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56 Cards in this Set
- Front
- Back
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basic trust versus mistrust - erikson |
trust forms when parents meet the child's needs mistrust forms when parents fail in some way to meet the child's needs |
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Hope (According to erikson) |
an openness to new experience tempered by wariness that occurs when trust and mistrust are in balance |
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Autonomy versus shame |
develops as children learn they can control their actions and seek independence shame develops develops in response to failure doubt develops when children are uncertain of their abilities |
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Will (according to erikson) |
a young child's understanding that he or she can act on the world intentionally, which occurs when autonomy, shame and doubt are in balance |
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The growth of attachment: ethology |
branch of biology concerned with adaptive behaviours that are characteristic of different species |
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attachment |
enduring social-emotional relationship |
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Attachment as an adaptive behaviour |
keeps parents close and encourages them to care for the child into maturity |
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steps toward attachment preattachment |
birth to 6-8 weeks) baby is social toward adults, almost indiscriminately so |
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steps toward attachment attachment in the making |
6-8 weeks to 6-8 months baby begins to direct more social behaviours toward primary caregiver than other adults |
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steps toward attachment true attachment |
6-8 months to 18 months baby shows trust, uses primary caregiver as a source of reassurance |
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steps toward attachment reciprocal relationships |
18 months on baby begins to understand primary caregiver as a person with feelings and goals, which affects the child's behaviour in the relationship |
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father-infant relationships |
fathers spend less time catering, more time playing children come to prefer fathers for play and mothers for comfort children are particularly responsive to fathers, because they anticipate a playful interaction |
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The strange situation was developed by |
mary ainsworth |
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observe table 4.2 in chapter 4 notes RE: the sequence of events in the strange situation |
do it |
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secure attachment |
relationship in which infants have come to trust and depend on their mothers |
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avoidant attachment |
relationship in which infants turn away from their mothers when they are reunited following a brief separation |
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resistant attachment |
relationship in which, after a brief separation, infants want to be held but are difficult to console |
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disorganized attachment |
relationship in which infants don't seem to understand whats happening when they are separated and later reunited with their mothers |
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issues with the strange situation |
looks at attachment in only one type of situation results do not generalize well across cultures |
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Attachment Q-set |
can be used with infants and young children Trained observers watch children and mothers interact at home and rate the child on attachment related behaviours categorized as secure or insecure |
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consequences of attachment secure attachments |
have higher quality friendships with fewer conflicts have more stable and higher quality romantic relationships in adolescence |
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consequences of attachment disorganized attachments |
more likely to have behaviour problems involving anxiety, anger, aggression |
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secure attachment is more likely when parents respond in what way? |
quickly and sensitively to children's signals insecure attachments develop when parents are unresponsive / inconsistent |
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fussy children with difficult temperaments are less likely to develop what type of attachment? |
secure attachments may be because their fussiness makes it more difficult for parents to remain sensitive |
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internal working model |
infants understanding of how responsive and dependable the caregiver is' thought to influence close relationships throughout the child's life |
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two factors that influence insecure attachments between parents and child |
maternal sensitivity is low quality of child care is low |
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high quality child care refers to |
low ration of children to caregivers well trained staff low staff turnover ample opportunities for educational and social stimulation |
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basic emotions |
emotions experienced by humankind and that consist of three elements: a subjective feelings, a physiological change and an overt behaviour |
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Lewis has suggested that newborns experience what two general emotions |
pleasure and distress other emotions develop gradually |
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development of basic emotions joy |
2 or 3 months social smiles occur in this phase |
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development of basic emotions anger |
4 to 6 months |
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development of basic emotions fear |
about 6 months |
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stranger wariness |
first distinct signs of fear that emerge around 6 months of age when infants become wary in the presence of unfamiliar adults |
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degree of stranger wariness is influenced by |
familiarity of the environment strangers behaviour |
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when are children capable of complex emotions? |
18-24 months include pride, guilt, embarrassment an understanding of self needs to be in place, which occurs between 15 and 18 months |
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cultural differences in emotional expression European American babies express emotions more overtly than ____ babies do East indian children are particularly less likely than _____ children to express anger |
Chinese babies North American |
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at what age do infants distinguish different facial expressions |
by 4-6 months especially attentive to negative emotions they match their emotions to those around them |
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social referencing |
behaviour in which infants in unfamiliar or ambitious environments often look at their mother or father, as if searching for cues to help them interpret the situation |
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we often regulate our emotions by |
intentionally diverting our attention elsewhere reappraising the meaning of an events, feeling or thought, to provoke less emotion |
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Regulating emotions in babies 4-6 months infants can use simple strategies such as: |
looking away from something upsetting moving closer to a parent when afraid |
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temperament |
consistent style or pattern of behaviour |
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alexander Thomas and Stella Chess claimed that there were___ dimensions of temperament |
9 they were wrong |
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Mary K Rothbart suggests ___ dimensions |
3 |
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Temperament Surgency/extroversion |
extent to which a child is generally happy, active, vocal and regularly seeks interesting stimulation |
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temperament negative affect |
extent to which the child is angry, fearful, frustrated, shy and not easily soothed |
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temperament effortful control |
extent to which a child can focus attention, is not easily distracted, and can inhibit responses
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Belsky et al. have suggested that temperament may |
make some children particularly susceptible to environmental influences beneficial or harmful |
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when does self concept start to emerge? |
15-18 months, when a baby passes the rouge test by recognizing themselves in a mirror |
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more examples of evidence of self concept |
babies looking at pictures of them more than other babies refers to themselves by name or w/ a personal pronoun show knowledge of their age/gender |
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parallele play |
when children play alone but are aware of and interested in what the other child is doing emerges soon after 1st birthday |
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simple social play |
occurs when toddlers engage in similar activities and talk to or smile at one other emerges between 15 and 18 months |
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cooperative play |
play that is organized around a theme, with each child taking on a different role emerges at about 2 years old |
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prosocial behaviour |
any behaviour that benefits another person |
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altruism |
prosocial behaviour such as helping and sharing in which the individual does not benefit directly form his or her behaviour |
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by what age do we see spontaneous altruism |
18 months |
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check out the summing up slides at end of ch.4 slideshow |
do it |
