1. Emotional & Social Development in Infancy & Toddlerhood Chapter 7 (Infants & Children)

2. Erikson’s Psychosocial Theory of Infant & Toddler Personality  believed that a healthy outcome during infancy depends on the ________ of caregiving AgeErikson’s Stage _____________ Basic Trust versus Mistrust _____________ Autonomy versus Shame and Doubt  Baby needs to feel confident/secure so they can explore their environment  Parents need to provide toddlers with suitable guidance & reasonable choices to increase self-confidence & independence (Allyn & Bacon, 2008)

3. Emotional Development (pg 247)  In infants, feelings/emotions are revealed primarily through facial expressions  Basic emotions:

4. Infant Basic Emotions ___________________ Smile—from birth Social smile—6 to 10 weeks Laugh—3 to 4 months _____________ General distress to unpleasant experiences—from birth Anger increases in frequency & intensity—4 to 6 months _____________ Distress to “still face” or frowning & then crying —2 to 7 mos. Less common than anger ___________ First fears—6 to 12 months Stranger Anxiety—8 to 12 months (Allyn & Bacon, 2008)

5. Second, Higher Order of Emotions (pg 251)  18-24 months old  Become more aware of the self as a separate, unique individual  Self-conscious emotions  __________________  these are called self-conscious emotions because each involves ________ to or _____________of our sense of self  emotions play an important role in children’s achievement- related & moral behaviors

6. Development of Temperament (pg 253)  ___________________-individual differences in the quality & intensity of emotional reaction & behavior  3 types of children:  _____________-40%  quickly establishes regular routines in infancy, is generally cheerful, & adapts easily to new experiences  Difficult child-10%  irregular to daily routines, is slow to accept new experiences, & tends to react negatively & intensely  Slow-to-warm-up – 15%  inactive, shows mild, low-key reactions to environmental stimuli, is negative in mood, & adjusts slowly to new experiences  Unclassified – 35% (show blends of different temperaments)  Long-term prediction from early temperament is achieved after__________ when the system of emotion, attention, & action is better established

7. Questions to ponder…  What are the “typical” temperament characteristics for boys?  What are the “typical” temperament characteristics for girls?  Is each child’s temperament decided by genetics (heredity) or by the environment in which they live?

8. Genetic & Environmental Influences (pg 257) ____________ Influences Responsible for about half of individual differences Ethnicity-Chinese & Japanese babies tend to be less active, irritable, & vocal than Caucasian-American babies Gender-boys are more active & daring, more irritable when frustrated, slightly more impulsive than girls ____________ Influences Cultural caregiving styles Consistent nutritional & emotional deprivation Boys & girls treated differently Parents emphasize sibling differences _________ ___ _____ Combines genetics and environment Create child-rearing environments that recognize each child’s temperament, while encouraging more adaptive functioning Thomas & Chess, 1977 (Allyn & Bacon, 2008)

9. Development of Attachment (pg 261)  _______________-the strong affectionate tie that humans have for special people in their lives  ______________________________-theory that the infant’s emotional tie to the caregiver promotes survival  __________ Ethological Theory of Attachment Phases: 1. Preattachment 2. Attachment-in-the-making 3. Clear-cut attachment Separation anxiety 4. Formation of a reciprocal relationship

10. Bowlby’s Ethological Theory of Attachment (pg 262) 1. _____________________ (birth-6 wks) built-in signals, such as smiling & crying, help bring newborns close to other humans for comfort 2. ___________________________(6 wks to 6-8 mths) respond differently to a familiar caregiver than to a stranger begin to develop a sense of trust 3. _______________ attachment(6-8 mths to 18-24 mths) separation anxiety 4. _______________________________ (18-24 mths and on…) toddlers understand their parent’s coming/going/returning separation protest declines

11. Security of Attachment Patterns (pg 264)  ____________ Attachment (60%)  use the parents as a secure base; actively seek contact with the parent when he or she returns  ______________ Attachment (15%)  seem unresponsive to the parent and are slow to greet the parent upon reunion  ______________ Attachment (10%)  seek closeness to the parent and are distressed and angry when the parent returns (struggling when held, hitting & pushing)  ___________________________ Attachment (15%)  pattern reflects the greatest insecurity…at reunion, these infants often show confused, contradictory behaviors  example-looking away when the parent is holding them, dazed facial expression, frozen postures  most of these children experience extremely negative caregiving (Allyn & Bacon, 2008)

12. Factors that affect security attachment Early availability of a consistent caregiver Inadequate vs. sensitive caregiving-prompt, consistent, appropriate response The infant’s characteristics Parent’s own history of attachment experiences

13. Other Attachments… (pg 269) - In dual, earner families, spend 85% as much time with their children as mothers Fathers Step in when parents’ troubled lives affect the children’s well- being (substance abuse, neglect, illness)…the #’s are increasing - Are primary caregivers more often in African-American, Hispanic and Native American families than in Caucasian families Grandparents Older siblings are____________________ when parents are unavailable Offer a ____________________ to learn/practice skills Various emotions-resentment, affection, concern, conflict Siblings Need to respond to children promptly, consistently, & appropriately (sensitive caregiving) - High-quality care predicts advanced peer & play behavior - Professional caregivers

14. Much research shows… Children who engage in an early, warm, positive parent-child tie have… A more confident & complex self- concept More favorable relationships w/teachers & peers Stronger sense of moral responsibility (Thompson, 2006,; Thompson, Easterbrooks, & Padilla-Walker, 2003)

15. Self-Understanding, Awareness, and Control (pg 279) At the beginning: self-awareness is ________ Around 12- 18 months become capable of ___________; can obey simple requests/commands Around 2 years old: 20-24 months=aware of qualities that make themselves unique beings, such as their physical features (experimenting w/silly faces in the mirror ) 18-30 months=begin to ____________________ ____________________ ____________________ point to themselves in _______, refer to themselves by name or w/a person pronoun (“I” or “me”) Around 3 years old: most recognize their own _________ effortful control- the extent to which children can inhibit impulses, manage negative emotion, & behave in socially acceptable ways

16. Helping Toddlers Develop Compliance and Self-Control (pg 283) Respond with sensitivity and support Offer many prompts and reminders Encourage sustained attention Support language development