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dp 1 module 6
infancy: socio-emotional development
| Question | Answer |
|---|---|
| feeling, or affect, that occurs when a person is in a state or interaction that is important to him or her. | Emotion |
| Characterized by behavior that reflects (expresses) the pleasantness or unpleasantness of the state a person is in or the transactions being experienced | Emotion |
| Emotions are influenced by biological foundations, cognitive processes, and a person’s experiences | Biological, Cognitive, and Environmental Influences |
| Early Emotions | |
| emotions that are present in humans and other animals and emerge early in life; Ex.: joy, anger, sadness, fear, and disgust | Primary Emotions |
| emotions that require self- awareness, especially consciousness and a sense of “me”; Ex.: jealousy, empathy, and embarrassment | Self-conscious Emotions |
| Emotional expressions are involved in infants’ first relationships | Emotional Expression and Social Relationships |
| The ability of infants to communicate emotions permits coordinated interactions with their caregivers and the beginning of an emotional bond between them | Emotional Expression & Social Relationships |
| most important mechanism newborns have for communicating with their world | Crying |
| Babies have at least three types of cries: | |
| a rhythmic pattern usually consisting of a cry, a briefer silence, a shorter inspiratory whistle that is higher pitched than the main cry, and then a brief rest before the next cry | Basic cry |
| ariation of the basic cry, with more excess air forced through the vocal cords | Anger cry |
| a sudden appearance of a long, initial loud cry without preliminary moaning, followed by breath holding | Pain cry |
| a key social signal and a very important aspect of positive social interaction in developing a new social skill | Smiling |
| That smiling and laughter at 7 months of age are associated with self-regulation at 7 years of age | Smiling |
| Two types of smiling can be distinguished in infants: | |
| smile that does not occur in response to external stimuli. It happens during the first month after birth, usually during sleep | Reflexive Smile |
| a smile in response to an external stimulus, which early in development is typically a face | Social Smile |
| One of a baby’s earliest emotions is fear, which typically first appears at about 6 months of age and peaks at about 18 months | Fear |
| abused and neglected infants can show fear as early as 3 months | Fear |
| Infants’ Expression of Fear: | |
| an infant’s fear and wariness of strangers; it tends to appear during the second half of the first year of life | stranger anxiety |
| an infant’s distressed crying when the caregiver leaves | separation protest |
| During the first year of life, the infant gradually develops an ability to inhibit, or minimize, the intensity and duration of emotional reactions | Emotion Regulation & Coping |
| Researchers found that young infants with a negative temperament used fewer attention regulation strategies, and maternal sensitivity to infants was linked to more adaptive emotion regulation | Emotion Regulation & Coping |
| it involves individual differences in behavioral styles, emotions, and characteristic ways of responding | Temperament |
| a child who is generally in a positive mood, quickly establishes regular routines in infancy, and adapts easily to new experiences | Easy Child |
| a child who tends to react negatively and cry frequently, engages in irregular daily routines, and is slow to accept change | Difficult Child |
| a child who has a low activity level, is somewhat negative, and displays a low intensity of mood | Slow-to-warm-up child |
| emperament focuses on the differences between a shy, subdued, timid child and a sociable, extraverted, bold child | Kagan's Behavioral Inhibition |
| Temperament has styles - effortful control (self- regulation) | Rothbard and Bates' Classification |
| Temperament Styles | |
| includes approach, pleasure, activity, smiling, and laughter. | Extraversion/surgency |
| includes fear, frustration, sadness, and discomfort. | Negative affectivity |
| includes attentional focusing and shifting, inhibitory control, perceptual sensitivity, and low-intensity pleasure. | Effortful control (self-regulation) |
| refers to the match between a child’s temperament and the environmental demands with which the child must cope. | Goodness of fit |
| Personality Development | |
| Trust VS Mistrust (Erikson); Following a life of regularity, warmth, and protection in the mother’s womb, the infant faces a world that is less secure. | Trust |
| Autonomy VS Shame/doubt. Autonomy builds as the infant’s mental and motor abilities develop. At this point in development, not only can infants walk, but they can also climb, open and close, drop, push and pull, and hold and let go. | Independence |
| II. Social Orientation/Understanding and Attachment | |
| Infants show a strong interest in their social world and are motivated to understand it. Infants orient to the social world early in their development | Social Orientation/Understanding |
| Face-to-face play with a caregiver begins to occur at about 2 to 3 months of age | Social Orientation/Understanding |
| Newly developed self-produced locomotion skills significantly expand the infant’s ability to initiate social interchanges and explore their social world more independently | Social Orientation/Understanding |
| “reading” emotional cues in others to help determine how to act in a particular situation | Social referencing |
| It helps infants to interpret ambiguous situations more accurately, as when they encounter a stranger and need to know whether to fear the person | social referencing |
| attachment and its development | |
| a close emotional bond between two people | attachment |
| Four Phases of Conceptualization of Attachment (Bowlby) | |
| From birth to 2 months. Infants instinctively direct their attachment to human figures. Strangers, siblings, and parents are equally likely to elicit smiling or crying from the infant | phase 1 |
| From 2 to 7 months. Attachment becomes focused on one figure, usually the primary caregiver, as the baby gradually learns to distinguish familiar from unfamiliar people | phase 2 |
| From 7 to 24 months. Specific attachments develop. With increased locomotor skills, babies actively seek contact with regular caregivers, such as the mother or father | phase 3 |
| From 24 months on. Children become aware of others’ feelings, goals, and plans and begin to take these into account in forming their own actions | phase 4 |
| mental model of the caregiver, their relationship, and the self as deserving of nurturant care | internal working model |
| Individual Differences in Attachment | |
| observational measure of infant attachment that requires the infant to move through a series of introductions, separations, and reunions with the caregiver and an adult stranger in a prescribed order | strange situation |
| 3 ways to respond in the strange situation: | |
| Babies who use the caregiver as a secure base from which to explore the environment. | Securely attached babies |
| Babies who show insecurity by avoiding the caregiver | Insecure avoidant babies |
| Babies who often cling to the caregiver, then resist the caregiver by fighting against the closeness, perhaps by kicking or pushing away. | Insecure resistant babies |
| Babies who show insecurity by being disorganized and disoriented | insecure disorganized babies |
| involves connections across domains over time that influence developmental pathways and outcomes | Developmental cascade model |
| III. Social Contexts | |
| The family can be thought of as a constellation of subsystems—a complex whole made up of interrelated, interacting parts—defined in terms of generation, gender, and role. Each family member participates in several subsystems | The family |
| socialization that is bidirectional; children socialize parents, just as parents socialize children. | Reciprocal socialization |
| practice in which parents time interactions so that infants experience turn taking with the parents; these interactions allow infants to be more skillful than they would be if they had to rely only on their own abilities. | scaffolding |
| 1. being proactive and childproofing the environment so infants won’t encounter potentially dangerous objects or situations | Managing and Guiding Infants’ Behavior |
| 2. engaging in corrective methods when infants engage in undesirable behaviors such as excessive fussing and crying, throwing objects, and so on | Managing and Guiding Infants’ Behavior |
| I. Emotional and Personality Development |
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