Chapter 4 – The First Two Years: Psychosocial Development These colors actually are a template design in PPT, but match the scheme of the book…do you agree? If so, this will be an easy formatting task. The cover has been revised to reflect the new title “Invitation to the Life Span”. I’ve been waiting to get it, that’s why this slide has been delayed getting to you…but I didn’t want to wait any longer. So the cover needs to be swapped in/out when it arrives. Lastly, I got rid of the chapter outline…as it’s repetitive. Do you agree?

Emotional Development Infants’ Emotions Smiling and Laughing Anger Sadness

Emotional Development Fear: Emerges at about 9 months in response to people, things, or situations Stranger wariness: Separation anxiety:

Emotional Development Toddlers’ Emotions Anger and fear become less frequent and more focused Laughing and crying become louder and more discriminating New emotions: Pride Shame Embarrassment Guilt Require an awareness of other people Emerge from family interactions, influenced by the culture

Emotional Development Self-awareness First 4 months 5 months 15-18 months

Emotional Development Mirror Recognition Classic experiment (M. Lewis & Brooks, 1978) Babies aged 9–24 None of the babies younger than 12 months old reacted as if they knew the mark was on them. 15- to 24-month-olds:

Emotional Development

Theories of Infant Psychosocial Development PSYCHOANALYTIC THEORY FREUD: THE ORAL AND ANAL STAGES Oral stage (first year): Anal stage (second year): Potential conflicts: Oral fixation Anal personality

Theories of Infant Psychosocial Development ERIKSON: TRUST AND AUTONOMY Trust versus Mistrust Autonomy versus Shame and Doubt

Theories of Infant Psychosocial Development BEHAVIORISM Parents mold an infant’s emotions and personality through reinforcement and punishment Social learning The acquisition of behavior patterns by observing the behavior of others Demonstrated in the classic Bobo Doll study by Albert Bandura http://www.youtube.com/watch?v=xfG55uY2NSU&feature=related

Theories of Infant Psychosocial Development COGNITIVE THEORY Working model: Set of assumptions that the individual uses to organize perceptions and experiences A person might assume that other people are trustworthy and be surprised by evidence that this working model of human behavior is erroneous. The child’s interpretation of early experiences is more important than the experiences themselves. New working models can be developed based on new experiences or reinterpretation of previous experiences.

Theories of Infant Psychosocial Development Temperament Inborn differences between one person and another in emotions, activity, and self-regulation Temperament is epigenetic, originating in the genes but affected by child-rearing practices New York Longitudinal Study (NYLS) Started in the 1960s Found 4 categories of temperament

Theories of Infant Psychosocial Development Easy Difficult Slow to warm up Hard to classify Additional findings:

Goodness of Fit A similarity of temperament and values that produces a smooth interaction between an individual and his or her social context, including family, school, and community With a good fit

Synchrony A coordinated, rapid, and smooth exchange of responses between a caregiver and an infant Synchrony in the first few months

Is Synchrony Needed for Normal Development? Experiments using the still-face technique Conclusions: A parent’s responsiveness to an infant aids psychological and biological development Infants’ brains need social interaction to develop to their fullest

Attachment Attachment is a lasting emotional bond that one person has with another. Attachments begin to form in early infancy and influence a person’s close relationships throughout life

Attachment

Attachment Types Secure attachment: Insecure-avoidant attachment: Insecure-resistant/ambivalent attachment: Disorganized attachment:

Attachment Types

Measuring Attachment Strange Situation Key behaviors to observe: A laboratory procedure for measuring attachment by evoking infants’ reactions to the stress of various adults’ comings and goings in an unfamiliar playroom. http://www.youtube.com/watch?v=QTsewNrHUHU Key behaviors to observe: Exploration of the toys. A secure toddler plays happily. Reaction to the caregiver’s departure. A secure toddler misses the caregiver. Reaction to the caregiver’s return. A secure toddler welcomes the caregiver’s reappearance.

Measuring Attachment Predictors Social Referencing Stability of attachment quality The caregiver Outcomes of the securely attached

Questions to Ponder What kind of attachment do you have with your parents? Has it changed since you were a child or does it reflect the type of attachment you had when you were younger? © 2009 Allyn & Bacon Publishers

Fathers as Social Partners Fathers usually spend less time with infants than mothers do and are less involved parents Reasons: Fathers’ own ideas of appropriate male behavior Mothers often limit fathers’ interactions with their children Quality of marital relationship is best predictor Happier husbands tend to be more involved fathers

Infant Day Care Types Characteristics of quality day care Family day care Center day care Characteristics of quality day care Effects of day care

Infant Day Care

The Effects of Infant Day Care The impact of nonmaternal care depends on many factors. Quality of care is crucial, no matter who provides that care.

Effects of Nonparental Care Child-care arrangements vary considerably Grandparents Relative in one’s own or their home Length of time in care varies Some children in multiple care settings 1970 – 18% of U.S. married women with children under 6 were in the labor force. 2001 – 61% were in the workforce at least part-time. At least half of children under 12 months are cared for by someone else at least part-time. © 2009 Allyn & Bacon Publishers

Effects of Nonparental Care Effects on Cognitive Development - SEC effects Attachment effects Stress Difference in vocabulary – white middle class children had smaller vocabularies after entering daycare. This difference was not found in black families. Children from poor families who began daycare before age 1 had higher reading and math scores at the start of school than did children of middle class families who entered day care in infancy. © 2009 Allyn & Bacon Publishers

Effects of Nonparental Care What’s Responsible? Nonparental care may induce child stress causing higher levels of cortisol May affect child’s brain development Shy children may be more sensitive to stress in center-based care Boys more insecurely attached to caregivers in nonparental care BUT Differences between children in parental and nonparental care are very small © 2009 Allyn & Bacon Publishers

Turn and talk Your friend recently disclosed to you that she and her partner were expecting. They are not sure if they should provide in-home care for the child with one parent while the other parent works outside the home, or if they should have dual incomes and the child be placed in daycare. She knows you are taking Human Growth and Development and asks for your advice. According to what you have learned, what is your advice? Record your first and last name on a sheet of paper along with the pros/cons of either choice. Record your final piece of advice. Submit notes at end of class