Child Development Laura E. Berk 7th edition Chapter 10 Emotional Development This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part of any images; Any rental, lease, or lending of the program. © Allyn & Bacon/ Longman 2007

Functions of Emotions Effects on: Cognition Lead to learning essential for survival Can impair learning Social Affect behavior of others Regulate own behavior Health Influence well-being, growth, Stress related to diseases © Allyn & Bacon/ Longman 2007

First Appearance of Basic Emotions Happiness Smile – from birth Social smile – 6 to 10 weeks Laugh – 3–4 months Anger General distress – from birth Anger – 4–6 months Sadness Distress to “still face” – 2–7 mos. Fear First fears – 6–12 months Stranger Anxiety – 8–12 months © Allyn & Bacon/ Longman 2007

Self-Conscious Emotions Shame Embarrassment Guilt Envy Pride Emerge middle of second year Need adult instruction about when to feel them © Allyn & Bacon/ Longman 2007

Development of Emotional Self-Regulation Infancy Develops over 1st year, with brain development Caregivers important Early Childhood Learn strategies for self-regulation Personality affects ability Fears common Middle Childhood/ Adolescence Rapid gains Fears shaped by culture Coping skills lead to emotional self-efficacy © Allyn & Bacon/ Longman 2007

Coping Strategies Problem-Centered Coping Emotion-Centered Coping Used when situation is seen as changeable Identify the difficulty Decide what to do about it Emotion-Centered Coping Used if problem-centered coping does not work. Situation is seen as unchangeable Internal private control of distress © Allyn & Bacon/ Longman 2007

Social Referencing Relying on another person’s emotional reaction to appraise an uncertain situation Caregivers can use to teach children how to react © Allyn & Bacon/ Longman 2007

Cognitive Development and Emotional Understanding As children age, they judge causes of emotions better Balance external and internal factors Recognize thinking & feeling are connected Consider conflicting cues Appreciate mixed emotions © Allyn & Bacon/ Longman 2007

Sympathy and Empathy Sympathy Empathy Feeling of concern or sorrow for another’s plight Empathy Feeling same or similar emotions as another person Complex mix of cognition and emotion Must detect emotions, take other’s perspective © Allyn & Bacon/ Longman 2007

Development of Empathy Newborns sense other babies’ distress Requires self-awareness Increases over school years Adolescence: can empathize with general life conditions © Allyn & Bacon/ Longman 2007

Individual Differences in Empathy Temperament Social, warm, good at emotional regulation lead to high empathy Parenting Warm, sensitive, empathic parents lead to high empathy © Allyn & Bacon/ Longman 2007

Structure of Temperament Easy – 40% Difficult – 10% Slow-to-warm-up – 15% Unclassified – 35% © Allyn & Bacon/ Longman 2007

Genetics and Environment in Temperament Genetic Influences Responsible for about half of individual differences Environmental Influences Cultural variations Nonshared environment Goodness Of Fit Combines genetics and environment © Allyn & Bacon/ Longman 2007

Types of Attachment Secure – 65% Avoidant – 20% Resistant – 10-15% Disorganized/ disoriented – 5–10% © Allyn & Bacon/ Longman 2007

Cultural Variations in Attachment Figure 10.7 - A cross-cultural comparison of infants’ reactions in the Strange Situation. © Allyn & Bacon/ Longman 2007

Factors that Affect Attachment Security Opportunity for attachment Quality of caregiving Sensitive caregiving Interactional synchrony Infant characteristics Family circumstances Parents’ internal working models © Allyn & Bacon/ Longman 2007

Fathers and Attachment Fathers as playmates, mothers as caregivers in many cultures Important factors in attachment Sensitivity Warmth Family attitudes, relationships © Allyn & Bacon/ Longman 2007

Attachment and Later Development Secure attachment related to positive outcomes in: Preschool Middle childhood Continuity of caregiving may link infant attachment and later development © Allyn & Bacon/ Longman 2007

Child Development Laura E. Berk 7th edition Chapter 11 Self and Social Understanding This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part of any images; Any rental, lease, or lending of the program. © Allyn & Bacon/ Longman 2007

I-Self and Me-Self Me-Self I-Self Sense of self as object of knowledge and evaluation Qualities that make self unique: Physical characteristics Material characteristics Social characteristics I-Self Sense of self as agent Separate from surrounding world Can control own thoughts and actions © Allyn & Bacon/ Longman 2007

