1. Chapter 10 Emotional Development

2. Emerging Emotions The Function of Emotions Experiencing and Expressing Emotions Recognizing and Using Others’ Emotions Regulating Emotions

3. The Function of Emotions Emotions are useful because they help people adapt to their environments Emotions are useful because they help people adapt to their environments Fear leads to avoiding danger Fear leads to avoiding danger Happiness strengthens relationships Happiness strengthens relationships Disgust keeps people away from things that make them ill Disgust keeps people away from things that make them ill

4. Experiencing and Expressing Emotions Basic emotions: universal and consist of subjective feeling, physiological change, and overt behavior Basic emotions: universal and consist of subjective feeling, physiological change, and overt behavior Interest, disgust, sadness, and fear Interest, disgust, sadness, and fear Stranger wariness appears around 6 months Stranger wariness appears around 6 months Self-conscious (complex) emotions such as pride, guilt, embarrassment appear later Self-conscious (complex) emotions such as pride, guilt, embarrassment appear later Cultures differ in degree of emotional expression Cultures differ in degree of emotional expression

5. Recognizing and Using Others’ Emotions By 4-6 months, infants can identify facial expressions associated with different emotions By 4-6 months, infants can identify facial expressions associated with different emotions Social referencing: in unfamiliar or ambiguous environment, infants look to parents for cues to interpret situation Social referencing: in unfamiliar or ambiguous environment, infants look to parents for cues to interpret situation During elementary school, children understand that people can have mixed feelings During elementary school, children understand that people can have mixed feelings

6. Regulating Emotions Regulation of emotions begins in infancy Regulation of emotions begins in infancy For example, infants will look away when they encounter something frightening or confusing For example, infants will look away when they encounter something frightening or confusing With age, children develop even more effective strategies With age, children develop even more effective strategies Children who don’t regulate their emotions tend to have problems with peers Children who don’t regulate their emotions tend to have problems with peers

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

8. What is Temperament? Temperament: behavioral styles that are fairly stable across situations and are biologically based Temperament: behavioral styles that are fairly stable across situations and are biologically based Thomas and Chess identified 3 patterns: easy, difficult, and slow-to-warm-up Thomas and Chess identified 3 patterns: easy, difficult, and slow-to-warm-up Five dimensions: activity level, positive affect, persistence, inhibition, and negative affect Five dimensions: activity level, positive affect, persistence, inhibition, and negative affect

9. Hereditary and Environmental Contributions to Temperament Twin studies show genetic influence: identical twins more alike in most aspects of temperament than fraternal twins Twin studies show genetic influence: identical twins more alike in most aspects of temperament than fraternal twins Impact of heredity depends on temperamental dimension and child’s age Impact of heredity depends on temperamental dimension and child’s age Infants more likely to develop intense, difficult temperaments when mothers are abrupt and lack confidence Infants more likely to develop intense, difficult temperaments when mothers are abrupt and lack confidence Asian infants less emotional than European American counterparts Asian infants less emotional than European American counterparts

10. Stability of Temperament Temperament moderately stable through infancy, childhood, and adolescence Temperament moderately stable through infancy, childhood, and adolescence Fearful preschoolers tend to be inhibited as older child and adolescent Fearful preschoolers tend to be inhibited as older child and adolescent Inhibited children more likely to be introverted adults Inhibited children more likely to be introverted adults Research also reveals many instances where temperament is not related to adult personality Research also reveals many instances where temperament is not related to adult personality

11. Temperament and Other Aspects of Development Various aspects of temperament are related to school success, peer interactions, compliance with parents, depression, and helping others Various aspects of temperament are related to school success, peer interactions, compliance with parents, depression, and helping others Influence of temperament depends on environmental influences (children who resist control are less likely to have behavior problems when mothers exert control) Influence of temperament depends on environmental influences (children who resist control are less likely to have behavior problems when mothers exert control)

12. Temperament and Helping Behavior 10.2: Temperament and Other Aspects of Development

13. Attachment The Growth of Attachment The Quality of Attachment

14. The Growth of Attachment Attachment: enduring social-emotional relationship between infant and parent Attachment: enduring social-emotional relationship between infant and parent Relies upon infant’s growing perceptual and cognitive skills Relies upon infant’s growing perceptual and cognitive skills By about 7 months, infants have identified a single attachment figure By about 7 months, infants have identified a single attachment figure Usually first attach to mothers, then to fathers Usually first attach to mothers, then to fathers Prefer to play with fathers, but prefer mothers for comfort Prefer to play with fathers, but prefer mothers for comfort

15. The Quality of Attachment Types: secure, avoidant, resistant, disorganized Types: secure, avoidant, resistant, disorganized Positive consequences of secure attachment in later social relationships Positive consequences of secure attachment in later social relationships Predictable, responsive parenting is important for secure attachment Predictable, responsive parenting is important for secure attachment Parents’ attachment to their own parents may influence responsiveness to their children Parents’ attachment to their own parents may influence responsiveness to their children Characteristics of child care and mother affect quality of attachment Characteristics of child care and mother affect quality of attachment