Teresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third edition Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Emotional Development Chapter Eleven

Overview Erikson’s Theory of Psychosocial Development (TEXTBOOK) Attachment (DISCUSSION) Emotion Basic Developmental Issues (p. 430) Temperament and Personality (TEXTBOOK) Teresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third edition Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Emotions (Affective States) Developmental Changes in Emotions  Infants are born with a few basic emotions Contentment/happiness  By age 6-10 weeks, social smile & cooing  Laughter at 3-4 mos  By 8 mos, smiling is more associated with familiar people and events Interest, distress  Anger (7-12 mos)  Fear (6 mos) Violation of expectation, loss of control Stranger anxiety, separation anxiety Why does stranger/separation anxiety eventually decline? Teresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third edition Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Later developing Emotions: Self- conscious emotions Age mos, increased awareness of social standards and other people’s concerns about these standards; strongly influenced by childrearing practices  Guilt  Shame  Embarrassment  Pride  Empathy  Envy

Emotions (Affective States) Developmental Changes in Emotions  Infants tend to respond to others’ emotions Emotion contagion Research: infant looks away from caregiver’s sad, fearful expressions; held longer interest in caregiver’s angry face  Children’s actions are guided by others’ emotional expressions Social referencing  Children gradually learn to reflect on and regulate their emotions (emotional regulation) Learn emotion words and conditions for use Acquire more coping strategies; observe role models Learn social display rules  Development of empathy Teresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third edition Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Anxieties of Adolescence  Environmental factors (new situations)  Needs and desires may conflict with parents’  Peer pressure

Emotions Group Differences in Emotions  There are no marked gender differences in infancy  During the early childhood years, boys are more likely to show anger than girls girls are more likely to dwell on problems  Cultural differences are apparent Asian children tend to be more shy Certain African cultures value sociability Cultural responses to negative emotions also varies  Children from lower SES are more likely to have emotional difficulties  Middle and higher-income children may be exposed to unrealistic developmental expectations Teresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third edition Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Emotions Emotional Problems in Children and Adolescents  A lot of negative emotional experiences can negatively impact children’s coping skills  Both nature and nurture impact emotional problems  Depression Emotional condition Characterized by significant sadness or hopelessness Biological basis Extreme cases may create a risk for suicide  Anxiety Disorder Emotional condition Characterized by excessive worry Chronic in nature  Conduct Disorder Emotional condition Characterized by a disregard for others’ rights Chronic in nature May manifest itself differently depending on gender and age of onset Teresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third edition Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Nature & Nurture: Attachment and Emotional Development Attachment Nature:  Infants biologically predisposed to bond to caregiver  Caregivers predisposed to care for offspring Nurture:  Caregivers learn ways to parent from community and culture Emotional Development Nature:  basic emotions, temperament Nurture:  ways that emotions are expressed are learned from family and culture, children learn to control negative emotions

Universality & Diversity: Attachment and Emotional Development Attachment Universality:  Predisposition to form close bonds Diversity:  But not all caregiver-infants form secure attachments Emotional Development Universality  basic emotions present in all infants Diversity  how children learn to regulate

Qualitative/Quantitative Change: Attachment and Emotional Development Attachment Qualitative:  Onset of Stranger anxiety Quantitative:  Children gradually become more active as social partners, increasing attachment & emotional competence Emotional Development Qualitative  Emergence of self-conscious emotions; learning social rules for emotion expression Quantitative  Gradual increase in emotion knowledge and assessing others’ emotions