False-Belief Task Figure 11.4 - Example of a false-belief task. © Allyn & Bacon/ Longman 2007

Factors That Contribute to Theory of Mind Language Cognitive abilities Attachment Maternal “mind-mindedness” Make-believe play Social interaction © Allyn & Bacon/ Longman 2007

Development of Self-Concept 3-5 Years Observable characteristics Typical emotions and attitudes 6-10 Years Personality traits Positive and negative Social comparison 11 and up Combines separate traits into abstract ones Organized self-concept system © Allyn & Bacon/ Longman 2007

Self-Esteem Judgments we make about our own worth Feelings about those judgments Includes: Global appraisal Judgments of different aspects of self © Allyn & Bacon/ Longman 2007

Hierarchical Structure of Self-Esteem in Middle Childhood Figure 11.6 - Hierarchical structure of self-esteem in the mid-elementary school years. © Allyn & Bacon/ Longman 2007

Influences on Self-Esteem Age, school transitions Culture Child-rearing practices © Allyn & Bacon/ Longman 2007

Achievement-Related Attributions Learned Helplessness Attribute failure to ability Entity view of ability Cannot be changed Focus on performance goals Mastery-Oriented Attribute success to ability Incremental view of ability Can improve by trying Focus on learning goals © Allyn & Bacon/ Longman 2007

Mastery-Oriented Attributions Figure 11.8 - Consequences of mastery-oriented and learned-helpless attributional styles © Allyn & Bacon/ Longman 2007

Learned-Helpless Attributions Figure 11.8 - Consequences of mastery-oriented and learned-helpless attributional styles © Allyn & Bacon/ Longman 2007

Influences on Achievement-Related Attributions Parents Too-high standards Believe child incapable Trait statements Teachers Learning versus performance goals Gender Ethnicity © Allyn & Bacon/ Longman 2007

Erikson’s Theory: Identity vs. Identity Confusion Defining who you are, what you value and direction in life Commitments to vocation, personal relationships, sexual orientation, ethnic group, ideals Resolution of “identity crisis” or exploration Identity Confusion Lack of direction and definition of self Restricted exploration in adolescence Earlier psychosocial conflicts not resolved Society restricts choices Unprepared for stages of adulthood © Allyn & Bacon/ Longman 2007

Identity Statuses Level of Exploration Level of Commitment High Low Identity Achievement Moratorium Identity Foreclosure Identity Diffusion © Allyn & Bacon/ Longman 2007

Person Perception Understanding: People as personalities Ethnicity and social class In-group/out-group Prejudice © Allyn & Bacon/ Longman 2007

Theories of Perspective-Taking Piaget - Overcome preoperational egocentrism Selman - Stages Developing theory of mind Recursive thought © Allyn & Bacon/ Longman 2007

Social Problem Solving Figure 11.8 - An information-processing model of social problem solving. © Allyn & Bacon/ Longman 2007

Child Development Laura E. Berk 7th edition Chapter 13 Development of Sex Differences and Gender Roles This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part of any images; Any rental, lease, or lending of the program. © Allyn & Bacon/ Longman 2007

Gender Stereotypes Masculine Instrumental traits Feminine Expressive traits © Allyn & Bacon/ Longman 2007

School Subject Stereotypes Figure 13.2 - School-age girls’ ratings of the math ability of children and adults. © Allyn & Bacon/ Longman 2007

Influences on Gender Stereotyping & Gender-Role Adoption Biology Evolutionary adaptiveness Cross-cultural similarities Hormones Environmental Perceptions & expectations of adults Parents, teachers Observational learning Peers, siblings © Allyn & Bacon/ Longman 2007

Theories of Gender Identity in Early Childhood Social Learning Theory Gender typing behavior leads to gender identity Cognitive-Developmental Theory Self-perceptions (gender constancy) come before behavior © Allyn & Bacon/ Longman 2007

Development of Gender Constancy Gender labeling Gender stability Gender consistency © Allyn & Bacon/ Longman 2007

Gender Intensification in Adolescence Increased gender stereotyping of attitudes and behavior Biological, social, cognitive factors More in early adolescence, declines mid to late adolescence © Allyn & Bacon/ Longman 2007

