1. CHAPTER 6 EMOTIONAL AND SOCIAL DEVELOPMENT IN INFANCY AND TODDLERHOOD

2. Learning Goals Be able to distinguish social emotional traits Know characteristics of social/emotional domain (e.g., empathy, relationships, self-control, temperament) Identify different temperaments/reactivity Describe how adults impact social/emotional domain Discuss why social emotional domain is important Discuss ways to promote social emotional domain 2

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4. Zero to Three Studies around social emotion in young children http://www.zerotothree.org/child-development/early-childhood- mental-health/http://www.zerotothree.org/child-development/early-childhood- mental-health/ 4

5. Psychosocial Stages During Infancy and Toddlerhood Erikson’s StageNeeded from Caregivers Basic trust vs. mistrust (first year)  Responsiveness  Sympathetic, loving balance of care Autonomy vs. shame and doubt (second year)  Suitable guidance and reasonable choices  Reasonable expectations for impulse control

6. Self-Development Self- awareness  From birth  Aided by capacity for intermodal perception Self- recognition  Emerges end of second year  Promoted by acting on environment and noting effects Empathy  Ability to “feel with” another person  Aided by self-awareness

7. First Appearance of Basic Emotions Happiness  Smile: from birth  Social smile: 6–10 weeks  Laugh: 3–4 months Anger and sadness  General distress: from birth  Anger: 4–6 months  Sadness: response to disrupted caregiver–infant communication Fear  First fears: second half of first year  Stranger anxiety: most frequent expression of fear

8. California Department of Education Definition http://www.cde.ca.gov/sp/cd/re/itf09socemodev.asp ◦Interactions with AdultsInteractions with Adults ◦Relationships with AdultsRelationships with Adults ◦Interactions with PeersInteractions with Peers ◦Relationships with PeersRelationships with Peers ◦Identity of Self in Relation to OthersIdentity of Self in Relation to Others ◦Recognition of AbilityRecognition of Ability ◦Expression of EmotionExpression of Emotion ◦EmpathyEmpathy ◦Emotion RegulationEmotion Regulation ◦Impulse ControlImpulse Control ◦Social UnderstandingSocial Understanding 8

9.  Adjusting one’s own state of emotional intensity  Requires effortful control  Improves over first year, with brain development  Caregivers  contribute to child’s self-regulation style  teach socially approved ways of expressing feelings © Caroline RW/Shutterstock Emotional Self-Regulation

10.  Easy: 40%  Difficult: 10%  Slow-to-warm-up: 15%  Unclassified: 35% © Gabriela Insuratelu/Shutterstock Thomas and Chess Structure of Temperament

11.  Reactivity: quickness and intensity of  emotional arousal  attention  motor activity  Self-regulation: strategies that modify reactivity © ryanking999/Fotolia Rothbart Structure of Temperament

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13. Biological Basis of Inhibited Temperament  Neurobiological correlates of shyness and sociability (look at page 150):  heart rate  saliva concentration of cortisol  pupil dilation, blood pressure, skin surface temperature  Persistence of temperamental style is influenced by child-rearing practices

14.  Stability is  low in infancy and toddlerhood  moderate from preschool years on  Temperament develops with age, becoming more stable after age 3 years © Serhiy Kobyakov/Shuttterstock Stability of Temperament

15. Heredity and Environment in Temperament Genetic influences  Responsible for about half of individual differences  Vary with trait and age of individuals studied Environmental influences  Nutrition  Quality of caregiving  Cultural variations  Gender stereotyping  Role of siblings

16.  Interaction between temperament and child-rearing style  Effective child rearing: good fit with child’s temperament  Role of cultural context © Sunny studio-Igor Yaruta/Shutterstock Goodness-of-Fit

17.  Preattachment  Attachment-in-the- making phase  Clear-cut attachment phase  separation anxiety  Reciprocal relationship with caregiver © oksix/Shutterstock Bowlby’s Ethological Theory of Attachment Jigsaw

18. Assessment What is your virtual child’s temperament? Think back to your temperament as a child? Can parents mismatch temperament and child-rearing style match or mismatch? How is your virtual child with seperation? 18

19. What words would you use to describe the social emotional domain? Insert a Polleverywhere to make a cloud 19