust

• Self-conscious emotions– Appear in first 18 months to 2 years

– Acquire and use society’s standards and rules

– Empathy, jealousy, and embarrassment

Infant crying• Basic cry

– Rhythmic pattern usually consisting of cry, briefer silence, shorter inspiratory whistle, and brief rest

• Anger cry– Similar to basic cry, linked to

exasperation or rage, with more excess air forced through vocal chords

• Pain cry – Sudden appearance of loud

crying, no preliminary moaning; stimulated by high-intensity stimulus

Infant smiling• Reflexive smile

– Does not occur in response to external stimuli

– Occurs during first month after birth, usually during sleep

• Social smile – Response to external

stimulus– Occurs about 2 or 3

months of age – Typically in response to

a face

Early Childhood

• Young children experience many emotions

• Self-Conscious Emotions– Pride, shame, and guilt

– First appear about age 2½

– Gender and behavioral differences exist

– Ability to reflect on emotions increases with age

– Emotional regulation affects peer relations

Developmental Changes In Emotions During Middle and Late Childhood

• Increased ability to understand pride and shame

• Increased awareness that more than one emotion can be experienced in a particular situation

• Increased tendency to take fuller account of events leading to emotional reactions

• Marked improvements in ability to suppress or conceal negative emotional reactions

• Use of self-initiated strategies for redirecting feelings

Adolescence

• Time of emotional turmoil but not constantly

• Emotional changes instantly occur with little provocation

– Girls more vulnerable to depression

– Adolescent moodiness is normal

– Hormonal changes and environmental experiences involved in changing emotions

Temperament

• Individual’s behavioral style and characteristic way of emotional response

– Closely linked to personality

• Rothbart and Bates’ Classification– Extraversion urgency

– Negative affectivity

– Effortful control (self-regulation)

Temperament – Chess and Thomas’ Classification

• Three basic types or clusters

– Easy child: positive mood; quickly establishes routines; adapts easily to new experiences

– Difficult child: reacts negatively; cries frequently; has irregular routines; slow to accept new experiences

– Slow-to-warm-up child: low activity level; somewhat negative; shows low adaptability; displays low-intensity mood

Biological Foundations and Experience• Physiological characteristics are associated with different

temperaments

• Heredity is aspect of temperament’s biological foundations

• Attributes become more stable over time as self-perceptions, behavioral preferences, and social experiences form personality

• Gender may be important factor that influences fate of temperament

• Many aspects of child’s environment encourage or discourage persistence of temperament characteristics

• Goodness of Fit– Match between child’s temperament and environmental demands

Developmental Contexts

• Gender may be important factor that influences fate of temperament

• Many aspects of child’s environment encourage or discourage persistence of temperament characteristics

• Goodness of Fit– Match between child’s temperament and

environmental demands

Parenting and Child’s Temperament

• Some temperament characteristics pose more challenges than others

• Management strategies that worked for one child may not work for next one

– Be sensitive to individual characteristics of child

– Structure the child’s environment to provide as good a fit as possible with child’s temperament

– Avoid labeling as “difficult child”

Theories of Attachment • Attachment — close emotional bond between two

people• Freud — infants attach to person or object

providing oral satisfaction– Harlow’s study proved otherwise

• Erikson — first year of life is key time for attachment development– Sense of trust or mistrust sets later expectations

• Bowlby — stresses importance of attachment in first year and responsiveness of caregiver– Four phases of attachment in first 2 years

Individual Differences and the Strange Situation

Insecure disorganized

Securely attached

Insecure avoidant

Insecure resistant

Shows insecurity by being disorganized, disoriented

Caregiver is secure base to explore environment from

Shows insecurity by avoiding the caregiver

Clings to caregiver, then resists by fighting against

the closeness

Ainsworth’s measure of infant attachment to caregiver

Attachment Categories

Adolescence

• Attachment to parents– Secure attachment to both parents positively related

to peer and friendship relations

– Dismissing/avoidant attachment: de-emphasize importance due to caregiver rejection

– Preoccupied/ambivalent attachment: insecure adolescent due to inconsistent parenting

– Unresolved/disorganized attachment: insecure adolescent, high fear due to traumatic experiences

Moral Development

• Changes in thoughts, feelings, and behaviors regarding standards of right and wrong

• An intrapersonal dimension: regulates activities

• An interpersonal dimension: regulates social interactions and arbitrates conflict

Piaget’s Theory of Moral Development

Heteronymousmorality

Autonomous morality

Immanentjustice

Justice and rules are conceived of as unchangeable properties of the world, removed from the control of people (4-7 years)

Becomes aware that rules and laws are created by people; in judging an action, one should consider actor’s intentions as well as consequences (10 years and older)

If a rule is broken, punishment will be meted out immediately

Kohlberg’s Theory of Moral Development

• Moral reasoning unfolds in universal stages– Moral thoughts constructed as one passes through childhood,

adolescence, and adulthood– Tested by story with moral dilemma

• Theory of 3 levels, two stages in each– Preconventional reasoning — Good or bad based on external

rewards and punishment– Conventional reasoning — Individuals abide by certain

standards, but are standards of others– Postconventional reasoning — Individuals recognize

alternative moral courses, explore options, and decide own moral code

• 7th stage added: cosmic perspective

Empathy

• Reacting to another’s feelings with emotional response similar to other’s feelings

• Cognitive component — perspective-taking

• Develops from infant’s global empathy

• Children’s ability depends on awareness that people have different reactions to situations

Emotion and Moral Development:

The Contemporary Perspective

• When strongly felt, both positive and negative feelings contribute to moral behavior

– Positive feelings: empathy, sympathy, admiration, self-esteem

– Negative feelings: anger, outrage, shame, guilt

– Some emotions undergo developmental change throughout childhood and beyond; interwoven with cognitive and social aspects of development