Sex Differences in Mental Abilities Skill Performance Biological Influences Environmental Influences Verbal Girls do better from early ages, throughout school Girls: advantage in left hemisphere of brain Parents talk more to girls Language arts considered “feminine.” Math Boys better at abstract reasoning Gap larger at higher levels, although shrinking Boys: better numerical memory, spatial reasoning Mathematics considered “masculine.” Parents see boys as better at math © Allyn & Bacon/ Longman 2007

Sex Differences in Personality Traits Girls more Emotionally sensitive But behavior differences small Compliant Dependent Likely to suffer depression © Allyn & Bacon/ Longman 2007

Sex Differences in Aggression Boys more physically aggressive Differences in verbal & relational aggression less clear Biological influences Androgen hormones Environmental influences Family Consequences of aggression Peers Figure 13.15 - Percentage of third through sixth graders rated by peers as highly physically/verbally aggressive and highly relationally aggressive. © Allyn & Bacon/ Longman 2007

Child Development Laura E. Berk 7th edition Chapter 5 Physical Growth This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part of any images; Any rental, lease, or lending of the program. © Allyn & Bacon/ Longman 2007

Sexual Maturation Secondary Sexual Characteristics Other visible parts of the body that signal sexual maturity Girls: breasts Boys: facial hair, voice change Both: underarm, pubic hair Primary Sexual Characteristics Maturation of the reproductive organs Girls: menarche Boys: spermarche © Allyn & Bacon/ Longman 2007

Individual Differences in Timing of Puberty Heredity Nutrition, exercise Body fat in girls Geographical location SES Ethnic group Family experiences may contribute © Allyn & Bacon/ Longman 2007

Adolescent Emotions Across the Week Figure 5.15 - Younger and older adolescents’ emotional experiences across the week. © Allyn & Bacon/ Longman 2007

Sleep Habits in Adolescence Still need almost as much sleep but go to bed later Biological “phase delay” Social habits Lack of sleep impairs regulation of attention, emotion Lower achievement Mood problems High risk behaviors © Allyn & Bacon/ Longman 2007

Adolescent-Child Relationships Families have more conflict, feel less close Most arguments about mundane issues Similar across North American subcultures May have adaptive value Gender differences Girls: more conflict Varies with culture © Allyn & Bacon/ Longman 2007

Consequences of Timing of Puberty Girls Boys Early Maturing Unpopular, withdrawn, low confidence More deviant behavior Negative body image More long-term problems Popular Confident, independent Positive body image Late Maturing Sociable, lively, school leaders Unpopular Anxious, talkative, attention-seeking © Allyn & Bacon/ Longman 2007

Factors in Reactions to Timing of Puberty Physical attractiveness – body image Girls: most want to be thinner, smaller Boys: most want to be bigger Fitting in with peers Prefer similar level of physical maturity © Allyn & Bacon/ Longman 2007

Eating Disorders Anorexia nervosa Bulimia nervosa Starve out of fear of getting fat Bulimia nervosa Strict diet and exercise, binge and purge © Allyn & Bacon/ Longman 2007

Adolescent Sexuality North American attitudes relatively restrictive Media contradict family messages Abstinence programs More liberal over past 40 years Most say premarital sex OK for committed partners Activity matches attitudes Rates declining since 1990s Few partners Americans have more than Canadians © Allyn & Bacon/ Longman 2007

Characteristics of Sexually Active Adolescents Personal Early puberty Tendency to violate norms Little religious involvement Family Step, single-parent, or large family Weak parental monitoring, parent-child communication Peer Sexually active friends or siblings Educational Poor school performance Low educational goals © Allyn & Bacon/ Longman 2007

Adolescent Contraceptive Use Recent increase in contraceptive use Still, 27% American, 13% Canadian do not use Reasons for not using: Concern about image Adolescent risk-taking Social environment Forced intercourse © Allyn & Bacon/ Longman 2007

Adolescent Pregnancy Statistics U.S. teens pregnant each year 900,000 (20% of those who had intercourse) How many were under 15 30,000 Percent of teen pregnancies ended with abortion 40% - U.S. 50% - Canada Percent of teen mothers who are unmarried 85% © Allyn & Bacon/ Longman 2007