Chapter 6 Emotional and Social Development in Infancy and Toddlerhood

1
Chapter 6Emotional and Social Development in
Infancy and Toddlerhood

• Development Through the Lifespan 2nd edition
  Berk

2
ERIKSON'S THEORY

• Based on psychoanalytic theory
• Personality development during each phase of life
• Each stage as an inner conflict
• Resolved positively or negatively depending on
  the child's experiences with caregivers.

3
Eriksons View

• Basic conflicts in infancy and toddlerhood
• Trust versus mistrust Autonomy versus Shame and
  Doubt
• Resolved positively if parents provide suitable
  guidance

4
Eriksons Stages
5
Freuds View

• First psycho- sexual stage is the oral stage
  (pleasure through mouth)
• . Second stage is anal.(pleasure through anal
  control)

6
Margaret Mahler View

• Separation-individuation.
• Symbiosis -sense of one-ness with mother provides
  foundation for emergence of sense of self
• By 18 mths aware of self as separate from
  mother.
• By 2-3, secure sense of separateness

7
EMOTIONAL DEVELOPMENT

• Basic emotions, such as happiness, interest,
  surprise, fear, anger, sadness, and disgust, are
  directly inferred from facial expressions.

8
Happiness

• Happiness binds parent and baby and fosters
  competence.
• Social smile
• Evoked by the stimulus of the human face
• First appears between 6 and 10 weeks
• Laughter first appears around 3 to 4 months in
  response to active stimuli.

9
Anger and Fear

• Stranger anxiety
• Fear in response to unfamiliar adults. It depends
  on
• The infant's temperament.
• Past experiences with strangers.
• The situation in which baby and stranger meet.
• It has survival value.

10
Understanding and Responding to the Emotions of
Others

• 7 and 10 months
• Perceive facial expressions and emotional tone as
  organized patterns
• Match the voice to face of a speaking person
• Social referencing
• Infant relies on a trusted person's emotional
  reaction in an uncertain situation.
• Method of learning about the environment through
  indirect experience

11
Emergence of Self-Conscious Emotions

• At the end of the second year
• Injury to or enhancement of the sense of self
• Shame, embarrassment, guilt, envy, pride
• Helps children to acquire values of society

12
Emotional Self-Regulation

• Strategies used to adjust emotional states
• Babies' ability to move around permits them to
  regulate feelings.
• American culture encourages positive feelings.
• Boys get more training in hiding their
  unhappiness.
• Cultures that stress collectivism place emphasis
  on appropriate emotion.
• Language permits toddlers to describe their
  emotions.

13
TEMPERAMENT AND DEVELOPMENT

• Stable individual differences in quality and
  intensity of emotion
• Longitudinal Study indicates
• Temperament predicts adjustment.
• Parenting can modify emotional styles.

14
Structure of Temperament

• Easy child
• Quickly establishes regular routines in infancy,
  is generally cheerful, and adapts easily to new
  experiences
• Difficult child
• Irregular in daily routines, is slow to accept
  new experiences, and tends to react negatively
  and intensely
• Slow-to-warm-up child
• Inactive, shows mild reactions to stimuli, is
  negative, and adjusts slowly to new experiences

15
Genetic Influences

• Twin studies reveal that identicals are more
  similar than fraternals.
• About half the individual differences can be
  traced to differences in genetic make-up.
• Ethnic and sex differences in early temperament
  exist, implying a role for heredity.

16
Environmental Influences

• Heredity and environment often combine to
  strengthen the stability of temperament.
• Differences in temperament are encouraged by
  cultural beliefs and practice.
• Parents may encourage infant sons to be
  physically active and daughters to seek help and
  closeness.
• When one child in a family is viewed as easy,
  another is perceived as difficult.

17
Temperament and Child Rearing

• Goodness-of-fit
• Effective match between child-rearing practices
  and a child's temperament it depends on cultural
  values.
• Difficult children are less likely to receive
  sensitive care.

18
DEVELOPMENT OF ATTACHMENT

• Attachment
• Strong affectional tie that humans feel toward
  people in their lives
• Freud suggested the emotional tie to the mother
  is the foundation for all later relationships.
• Psychoanalysis regards feeding as the primary
  means caregivers and babies build a close
  emotional bond.
• Behaviorists believe that attachment is learned.
• Research indicates the bond is not dependent only
  on hunger.

19
Ethological Theory of Attachment

• Widely accepted view of attachment
• Bowlby's theory views the infant's emotional tie
  to the mother as an evolved response.
• Humans are endowed with built-in behaviours that
  keep the parent nearby
• Critique of Bowlbys views.

20
Development of Attachment

• Preattachment phase (birth to 6 weeks)
• Signals such as smiling and crying bring the baby
  into close contact.
• Attachment-in-the-making phase (6 weeks to 6-8
  months)
• Respond differently to a familiar caregiver than
  to a stranger

21
Development of Attachment

• Clearcut attachment (6 to 8 months to 18 months
  to 2 years)
• Attachment to caregiver is evident.
• Separation anxiety Upset at the departure of a
  familiar caregiver
• Caregivers provide secure base from which they
  can explore.

22
Measuring Attachment

• Strange Situation(Ainsworth)
• Measures attachment between 1 and 2 years
• Involves short separations from and reunions with
  the parent
• Secure attachment
• Distressed by separation and easily comforted
  upon return
• Avoidant attachment
• Not distressed by separation and avoids the
  parent upon return
• Resistant attachment
• Remains close to the parent before departure and
  angry upon return
• Disorganized/ disoriented attachment
• Confused when reunited with parents reflects the
  greatest insecurity

23
Cultural Variations

• German parents encourage infants to be
  independent.
• German infants show more avoidant attachment.
• Japanese mothers rarely leave babies in the care
  of strange people.
• Japanese infants display more resistant
  attachment responses.

Figure 6.2
24
Attachment Factors

• Opportunity for attachment
• Institutionalized infants
• Experienced emotional difficulties
• Wept
• Withdrew
• Lost weight
• Had difficulty
• sleeping

25
Quality of Caregiving

• Secure infants mothers respond promptly to
  infants, are positive, and handle babies
  tenderly.
• Insecure infants mothers dislike contact, handle
  them awkwardly, and are insensitive.
• Avoidant infants receive caregiving that is
  overstimulating and intrusive.
• Child abuse and neglect are associated with all
  three forms of insecure attachment.

26
Family Circumstances

• Families may experience major life changes.
• Quality of attachment changes.
• Family transitions affect parent-child
  interaction.
• Parents experiences affect bonds established
  with their babies.
• Mothers who
• Objectively discuss their childhood tend to have
  securely attached infants.
• Dismiss the importance of early relationships or
  describe them angrily usually have insecurely
  attached babies.

27
Fathers

• Fathers' caregiving predicts secure attachment.
• Fathers spend more time in play.
• Involved fathers
• Are less gender stereotyped
• Have sympathetic, friendly personalities
• Regard parenthood as an enriching experience
• Warm marital relationship supports both parents'
  involvement with baby.

28
Categorizing the Self

• Self-awareness permits comparison to others.
• By 18 to 30 months, children categorize
  themselves and others by
• Age
• Sex
• Physical characteristics
• Goodness and badness

29
Emergence of Self-Control

• Self-control
• Capacity to resist impulse first appears as
  compliance Voluntary obedience
• Appears around 18 months and improves steadily
• Positive caregiving and reasonable expectations
  foster compliance.
• Toddlers' control over actions is dependent upon
  parental guidance.

30
Self Regulation in Young Children

• Self regulation and private speech in emergence
  of self control
• Role of dramatic play in development of self
  regulation