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Lifespan Ch6 WK4
| Question | Answer |
|---|---|
| Emotion: | feeling, or affect, that occurs when a person is in a state or an interaction that is important to him or her, especially to his or her well-being |
| Biological and Environmental Influences: | emotional capacities with age; Development of certain brain regions (plays a role in emotions); Emotions first language w/parent & infant communication; Social relationships set development of some emotions |
| reciprocal | (synchronous) Positive interactions |
| Four types of cries | Hunger (rhythmic cry) Anger (air is forced thru vocal chords) Pain (sudden onset, LOUD!) Frustration (moaning 1st 2-3 drawn out cries) |
| Two types of smiling | Reflexive smile: up to 2 months old, sleeping Social smile: after 2 months old |
| one of a baby’s earliest emotions | Fear: @ 6 months; peaks @18 months |
| Stranger Anxiety | fear and wariness of strangers; Emerges gradually, first @ 6 months; Intensifies @9 months; escalating past 1st bday; Peaks @ 15 months |
| Swaddling | snugly wrapping a baby in a blanket |
| emotional regulation | Self-soothing Self-distraction Language (2nd year) |
| Temperament | an individual’s behavioral style and characteristic way of responding |
| 3 temperments of NYSL | Easy (40% of kids) Slow to Warm Up (15% of kids) Difficult (10% of kids) Irritable, hard to please Intense emotional responses Irregular biologic function |
| Easy (40% of kids) | Generally happy; Responds well to change; Rhythmic & regular biologic function |
| Slow to Warm Up (15% of kids) | Generally mild distress reactions Hesitant about new experiences |
| Difficult (10% of kids) | Irritable, hard to please; Intense emotional responses; Irregular biologic function |
| Kagan (Temperment) | children inherit a physiology that biases them to have a particular type of temperament, but this is somewhat modifiable through experience |
| Biological Influences of temperment | Physiological characteristics have been linked with different temperaments; Heredity has a moderate influence on temperament differences |
| Gender Influences of temperment | Parents may react differently to an infant’s temperament depending on gender Mothers are more responsive to girls |
| Goodness of Fit | Adjustment is easiest when the child’s temperament matches the situation (mostly mother’ style, but culture & setting too) |
| Goodness of Fit Application | Application: Recognition that your kid acts a certain way because of temperament & NOT willfulness leads to more positive reactions. |
| Personality development-Three central characteristics | Trust: Erikson believed the 1st year is characterized by trust vs. mistrust Development of a sense of self Occurs at approximately 12 months Independence through separation and individuation |
| Self-concept | our image of ourselves |
| Personal agency | ‘I can make that move!’ |
| Self-efficacy | ‘I’m GREAT at making it move!' |
| Self-awareness | Knowledge of the self as a distinct being Rouge test (fully in-tact by 24 months) |
| Erikson’s Trust vs. Mistrust | Newborns and infants develop a sense of reliability of people and objects; Basic Trust |
| Erikson’s Autonomy vs. Shame & Doubt | 18 months – 3 years old = autonomy (kid can walk, can move about where he wants to go) Shame can arise if the child is predominantly reprimanded/ criticized for being “bad”. This requires self-consciousness & awareness of social norms |
| Application of Erikson's Autonomy vs. Shame and Doubt | Parental patience to let the kid do it himself Avoid being overprotective Avoid criticism |
| Face-to-face play | begins to characterize interactions at 2 to 3 months of age |
| Still-Face & Post-Partum Depression | Mother becomes stony face Child stops smiling and looking at mother Child tries to comfort self After still-face baby is joyous, but demanding Over time baby can become depressed |
| Social Referencing | “reading” ambiguous emotional cues in others to determine how to act in a particular situation Emerges by the end of the 1st year; improves during the 2nd year |
| Attachment | Reciprocal and enduring, close, emotional bond between child and caregiver |
| Theories of Attachment: | Freud: infants become attached to the person that provides oral satisfaction (food giver) Harlow: contact comfort preferred over food; Erikson: trust arises from reliable comfort and sensitive care Bowlby: newborns are biologically equipped (innate) to |
| Secure Babies | Cries when mom leaves Happy when she returns Play freely when mother is near |
| Avoidant | Little interaction with caregiver, not distressed when she leaves, avoid her on return. Don’t reach out. Little exploration |
| Resistant/Ambivalent | Anxious B4 mom leaves, angry at return Hovers around her but resists soothing, kicks mom when she returns. Little exploration. Wants to be soothed and refuses soothing. |
| Disorganized | No uniform strategy. Seeks stranger, not mom. No eye contact. Often seen in autism or orphanage.Confused & afraid by stress. |
| Long-Term Effects of Secure Attachment | More independence Open to change better peer relations More positive emotions More resilient More curiosity and self-confidence Better conflict resolution skills Higher levels of adult intimacy |
| The Family: | Family is a constellation of subsystems Each subsystem has a reciprocal influence on the other Adjustment of parents during infant’s first years |
| Reciprocal socialization | two-way interaction process whereby parents socialize children and children socialize parents |
| Scaffolding | parental behavior that supports children’s efforts through turn-taking sequences |
Created by:
MarieG
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