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| 5 essentials for a day care | Adequate attention = group < 5/2
Encourage language & sensorimotor = song, + talk, good toys; H&S, = clean hands, safe,essential ; Professional = trained, low turnover, Morale, energy; Warm & responsive = quiet obedient play,engaged w/ ch, help solve
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| Stages of emotional development | Instinctive Institutionaly
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| Emotional Development infants progress from basic instinctual emotions reactive of pain and pleasure to | complex patterns of social awareness & movement to learned emotions and then to thinking.
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| Newborn emotions | Happy and relaxed, cry when hurt hungry, tired or frightened w/ noise or loss of support
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| Emotions at birth | Distress; Contentment
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| 6 weeks emotions | Social smile
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| 3 months emotions | Laughter; curiosity
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| 4 months emotions | Full, responsive smiles
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| 4-8 months emotions | Anger
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| 9-14 months emotions | Fear of social events (strangers, separation from caregiver)
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| 12 months emotions | Fear of unexpected sights and sounds
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| 18 month emotions | Self-awareness; pride; shame; embarrassment
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| 20% babies have Excessive crying called | Colic, 3 hours, 3/ week, 3 weeks
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| Reflux is | Swallow
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| Colic is | Digestive
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| Evoke | To call up feelings or memories
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| Novel = | different from anything seen or known before:
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| Curiosity is evident as Infants | respond to objects and experiences that are new but not too novel.
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| at about 6 weeks or age since conception, Happiness is expressed by | the social smile, evoked by a human face .
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| A smile evoked by a human face, normally first evident in infants about 6 weeks after birth. | social smile
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| Laughter & curiosity does at ; | 6 months
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| a typical 6-month-old laughs loudly discovering | new things, particularly social experiences
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| the balance of familiar and surprise, such as Daddy making a funny face brings | Laughter in a 6 month old
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| 6 month emotions | Happy & sad
Laughter/smiles & anger/frustration
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| temporary exploration of how their body works such as | Tongue, toes and fingers
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| Hard crying stems from | Frustration
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| Sadness indicates | Withdrawal and cortisol production
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| Since sadness produces physiological stress (measured by cortisol levels), sorrow | negatively impacts the infant
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| sadness produces | physiological stress
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| All social emotions, particularly sadness and fear, | affect the brain
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| Sad and angry infants around depressed become | fearful toddlers and depressed children
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| A ,,neurobiological systems in the brain | early adverse influences [that] have lasting effects on developing
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| Abuse and unpredictable responses are likely | among the “early adverse influences [that] have lasting effects on developing neurobiological systems in the brain”
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| An infant’s distress when a familiar caregiver leaves; most obvious between 9 and 14 months. | separation anxiety
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| An infant’s expression of concern—a quiet stare while clinging to a familiar person, or a look of fear—when a stranger appears. | stranger wariness
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| Wariness indicates ___ so it is a positive sign. | memory
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| Stranger awareness | fear of unfamiliar people, especially when they move too close, too quickly.
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| Separation anxiety— | clinging and crying when a familiar caregiver is about to leave. Separation anxiety is normal at age 1, intensifies by age 2, and usually subsides after that.
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| Fear in response to some person, thing, or situation (not just being startled) | soon becomes more frequent and obvious. Two kinds of social fear are typical:
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| after age 3,____ impairing a child’s ability to leave home, to go to school, or to play with other children, is considered an emotional disorder. | Separation anxiety
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| Fear of a dog. With repeated experience and reassurance, older infants go from calling the dog (becoming angry if the dog does not come) shows. | The transition from instinct to learning to expectation
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| Unexpected and unfamiliar human actions attract attention from infants at age | At 6 -12 months
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| Offbeat dancing is noted at age | 8-12
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| Fear of stranger at age _ is normal | 7 months
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| After age 2 anger and fear | Are less and under control except infuriated or Terrifying, intense and focus
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| 1-year-old hides her face and holds onto them tightly whenever a stranger appears is | Stranger wariness is normal up to about 14 months. This baby’s behavior actually might indicate secure attachment!
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| Toddlers are famous for . | fury / temper tantrum. they might yell, scream, cry, hit, and throw themselves on the floor
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| Logic, anger or teasing makes a terper tantrum . | worse
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| Temper tantrum express | Self-awareness as can other common toddler emotions: pride, shame, jealousy, embarrassment, disgust, and guilt.
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| Toddler emotions/ self awareness | pride, shame, jealousy, embarrassment, disgust, and guilt.
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| Totes bidding for attention Their brain activity | also registered social emotions like jealousy
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| Culture is crucial | American culture Enchorage Pride, Asia cultures and encourage shame and modesty OR brag or put themselves down
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| Disgust is strongly influenced by ___ ___ as well as by maturation at age | other people, 18 months & older (Dead animal)
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| Positive emotions also show social awareness by | A tot helps with dropped or searching object
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| empathy and generosity emerges quite apart from any selfish motives | By helping others
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| one’s body, mind, and activities are distinct from those of other peoples' begins as | self-awareness by realization that
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| following the __-__ and walking emerges a sense of “me” and “mine” that leads to developing a new consciousness. | Self awareness
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| classic experiment by Lewis & Brooks, 1978. | 9- to 24-month-olds and a mirror and dot on the nose evidence the mirror showed their own faces.
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| babies younger than 12- 15 months did not touch the dot on thir nose rather they may | sometimes smile and touch the dot on the “other” baby in the mirror.
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| You tube Video calls self awareness a human birthright. Increasingly sofisticated sence of self. Rich and complex mind and a sence of | Central character in thier own dramas.
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| early stage of language, Self aware, pretending and using first-person pronouns (I, me, mine, myself, my) begins at age | 15- 24 months
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| walking, talking, and emotional self-understanding begin around __ months and continues beyond __ | 8-month-old, 18 months yold
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| Temperament =“biologically based core of individual differences in | style of approach and response to the environment that is stable across time and situations”
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| Biologically based” means that these traits | originate with nature
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| Aaron was hurt by doctors as proved by his | tone, duration, and intensity of infant cries after the injections, before much experience outside the womb.
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| Inborn differences between one person and another in emotions, activity, and self-regulation. It is measured by the person’s typical responses to the environment. | temperament
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| temperamental inclinations may lead to | personality
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| Generally, personality traits (e.g., honesty and humility) are learned, whereas temperamental traits (e.g., shyness and aggression) | are genetic.
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| four types of temperment in babies: | easy (40 percent), difficult (10 percent), slow-to-warm-up (15 percent), and hard-to-classify (35 percent)
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| Temperament in Infancy and Adulthood | explores the unique ways infants respond to their environment using distinct inborn traits
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| by 3 months, infants manifest 3 traits of temperment that cluster into the four categories | easy, difgicult, slow to warm up, hard to classify.
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| NYLS was the first large study to recognize that each newborn has | distinct inborn traits
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| 1st dimension of temperament, Effortful, controls | The ability to regulate attention and emotion, to self-soothe
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| 2nd dimension of temperament Negative mood = | fearful, angry, unhappy
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| 3Rd dimension temperament , Exuberant is (active, social) vs. | shy and is mostly traced to genes
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| longitudinal study analyzed temperament in children as they grew, at | 4, 9, 14, 24, and 48 months and in middle childhood, adolescence, and adulthood.
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| Adults who provide reassurance help children overcome . | fearful temperment
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| formerly inhibited boys were more likely than the average adolescent to use drugs, but | the inhibited girls were less likely to do so
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| the cascade of development—no single factor determines later outcomes, but | several problems combine to increase risk.
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