1. Chapter 4 – The First Two Years: Psychosocial Development
These colors actually are a template design in PPT, but match the scheme of the book…do you agree? If so, this will be an easy formatting task. The cover has been revised to reflect the new title “Invitation to the Life Span”. I’ve been waiting to get it, that’s why this slide has been delayed getting to you…but I didn’t want to wait any longer. So the cover needs to be swapped in/out when it arrives. Lastly, I got rid of the chapter outline…as it’s repetitive. Do you agree?

2. Emotional Development
Infants’ Emotions
Smiling and Laughing
Anger
Sadness

3. Emotional Development
Fear: Emerges at about 9 months in response to people, things, or situations
Stranger wariness:
Separation anxiety:

4. Emotional Development
Toddlers’ Emotions
Anger and fear become less frequent and more focused
Laughing and crying become louder and more discriminating
New emotions:
Pride
Shame
Embarrassment
Guilt
Require an awareness of other people
Emerge from family interactions, influenced by the culture

5. Emotional Development
Self-awareness
First 4 months
5 months
15-18 months

6. Emotional Development
Mirror Recognition
Classic experiment (M. Lewis & Brooks, 1978)
Babies aged 9–24
None of the babies younger than 12 months old reacted as if they knew the mark was on them.
15- to 24-month-olds:

7. Emotional Development

8. Theories of Infant Psychosocial Development
PSYCHOANALYTIC THEORY
FREUD: THE ORAL AND ANAL STAGES
Oral stage (first year):
Anal stage (second year):
Potential conflicts:
Oral fixation
Anal personality

9. Theories of Infant Psychosocial Development
ERIKSON: TRUST AND AUTONOMY
Trust versus Mistrust
Autonomy versus Shame and Doubt

10. Theories of Infant Psychosocial Development
BEHAVIORISM
Parents mold an infant’s emotions and personality through reinforcement and punishment
Social learning
The acquisition of behavior patterns by observing the behavior of others
Demonstrated in the classic Bobo Doll study by Albert Bandura

11. Theories of Infant Psychosocial Development
COGNITIVE THEORY
Working model: Set of assumptions that the individual uses to organize perceptions and experiences
A person might assume that other people are trustworthy and be surprised by evidence that this working model of human behavior is erroneous.
The child’s interpretation of early experiences is more important than the experiences themselves.
New working models can be developed based on new experiences or reinterpretation of previous experiences.

12. Theories of Infant Psychosocial Development
Temperament
Inborn differences between one person and another in emotions, activity, and self-regulation
Temperament is epigenetic, originating in the genes but affected by child-rearing practices
New York Longitudinal Study (NYLS)
Started in the 1960s
Found 4 categories of temperament

13. Theories of Infant Psychosocial Development
Easy
Difficult
Slow to warm up
Hard to classify
Additional findings:

14. Goodness of Fit
A similarity of temperament and values that produces a smooth interaction between an individual and his or her social context, including family, school, and community
With a good fit

15. Synchrony
A coordinated, rapid, and smooth exchange of responses between a caregiver and an infant
Synchrony in the first few months

16. Is Synchrony Needed for Normal Development?
Experiments using the still-face technique
Conclusions:
A parent’s responsiveness to an infant aids psychological and biological development
Infants’ brains need social interaction to develop to their fullest

17. Attachment
Attachment is a lasting emotional bond that one person has with another.
Attachments begin to form in early infancy and influence a person’s close relationships throughout life

18. Attachment

19. Attachment Types Secure attachment: Insecure-avoidant attachment:
Insecure-resistant/ambivalent attachment:
Disorganized attachment:

20. Attachment Types

21. Measuring Attachment Strange Situation Key behaviors to observe:
A laboratory procedure for measuring attachment by evoking infants’ reactions to the stress of various adults’ comings and goings in an unfamiliar playroom.
Key behaviors to observe:
Exploration of the toys. A secure toddler plays happily.
Reaction to the caregiver’s departure. A secure toddler misses the caregiver.
Reaction to the caregiver’s return. A secure toddler welcomes the caregiver’s reappearance.

22. Measuring Attachment Predictors Social Referencing
Stability of attachment quality
The caregiver
Outcomes of the securely attached

23. Questions to Ponder
What kind of attachment do you have with your parents? Has it changed since you were a child or does it reflect the type of attachment you had when you were younger?
© 2009 Allyn & Bacon Publishers

24. Fathers as Social Partners
Fathers usually spend less time with infants than mothers do and are less involved parents
Reasons:
Fathers’ own ideas of appropriate male behavior
Mothers often limit fathers’ interactions with their children
Quality of marital relationship is best predictor
Happier husbands tend to be more involved fathers

25. Infant Day Care Types Characteristics of quality day care
Family day care
Center day care
Characteristics of quality day care
Effects of day care

26. Infant Day Care

27. The Effects of Infant Day Care
The impact of nonmaternal care depends on many factors.
Quality of care is crucial, no matter who provides that care.

28. Effects of Nonparental Care
Child-care arrangements vary considerably
Grandparents
Relative in one’s own or their home
Length of time in care varies
Some children in multiple care settings
1970 – 18% of U.S. married women with children under 6 were in the labor force.
2001 – 61% were in the workforce at least part-time.
At least half of children under 12 months are cared for by someone else at least part-time.
© 2009 Allyn & Bacon Publishers

29. Effects of Nonparental Care Effects on Cognitive Development
- SEC effects
Attachment effects
Stress
Difference in vocabulary – white middle class children had smaller vocabularies after entering daycare. This difference was not found in black families.
Children from poor families who began daycare before age 1 had higher reading and math scores at the start of school than did children of middle class families who entered day care in infancy.
© 2009 Allyn & Bacon Publishers

30. Effects of Nonparental Care What’s Responsible?
Nonparental care may induce child stress causing higher levels of cortisol
May affect child’s brain development
Shy children may be more sensitive to stress in center-based care
Boys more insecurely attached to caregivers in nonparental care BUT
Differences between children in parental and nonparental care are very small
© 2009 Allyn & Bacon Publishers

31. Turn and talk
Your friend recently disclosed to you that she and her partner were expecting. They are not sure if they should provide in-home care for the child with one parent while the other parent works outside the home, or if they should have dual incomes and the child be placed in daycare. She knows you are taking Human Growth and Development and asks for your advice.
According to what you have learned, what is your advice?
Record your first and last name on a sheet of paper along with the pros/cons of either choice. Record your final piece of advice. Submit notes at end of class