1. Chapter 7: Social Behavior and Personality in Infants and Toddlers
7.1 Emotions
7.2 Relationships with Others
7.3 Self-Concept
7.4 Temperament

2. 7.1 Emotions Basic Emotions Complex Emotions
Recognizing and Using Others’ Emotions
Regulating Emotions

3. Basic Emotions Happiness, sadness, anger, fear
3 components: feeling, physiology, behavior
Common across cultures
7.1 Emotions

4. Complex Emotions Guilt, embarrassment, and pride
Don’t emerge until 24 months, because they depend upon cognitive development
Differ across cultures
7.1 Emotions

5. Recognizing and Using Others’ Emotions
Infants often match their own emotions to other’s emotions
Social referencing: in unfamiliar or ambiguous environment, infants look to parents for cues to interpret situation
7.1 Emotions

6. Regulating Emotions Regulation of emotions begins in infancy
For example, infants will look away when they encounter something frightening or confusing
With age, children develop even more effective strategies
7.1 Emotions

7. 7.2 Relationships with Others
The Growth of Attachment
Quality of Attachment
Onset of Peer Interactions

8. The Growth of Attachment
Attachment: enduring social-emotional relationship
Relies upon infant’s growing perceptual and cognitive skills.
By about 7 months, have identified a single attachment figure.
7.2 Relationships with Others

9. Quality of Attachment Types: secure, avoidant, resistant, disorganized
Positive consequences of secure attachment in later social relationships
Predictable, responsive parenting is important for secure attachment
Characteristics of child care and mother affect quality of attachment
7.2 Relationships with Others

10. Strange Situation

11. Cross-cultural Data on Attachment

12. Onset of Peer Interactions
Begins around 6 months
Around 12 months, start to see parallel play
Around months, youngsters engage in simple social play
Around 24 months, cooperative play begins
7.2 Relationships with Others

13. 7.3 Self-Concept Origins of Self-Recognition
Moving Beyond Self-Recognition

14. Origins of Self-Recognition
When do children know they exist?
Mirror-task suggests it’s between 18 and 24 months.
Other evidence: preference for photos of self and use of pronouns such as “I” or “me”
7.3 Self-Concept

15. Moving Beyond Self-Recognition
20-28-month-olds who are more self-aware are more likely to say “mine” while playing with toys with other children
As toddlers grow, self-concept moves beyond possessions
7.3 Self-Concept

16. 7.4 Temperament What is Temperament?
Hereditary and Environmental Contributions to Temperament
Stability of Temperament
Temperament and Other Aspects of Development

17. What is Temperament?
Consistent mood or style of behavior, like personality
Different dimensions (e.g., emotionality, activity, sociability)
7.4 Temperament

18. Hereditary and Environmental Contributions to Temperament
Twin studies show genetic influence
Children more likely to have difficult temperaments when mothers are abrupt and lack confidence
7.4 Temperament

19. Stability of Temperament
Temperament is modestly stable throughout infancy and the preschool years
An active fetus is more likely to be a difficult, unadaptive infant
Newborns who cry under moderate stress tend to cry as 5-month-olds when stressed
7.4 Temperament

20. Temperament and Other Aspects of Development
Various aspects of temperament are related to school success, peer interactions, compliance with parents, accidents, and helping others
Influence of temperament depends on environmental influences
7.4 Temperament

21. Temperament and Helping Behavior