1. Copyright © 2010, Pearson Education Inc., All rights reserved.  Prepared by Katherine E. L. Norris, Ed.D.  West Chester University This multimedia product and the content are protected under copyright law. The following are prohibited by law:  any public performance or display, including transmission of any image over a network,  preparation of any derivative work, including the extraction, in whole or in part of any images;  any rental, lease, or lending of the program.

2. Copyright © 2010, Pearson Education Inc., All rights reserved. Chapter 6 Socioemotional Development in Infants and Toddlers

3. Copyright © 2010, Pearson Education Inc., All rights reserved.  Attachment  Temperament and Emotion  Social Relations and Play

4. Copyright © 2010, Pearson Education Inc., All rights reserved.  The History of Attachment Research  Factors Related to Attachment  Early Attachment and Long-Term Outcomes

5. Copyright © 2010, Pearson Education Inc., All rights reserved.  John Bowlby’s Ethological Theory ◦ Attachment emerges from a system of traits and behaviors that have evolved over time to increase the infant’s chance of survival.  Harry Harlow’s Research with Rhesus Monkeys ◦ The critical ingredient in attachment formation is contact comfort – the comfortable feeling that infants gain by clinging to a soft attachment figure.  Mary Ainsworth and the Strange Situation ◦ Infants will seek to be near their attachment figure when they are distressed.  Strange Situation

6. Copyright © 2010, Pearson Education Inc., All rights reserved.  Stranger Anxiety  Separation Anxiety  Secure Attachment  Insecure-avoidant Attachment  Insecure-resistant Attachment  Insecure-disorganized Attachment

7. Copyright © 2010, Pearson Education Inc., All rights reserved.  Parent Factors ◦ It is the quality of the parenting during the first year of life that determines the type of attachment that is formed.  Infant Factors ◦ Attachment is a two-way relationship.  Cultural Factors ◦ The values of the larger culture influence parental behaviors.

8. Copyright © 2010, Pearson Education Inc., All rights reserved.  Attachment with Fathers ◦ Infants are just as likely to form secure attachments with fathers as with mothers.  Day Care and Attachment ◦ Many parents worry that their attachment relationships will suffer if they are not with their infants full-time during the early months. ◦ Infants who spend more than 20 hours a week in day cares are slightly more likely to be insecurely attached.

9. Copyright © 2010, Pearson Education Inc., All rights reserved.  There is a link between the quality of infant attachment and the quality of care an infant receives during the first year of life.  Children who had been securely attached as infants were happier and more socially skilled, competent, compliant, and empathetic in preschool.  Positive effects are also noted in late childhood and adolescents.

10. Copyright © 2010, Pearson Education Inc., All rights reserved.  Infants and toddlers differ widely in their emotions and in their reactions to different people, places, and events.

11. Copyright © 2010, Pearson Education Inc., All rights reserved.  Easy Temperament ◦ Temperament when a child is primarily positive, smiles easily, has a positive disposition.  Difficult Temperament ◦ Temperament in which the child is frequently negative, withdraws from new situations, and slow to adapt to change.  Slow-to-warm-up Temperament ◦ Temperament in which a child shows mildly negative responses to new stimuli and situations but with repeated exposure gradually develops a positive interest.

12. Copyright © 2010, Pearson Education Inc., All rights reserved.  How Do Different Temperaments Form? ◦ Infants are born with innate tendencies that can be reinforced, channeled, or frustrated by parents, the family, and the larger environment.  Goodness to Fit. ◦ The degree to which the child’s temperament and environment are compatible or complementary, leading to better developmental outcomes.  Consistency over Time. ◦ Measures of temperament are not highly consistent over time. Many factors can influence temperament.

13. Copyright © 2010, Pearson Education Inc., All rights reserved.  Looking at these three types of temperaments and at the dimensions, how would you rate your temperament?

14. Copyright © 2010, Pearson Education Inc., All rights reserved.  Six dimensions of temperament ◦ Activity level ◦ Smiling ◦ Laughter ◦ Fear ◦ Frustration ◦ Soothability ◦ Duration of orienting  Social phobia ◦ An intense and irrational fear of social situations.

15. Copyright © 2010, Pearson Education Inc., All rights reserved.  Emotion Contagion ◦ The tendency of the emotional cues displayed by one person to generate similar cues or emotional states in other people.  Social Referencing ◦ The tendency of infants and children to look for emotional cues from parents and other caregivers to get information in uncertain situations.

16. Copyright © 2010, Pearson Education Inc., All rights reserved.

18.  Self-conscious emotions ◦ Emotions that relate to people’s self-images or what people think about themselves; include shame, embarrassment, guilt, and pride.

19. Copyright © 2010, Pearson Education Inc., All rights reserved.  Infant Social Interactions and Sensorimotor Play  Toddler Friends  Toddler Conflicts and Symbolic Play

20. Copyright © 2010, Pearson Education Inc., All rights reserved.  Mutual gaze ◦ Intent eye contact between two people, as when young infants stare at each other.  Sensorimotor play ◦ Play that evolves mostly around the practice of sensory activity and the development of new motor actions.

21. Copyright © 2010, Pearson Education Inc., All rights reserved.  Coordinated Imitation ◦ Interaction in which toddler playmates take turns imitating each other and are aware that they are being imitated.  Toddlers choose playmates based largely on convenience – on who is available for play and who has interesting toys.

22. Copyright © 2010, Pearson Education Inc., All rights reserved.  Symbolic Play ◦ Play in which children use make-believe and pretend to embellish objects and actions.