Chapter 11Emotional Development

• Temperament – basic behavioral style

• Types: categories vs. dimensions

Thomas, Chess, & Birch – categories

• Easy (40%)

- positive mood

- regular body functions

- low-moderate reactions

- positive toward new situations

- adaptable

• Difficult (10%)

- negative mood

- irregular body functions

- intense reactions

- negative toward new situations

• Slow-to-warm-up (15%)

- low activity level

- somewhat negative mood

- withdraws from new situations

- slow to adapt

• Mixed characteristics (35%)

Buss & Plomin – dimensions

• emotionality

• activity level

• sociability

Biological basis

• sympathetic vs. parasympathetic system in emotionality

• moderate stability over infancy

Thus, biology + environment

Implications for Parenting

• Parents treat siblings differently but have general styles

• Thomas, Chess, & Birch

• Genetic differences in temperament influence

1. How children respond

2. How others respond to children

Any given practice may produce different responses

• Child’s response depends on genetics

• Parental flexibility is important

• Different parenting strategies with children of different temperaments

Suggestions based on temperament:

• Difficult child

- consistent, patient, nonpunitive

- clear guidelines with firm rules

• Slow-to-warm child

- let adapt at own pace

- do not tease or punish for being shy

• Easy child

- variety of approaches

Temperament is changeable

• Environment heightens or diminishes child’s behavior

**“Goodness of fit” = easier development

• Development is smoother when child’s temperament “fits” parenting style

• Demands that conflict with child’s temperament -> stress

• Higher potential for emotional/behavioral problems

• “Goodness of fit” varies

- demands of different contexts

=> Neither temperament (nature) nor home environment (nurture) determines adjustment

** Goodness of fit

Attachment

• First important relationship

Theories of attachment

• Bowlby - Ethology

- infant behaviors are biologically based & designed to elicit caregiving

• Bowlby: adaptive significance of crying

1) infants’ needs are met

2) increased contact -> attachment

Attachment

- reciprocal

- cross-cultural

- infants are actively sociable

• Learning theory

- attachment is based on mutual reinforcement

Current Perspective = Integration

• Begins via sociobiological mechanisms

• Maintained via reinforcement

Growth of Attachment

• Discriminate people-objects

familiar vs. unfamiliar people

primary caregiver vs. familiar others

• By 6 months, selectively attend to caregiver

Attachment StylesAinsworth’s Strange Situation

1. Mom, baby, observer 30 seconds

2. Mom, baby 3 minutes

3. Mom, baby, stranger 3 minutes

4. Baby, stranger < 3 minutes

- 1st separation

5. Mom, baby > 3 minutes

- reunion

6. Baby 3 minutes

- 2nd separation

7. Baby, stranger < 3 minutes- 2nd, cont.

8. Mom, baby 3 minutes

- reunion

Attachment Styles

Secure (65-70%)

• Upset when mom goes

• Happy at reunion

• Seek renewed contact

• Explore/interact with strangers when she’s there

Insecure-avoidant (20%)

• No distress at separation

• Ignore returning mom

• Uninterested in exploring when she’s there

• Wary of/ignore strangers

• Depressed/neglectful moms?

Insecure-ambivalent (10-15%)• Very upset during separation• Ambivalent at return

(glad but angry)• Wary of strangers, even with mom• Anxious/nonexploratory with mom

• Chaotic/inconsistent moms?

Disorganized-disoriented (12?%)

• No organized coping style

• Contradictory behavior

• Confused/anxious/depressed upon reunion

• Abusive moms?

Consequences of Secure Attachment

• Attachment model for other relationships

• Better peer relations

• But not necessarily abnormal adjustment if insecure

• D-D = probably worse outcome

Working Moms & Daycare

Negative Effects on Infants/Toddlers

• None just because mom works

- compensate with extra attention

- same amount of “family time”

• Non middle-class, 2-parent homes

- kids of single moms insecurely attached upon return to work

- some middle-class kids affected if mom returned to work in 1st year

- But: Not all kids are affected

Determinants of Adjustment

1.Quality of alternative childcare

- small child-to-staff ratio

- warm, responsive caregivers

- little staff turnover

- age-appropriate activities

- teacher interaction w/parents

• No detrimental effects of good care even as young as 3 months

2.Parent attitudes about maternal employment

- moms = happier & sensitive to child if they get to choose

+ everyone is better adjusted if dad supports decision

3.Number of hours worked

(less important)

- > 40 hours/week = worse

Effects on School-Age Children

• Positive effects, especially for girls

- better adjusted

- more independent

- less traditional sex-role beliefs

• Depends on same factors as for infants