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© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
Chapter Six
Emotional Development Emotional Development
and Attachmentand Attachment
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
Early Emotional Development
• Emotions are– Subjective reactions
– Usually experienced cognitively
– Generally has a form of physiological arousal
– Communicated to others through behavior
• Functions of emotions– Communicates feelings, social interactions
– Affects mental and physical health
– Helps develop emotional intelligence
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
Early Emotional Development
• Perspectives on emotional development– Genetic-maturational perspective
• Emotions have biological underpinnings
• Individual differences in temperament
• Identical and fraternal twin research
– Learning perspective
• Individual emotional expressions result from individual experiences
• Experiences elicit and reinforce responses
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
Early Emotional Development
• Perspectives on emotional development– Functionalist perspective
• Help in achieving goals and adapting to the environment
• Emphasizes roles in social relationships
• Emotional signals (social cues) guide behaviors
• Emotions attached to memories
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
Early Emotional Development
• Developing emotional expressions– Infants have a wide range of emotions at a very
early age
• Newborns have specific emotions
• Facial expressions emerge
– Two types of emotions:
• Primary emotions (i.e., startle)
• Secondary emotions (i.e., shame)
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
Emotions
Primary emotions
Joy Fear
DisgustSurprise
Interest Sadness
Emerge early in life – no introspection or
self-reflection is required
Secondary emotions
Pride
Embarrassment Jealousy
GuiltShame
Emerge later in development – self- conscious emotions
Emotional development influenced by
Genetics
Environment
Experiences
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
Primary Emotions Development
• Smiling and laughter are the first expressions of pleasure – Newborn infants display reflex smiles
– Infants show preferences for human faces
– Special smiles for mothers – Duchenne smiles
– Not all babies smile with equal frequency; individual, cultural, and sex differences exist
– A wide array of stimuli can make baby laugh
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
Primary Emotions Development
• Primary emotions– Spontaneous, origins unknown
– Smiles signal pleasure, encourage social interactions with caregiver and others
– Wide range of stimuli has effects later, responses to visual stimuli increase
– More selective with smiles at 3 months
– Some gender differences in interactions between parents/caregivers and infant
– Consistent ethnicity differences seen
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
Primary Emotions Development
• Primary emotions– Increased laughing at 7 months
– Response to social games at end of first year
– Negative emotions
• Wariness develops at about 3 months
• Unfamiliar events cause distress in most
• Stranger distress at 7 to 9 months, reactions vary by previous experiences
• Social referencing
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
10-124-6 7-9
Age (in months)
20
0 5
10
25
30
35
15
Laug
hter
at s
timul
i (pe
rcen
t) Social
Tactile
Auditory
Visual
What Makes Children Laugh?
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
Primary Emotions Development
• Fear is one of the first negative emotions– Fear of strangers emerges as wariness at 3
months, and true fear around 9 months
– As babies age, more distressing behaviors and discrimination toward the unfamiliar shown
– Stranger distress appears not to be universal, infant reactions vary among some cultures, and individual differences may be linked to temperament
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
Primary Emotions Development
• Individual differences in emotions– Are related to one’s social adjustment
– Contextual factors can affect infant reactions to strangers
– Infants use social referencing to know how to act in uncertain situations
– The degree of control a child has over a situation affects her or his reactions
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
The Onset of Stranger Distress
4
Age (in months)
8
0 2
4
10
12
14
6
Num
ber o
f Chi
ldre
n
2 5 6 7 8 9 113 1210
Shows distress
Compares faces
Looks sober
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
Primary Emotions Development
• Characteristics of a stranger affect babies’ emotional reactions
• Separation protest – a fear that appears to be universal and peaks in Western infants at about 15 months
• Separation anxiety sometimes reappears in other forms at later ages
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
Separation Protest
Age (in months)
0
20
40
80
Per
cent
age
of C
hild
ren
who
cr
ied
whe
n m
othe
r lef
t
10 255 15 30 3520
100
60
African Bushman
Guatemalan Indian Israeli
(kibbutzim)
Antiguan (Guatemala)
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
Secondary Emotions Development
• Pride, shame, guilt, and jealousy are complex emotions, related to adjustments
• Differentiating between pride and shame is linked to task performance and responses from others– “easy” and “difficult”
– “success” and “failure”
– “joy” and “sadness”
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
Pride, Shame, and Task DifficultyM
ean
n um
ber o
f ex p
ress
ions
of
prid
e a n
d sh
a me
DifficultEasyTask difficulty
1
1.5
2.5
0.5
2
0
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
Secondary Emotions Development
• Guilt emotions are linked to personal responsibility; influenced by degree of control one has over a given situation
• Jealousy is a common emotion that all experience; a social emotion occurring among established social relationships
• How jealousy is expressed by children changes across development
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
Recognizing Emotions in Others
• Facial expressions communicate feelings and wishes to children who do not yet understand speech – joy is recognized earlier than anger (a functional value)
• Quality and quantity of interactions between parents and infants affects children’s ability to recognize emotions
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
Emotional Regulation
• Learning to regulate expressions of emotions is difficult for infants and children– Prenatal: unintentional (thumb sucking)
– Deliberate regulation (i.e., use of distraction)
– Methods of emotional control change as children grow older
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
Emotional Regulation
• Social pressure requires more self-control over emotions as children age
• Children learn emotional display rules as a way of conforming to social norms– Earliest efforts are based on imitation
– Later efforts include appraising situations
– Culture influences how appraisals are made
– Understanding may occur as young as 2 years of age
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
30
0 10
40
50
60
70
80
20
Age (in months)
Chi
ldre
n re
cogn
izin
g th
emse
lves
(per
cent
)
21-249-12 15-18
Amsterdam’s study
Lewis & Brooks-Gunn’s study
What’s That On My Nose?
