Infancy and Toddlerhood (Birth to 3 years) By Ashley, Brendan, Billy.
Copyright © Allyn & Bacon 2004 Development Through the Lifespan Chapter 6 Emotional and Social...
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Transcript of Copyright © Allyn & Bacon 2004 Development Through the Lifespan Chapter 6 Emotional and Social...
Copyright © Allyn & Bacon 2004
Development Through the Lifespan
Chapter 6
Emotional and Social Development inInfancy and Toddlerhood
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Copyright © Allyn & Bacon 2004
Psychodynamic StagesAge Erikson’s Stage Freud’s Stage
First Year
Basic Trust
versus
Mistrust
Oral
Second Year
Autonomy
Versus
Shame and Doubt
Anal
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First Appearance of Basic Emotions
Happiness
Smile – from birthSocial smile – 6 to 10 weeksLaugh – 3–4 months
Anger
General distress – from birthAnger – 4–6 months
FearFirst fears – second half of first yearStranger Anxiety – 8–12 months
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Understanding Emotions of Others
Emotional Contagion Early infancy
Recognize Other’s Facial Expressions 7–10 months
Social Referencing
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Self-Conscious Emotions
Shame Embarrassment Guilt Envy Pride
Emerge middle of second year Need adult instruction about when to feel them
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Emotional Self-Regulation Young infants rely in
caregivers to soothe them.
Self-regulation grows over fist year, with brain development.
Caregivers contribute to child’s self- regulation style.
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Structure of Temperament
Easy – 40% Difficult – 10% Slow-to-warm-up – 15% Unclassified – 35%
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Biological Basis for Temperament
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 hear rates, stress hormones, and stress symptoms
Higher left hemisphere frontal cortex activity
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Genetics and Environment in Temperament
Genetic Influences
Responsible for about half of individual differencesEthnicity, gender
Environmental Influences
Cultural caregiving stylesBoys & girls treated differentlyParents emphasize sibling differences
Goodness-of-FitCombines genetics and environment
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Ethological Theory of Attachment
Preattachment phase Attachment-in-the-
making phase Phase of clear-cut
attachment Separation anxiety
Formation of a reciprocal relationship
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Measuring the Security of Attachment
Secure – 65% Avoidant – 20% Resistant – 10% Disorganized-
disoriented – 5–10%
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Cultural Variations inAttachment Security
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Factors that Affect Attachment Security
Opportunity for attachment
Quality of caregiving Interactional synchrony
Infant characteristics Family circumstances Parents’ internal working
models
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Multiple Attachments
Fathers Siblings Grandparents Professional
caregivers
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Attachment and Later Development
Secure attachment related to positive outcomes in: Preschool Middle childhood
Continuity of caregiving may link infant attachment and later development.
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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
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I-Self and Me-Self
I-Self
Sense of self as agent Separate from
surrounding world Can control own
thoughts and actions
Me-Self Sense of self as object of
knowledge and evaluation Qualities that make self
unique: Physical characteristics Possessions Attitudes, beliefs,
personality
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Self-Control Ability to resist impulses Emerges around 18
months Improves through early
childhood Individual differences are
lasting: Gender Sensitive caregiving
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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
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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