Chapter 4: Infancy: Socioemotional Development. Attachment: The Basic Life Bond History ...
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Transcript of Chapter 4: Infancy: Socioemotional Development. Attachment: The Basic Life Bond History ...
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.