Emotional And Social Development In Infancy And Toddlerhood

Front 1

Basic trust vs mistrust

Back 1

12 mo

Resolved positively when caregiving, esp during feeding, is sympathetic and loving

Front 2

Autonomy vs shame and doubt

Back 2

2 year old

Resolved positively when parents provide kids with suitable guidance and reasonable choices

Front 3

Age of social smiling and laughing

Back 3

smile 6-10 weeks
laugh 3-4 months

Front 4

Basic emotions

Back 4

happiness, anger, sadness, fear

universal in humans and have long evolutionary history of promoting survival

Front 5

Development of basic emotions

Back 5

with age, better able to sustain signals

coordinate separate skills into more effective expressive systems as central nervous system develops

Front 6

Stranger anxiety

Back 6

expression of fear to unfamiliar adults

common in babies around 6 mo

Front 7

Social referencing

Back 7

active seeking of emotional information from a trusted person in deciding how to respond in an uncertain situation

Front 8

Self-concious emotions

Back 8

shame, embarrassment, guilt, envy, pride

appear in middle of second year

Front 9

Emotional self-regulation

Back 9

strategies for adjust our emotional state to comfortable level of intensity so we can accomplish our goals

Front 10

Examples of emotional self reguation

Back 10

First few months,parents suppress negative emotion by imitating happy expressions

second year, vocab about feelings develop

Front 11

Temperament

Back 11

early appearing, stable individual differences in the quality and intensity of emotional reaction, activity level, attention and emotional self-regulation

Front 12

3 types of temperament identified by thomas and chess

Back 12

Easy child - cheerful, regular, adapts easily to new experiences
Difficult
Slow to warm up

Front 13

Stability of temperament

Back 13

low to moderate stability; long term prediction best after age 3

temperament changes with age and experience

Front 14

Heritability of temperament

Back 14

twin studies show moderate role

Front 15

Goodness of fit

Back 15

effective match between child's temperament and child-rearing environment leads to more adaptive functioning

Front 16

Child rearing practices interaction with temperament in reactive babies

Back 16

Less likely to recieve sensitive caregiving, tend to get angry punitive discipline or just give in

Need positive and sensitive care

Front 17

Goodness of fit and culture

Back 17

when collectivist valued, shyness encouraged; capitalistic, shyness adjusted with poor adjustment

Front 18

Evidence that hunger not primary drive behind attachment

Back 18

Rehsus monkeys clung onto terrycloth mom even though wire mom held bottle to feed it

Front 19

Bowlby's ethological theory of attachment

Back 19

attachment best understood in evolutionary context in which survival of the species through ensuring both safety and competence is of utmost importance

Front 20

separation anxiety

Back 20

infant's distressed reaction to the departure of the familiar caregiver

Front 21

4 phases in development of attachment

Back 21

1. Preattachment - do not mind being with unfamiliar adult
2. Attachment in the making - respond differently to caregiver than stranger, still do not protest when separated
3. Clear cut attachment - sep anxiety
4. Formation of reciprocal relationship

Front 22

secure base

Back 22

role of familiar caregiver as a point from which infant explores the environment, return for emotional support

Front 23

Internal working model

Back 23

Set of expectations from early experiences about the availability of caregivers, likelihood of providing support, and interaction with them

guide for all future close relationships

Front 24

Strange situation

Back 24

assess quality of attachment between age 1 and 2 years by observing responses to separation and reunion episodes with caregiver in unfamiliar playroom

Front 25

Mary Ainsworth

Back 25

developped strange situation experiment

Front 26

4 Patterns of attachment identified by strange situation

Back 26

secure attachment
avoidant
resistant
disorganized/disoriented

Front 27

Secure attachment

Back 27

infants distressed by parental separation but easily comforted by parent when she returns

Front 28

Avoidant attachment

Back 28

infants who seem unresponsive to parent, usually not distressed when she leaves, avoids parent on reunion

Front 29

Resistant attachment

Back 29

infants seek closeness to parent before departure, distressed when she leaves, clingy and angry when she returns

Front 30

Disorganized/disoriented

Back 30

greatest insecurity

confused behavior, approach parent with flat depressed emotion

Front 31

Stability of attachment

Back 31

securely attached babies in middle SES maintain attachment pattern than insecure babies

disorganized pattern is highly stable

Front 32

Most common attachment classification in all societies

Back 32

secure

Front 33

Cultural variations in attachment

Back 33

Germany - avoidant more cuz encourage independence
Japan - little avoidant but more resistant; babies rarely in other ppls care
Israel - resistant; fear of unfamiliar people

Front 34

Four factors that affect attachment security

Back 34

1. Opportnity to form a close relationship
2. Quality of caregiving
3. Baby's characteristics
4. Family context, parents' internal working models

Front 35

Childcare in infancy relationship to attachment security

Back 35

Sensitive caregiving moderately related to secure attachment
Intrusive care linked to avoidant attachment,
Inconsistent care to resistant,
Negative to disorganized

Front 36

Father's warmth and child development

Back 36

infants develop strong affectionate ties to fathers whose sensitive caregiving predicts attachment security

playful interaction

Front 37

Age kids begin to show empathy

Back 37

18 and 30 mo

Front 38

Age kids show signs of self control

Back 38

12-18 mo

Front 39

9 Dimensions of Temperament

Hint ATARI DAQA

Back 39

Activity Level
Regularity
Approach and withdrawal
Adaptability
Intensity of reaction
Threshold of responsiveness
Quality of mood
Distractibility
Attention span

Front 40

What did Kagan study?

Back 40

Biological underpinnings of temperament

Front 41

Physiological characteristics of shy kids

Back 41

More reactive amygdala
Higher cortisol levels
Higher heart rate, bp
Brain activity in right hemisphere

Front 42

Self concept in toddlers

how do they describe themselves?

Back 42

Most basic characteristics

age, gender

Front 43

Self concept of preschoolers

how do they describe themselves?

Back 43

phys features, possessions, preferences