Copyright © Allyn & Bacon 2007 World of Children 1 st ed Chapter 6 SocioEmotional Development in Infants and Toddlers This multimedia product and its

Copyright © Allyn & Bacon 2007

World of Children 1st ed

Chapter 6

SocioEmotional Development in Infants and Toddlers

This multimedia product and its 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


Attachment

Lasting emotional tie between two people that endures across time and space

Infants form attachments with loving consistent caregivers

Most research focuses on mother-child attachment


Psychoanalytic Theories

Structure of personality and how the conscious and unconscious parts of the self influence behavior and development.

Best known theorists Sigmund FreudErik Erikson


Sigmund Freud

The mind consists of three basic components the id – primitive instincts, completely

unconscious the ego – rational thought the superego – ethics, morals, conscience

Constant state of conflict between the three components


Freud’s 5 Stages of Psychosexual Development

Oral StageAges 0-2

infant seeks gratification by sucking, biting, babbling

pleasure comes from the mouth


Erik Erikson

Psychosocial theory – a revision of Freud’s which focused more on personality development through a series of conflicts – resulting in increased good judgment and good behavior

8 stages that represent 8 major crises Positive and/or negative experiences in each

stage carries on to the next stage.


Basic Trust vs. MistrustAges 0-1

(Positive) responsive

caregiving= develops trust with others

develops self-confidence

(Negative) Unresponsive or

neglect= mistrust in caregivers and other people


Autonomy vs. Shame & DoubtAges 2-3

(Positive) gains independence

by walking, talking, toilet training

“Me do it.”

(Negative) independence is

stifled or punished develops sense of

shame and guilt about abilities.


Bowlby’s theory

Infants form attachments to increase their chances of survival

Attachment links nurturing adults to dependent newborns

4 stages Orientation without discrimination Orientation with discrimination Safe-base attachment Goal-corrected partnerships


Harlow’s Research

Contact comfort is key element in attachment formation

Contradicted other theories that maintained attachment would be formed with caregiver who provided food


Harlow’s Research


Ainsworth’s Research

Strange Situation test – designed to study attachment in human infants

8 controlled episodes with infant in unfamiliar setting with primary caregiver





Stranger anxiety – fear of unfamiliar adults

Separation anxiety – distress shown by infant when separated from caregiver

Both stranger anxiety and separation anxiety are considered positive – they show that the child has formed an attachment to the caregiver



Attachment patterns Secure – distressed when mother leaves, greet

mother happily when she returns – 62% Insecure-avoidant – no preference for mother

instead of stranger, ignore mother when she returns – 15%

Insecure-resistant – wants mother but is not comforted when near her, may resist contact – 8%

Insecure-disorganized – inconsistent, confused, calm and then angry – 15%


Influences on Attachment

Parents Responsiveness to child sensitive responsiveness

Infants Special needs

Culture Independence vs. dependence Extended families


Influences on Attachment

Fathers Research shows infants are just as likely to

form secure attachments with fathers Attachments are consistent from one parent

to the other

Day Care Time spent in daycare does not jeopardize

attachment – unless parenting is already less responsive


Long term impact of secure attachment

Preschool years Happier More competent More popular Less dependent

School – age Higher self esteem and self confidence More friends

Teens Fewer psychological problems


Temperament

Primary pattern of reacting to the environment

Thomas/Chess (1956) *longitudinal research

*observed 141 children from 85 NY families

*added children: born prematurely, physical, neurological, or intelectual disabilities

* based dimensions on detailed interviews w/parents

Classified children on 9 dimensions of temperament


Temperament


Temperament

3 basic patterns Easy – positive, flexible, adaptable,

regular patterns – 40% Difficult – negative, withdrawing, resists

change, irregular patterns – 10% Slow to warm up – mildly resistant, less

intense, more regular – 15%

35% did not fit pattern


What shapes temperament?

Heredity - inborn tendencies Environment - support or

discouragement from parents and culture Healthy development depends on goodness

of fit: how well environment suits child

The ways temperament is expressed change over time as child learns to control behavior


Emotion

Attachment is the 1st emotional relationship infants from with caregivers

Newborns are responsive to certain emotional cues displayed by people around them

Emotion contagion: tendency of the emotional cues of one person to generate similar cues or emotional states in other people

Newborn cries when he/she hears another newborn cry, recordings of his/her crying, or artificially produced crying sounds.


Emotion


Emotion

Social referencing : infant looking to adults for emotional cues in uncertain situations

Self conscious emotions (15 months)

emotions that relate to people’s self-images or what people think of them

guilt, embarrassment, shame, pride


Social Interactions

Begin as early as 2 months Mutual gazing Babbling Smiling Touching Imitating


Social Interactions – 1st year

Sensorimotor play – involves sensory activity and motor skills grasping mouthing banging/shaking dropping/throwing


Social Interactions – 2nd year

more complex interactions coordinated imitation taking turns imitating each other

taking turns pouring sand from the bucket

repetitive games stacking and toppling blocks

chasing, throwing and catching

symbolic play: pretend play, make-believe, use of objects to represent

pretending that a block is a car pretending the spoon is an air plane

Documents

Copyright © Allyn & Bacon 2007 World of Children 1 st ed Chapter 6 SocioEmotional Development in Infants and Toddlers This multimedia product and its