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
How Children Think About Emotions
• Children learn to match emotional reactions to specific events through emotional scripts– Emotional scripts get more complex as children
mature
– Children realize complex scripts include desires, goals, and intentions of others
– Children realize conflicting feelingscan be experienced at the same time
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
How Children Think About Emotions
• Families play a major role in children’s emotional development– Children learn by watching emotional
reactions of family members
– Type of home and parenting styles makes a difference in what is learned
– Socialization is a two-way process and temperaments affect interactions
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
The Development of Attachment
• Attachment is closely related to emotional development– Forms in second half of first year
– Evidenced by separation protests
– Enhances parents’ effectiveness in later socialization of their children
– Evolves over first 2 years of life
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
The Development of Attachment
• Theories of attachment– Psychoanalytic theory: attachment is linked
to gratification of innate drives
– Learning theory:
• Traditionally, primary drive of hunger is reduced by primary reinforcer (food) and secondary reinforcer is one who feeds
• Harlow: attachment comforts in stress
• Currently, attachment not dependent upon child’s feeding
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
The Development of Attachment
• Theories of attachment– Cognitive developmental theory:
• Specific attachment based on object permanence
• Physical proximity to attachment figures lessens in importance as children grow
• Psychological contact maintained through words, smiles, and looks
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
The Development of Attachment
• Theories of attachment– Bowlby’s ethological theory:
• Infant attachment has roots in instinctual infant responses important for survival and protection
• Based partly on animal’s imprinting process
• Infant’s early social signaling systems (i.e., smiling and crying) play active role in formation of attachment
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
The Development of Attachment
• Attachment – Evolves in stages or steps
– Develops for those regularly interacted with such as mothers, siblings, and peers
– Father-child interaction affected by culture and type of society one lives in
– Mothers and fathers differences in play modes or styles continue as children grow
• fathers more physical
• mothers more verbal
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
The Nature and Quality of Attachment
• Early attachment formation is not uniform– Many seem to form highly secure attachments
– Assessment is based on the Strange Situation and Ainsworth’s classifications
– Styles of caregiving are linked to attachment; sensitive care linked to secure attachments, and unavailable or rejecting linked to insecurity
– Deficient forms of parenting often result in approach/avoidance behavior in children
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
Ainsworth Classifications
Insecure-avoidant
Secure
Insecure-resistant
Insecure-disorganized
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
The Nature and Quality of Attachment
• New assessment method: Attachment Q Sort (AQS)
• Other assessment instruments exist
• Questions of usefulness of Ainsworth’s model
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
The Nature and Quality of Attachment
• Parents’ role in attachment– Attachment is relationship
– Styles of parent-child interaction patterns have impact – sensitive care seems best
– Attachment studies show interesting comparisons between cultures
– Parents transmit internal working models of attachment (intergenerational effect); unsatisfying effects can be overcome
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
The Nature and Quality of Attachment
• Effect of infant temperament– Influence on attachment is probably mediated
by many other factors
• Stability in quality of attachment exists from one period to another– Some cross-cultural support was found
– This stability does not preclude change
• Quality of infant-parent attachment affects the child’s development
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
The Nature and Quality of Attachment
• Cognitive development– Quality of caregiver relationships important
to child’s cognitive development; findings are supported cross-culturally
• Securely attached children are seen as– More socially competent; increases with age
– Less dependent on adults
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
The Nature and Quality of Attachment
• Emotions: – Affect links between attachment and social
competence
– Sense of self is crucial to child’s development
– There is no evidence that being in child care prevents infant-parent attachments; the amount of time spent in daycare and type of care can affect infant-parent relationships
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
The Nature and Quality of Attachment
• Stability of staff in child-care facilities
– Affects quality of relationship between care providers and children in daycare
– High training level of staff promotes secure attachments with children
• Children in high-quality programs have more positive effects on child development
• Quality of child care appears linked to social class of families using the services
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
20
0
30
40
50
60
70
80
10
20
0
30
40
50
60
70
80
10P
erce
nt o
f sch
ools
offe
ring
exte
nded
-day
an
d en
richm
ent p
rogr
ams
Per
cent
of 3
- to
5-ye
ar-o
lds
enro
lled
in p
resc
hool
(b)(a)
Low-income Affluent
NeighborhoodsFamilies
Are Child Care and Enrichment Programs Only for the Affluent?
© 2009 The McGraw-Hill Companies, Inc. All Rights Reserved
The EndThe End