1. Chapter 11 Emotional Development Temperament – basic behavioral style Types: categories vs. dimensions

2. Thomas, Chess, & Birch – categories Easy (40%) - positive mood - regular body functions - low-moderate reactions - positive toward new situations - adaptable

3. Difficult (10%) - negative mood - irregular body functions - intense reactions - negative toward new situations

4. Slow-to-warm-up (15%) - low activity level - somewhat negative mood - withdraws from new situations - slow to adapt Mixed characteristics (35%)

5. Buss & Plomin – dimensions emotionality activity level sociability

6. Biological basis sympathetic vs. parasympathetic system in emotionality moderate stability over infancy Thus, biology + environment

7. Implications for Parenting Parents treat siblings differently but have general styles

8. Thomas, Chess, & Birch Genetic differences in temperament influence 1.How children respond 2.How others respond to children

9. Any given practice may produce different responses Child’s response depends on genetics Parental flexibility is important Different parenting strategies with children of different temperaments

10. Suggestions based on temperament: Difficult child - consistent, patient, nonpunitive - clear guidelines with firm rules

11. Slow-to-warm child - let adapt at own pace - do not tease or punish for being shy Easy child - variety of approaches

12. Temperament is changeable Environment heightens or diminishes child’s behavior

13. **“Goodness of fit” = easier development Development is smoother when child’s temperament “fits” parenting style Demands that conflict with child’s temperament -> stress Higher potential for emotional/behavioral problems

14. “Goodness of fit” varies - demands of different contexts

15. => Neither temperament (nature) nor home environment (nurture) determines adjustment **Goodness of fit

16. Attachment First important relationship

17. Theories of attachment Bowlby - Ethology - infant behaviors are biologically based & designed to elicit caregiving

18. Bowlby: adaptive significance of crying 1) infants’ needs are met 2) increased contact -> attachment

19. Attachment - reciprocal - cross-cultural - infants are actively sociable

20. Learning theory - attachment is based on mutual reinforcement

21. Current Perspective = Integration Begins via sociobiological mechanisms Maintained via reinforcement

22. Growth of Attachment Discriminate people-objects familiar vs. unfamiliar people primary caregiver vs. familiar others By 6 months, selectively attend to caregiver

23. Attachment Styles Ainsworth’s Strange Situation 1.Mom, baby, observer30 seconds 2.Mom, baby 3 minutes 3.Mom, baby, stranger 3 minutes 4.Baby, stranger < 3 minutes - 1 st separation 5.Mom, baby > 3 minutes - reunion

24. 6.Baby 3 minutes - 2 nd separation 7.Baby, stranger < 3 minutes - 2 nd, cont. 8.Mom, baby 3 minutes - reunion

25. Attachment Styles Secure (65-70%) Upset when mom goes Happy at reunion Seek renewed contact Explore/interact with strangers when she’s there

26. Insecure-avoidant (20%) No distress at separation Ignore returning mom Uninterested in exploring when she’s there Wary of/ignore strangers Depressed/neglectful moms?

27. Insecure-ambivalent (10-15%) Very upset during separation Ambivalent at return (glad but angry) Wary of strangers, even with mom Anxious/nonexploratory with mom Chaotic/inconsistent moms?

28. Disorganized-disoriented (12?%) No organized coping style Contradictory behavior Confused/anxious/depressed upon reunion Abusive moms?

29. Consequences of Secure Attachment Attachment model for other relationships Better peer relations But not necessarily abnormal adjustment if insecure D-D = probably worse outcome

30. Working Moms & Daycare Negative Effects on Infants/Toddlers None just because mom works - compensate with extra attention - same amount of “family time”

31. Non middle-class, 2-parent homes - kids of single moms insecurely attached upon return to work - some middle-class kids affected if mom returned to work in 1 st year - But: Not all kids are affected

32. Determinants of Adjustment 1.Quality of alternative childcare - small child-to-staff ratio - warm, responsive caregivers - little staff turnover - age-appropriate activities - teacher interaction w/parents

33. No detrimental effects of good care even as young as 3 months

34. 2.Parent attitudes about maternal employment - moms = happier & sensitive to child if they get to choose + everyone is better adjusted if dad supports decision

35. 3.Number of hours worked (less important) - > 40 hours/week = worse

36. Effects on School-Age Children Positive effects, especially for girls - better adjusted - more independent - less traditional sex-role beliefs Depends on same factors as for infants