1.CHAPTER 4 Socioemotional Development in Infancy

2. Differential Emotions Theory

Emotional expressions reflect both emotional experiences and help the regulation of emotions themselves

Stranger anxiety

Caution & wariness shown by infants when encountering someone unfamiliar

Separation anxiety

Distress infants display when the usual caregiver leaves

Social Smile

Smiling in reference to other persons

3. 3 Types of Crys

Basic cry

Starts softly, then gradually becomes more intense & usually occurs when a baby is hungry or tired

Mad cry

More intense version of basic cry

Pain cry

Begins w/sudden, long burst of crying, followed by a long pause, & gasping

Determine why baby is crying: hunger, wet, physical discomfort

If crying persists, physical contact can help; pick up to shoulder & rock and walk

Being upright, restrained, & in physical contact helps calm babies

Swaddling is also helpful

4. Experiencing Others Feelings

Social Referencing

Looking to the emotional responses of caregivers or other adults when in an unfamiliar setting for cues to interpret the situation

Search others facialexpressions & imitates it

Occurs in ambiguous oruncertain situations

5. Recognizing & Using Others Emotions

Infants Recognize Others Emotions by 4 Months

By 6 months can distinguish facial expression associated with particular emotions

Infants often match their own emotions to other peoples emotions

6. Temperament

Consistent style or pattern of behavior

3 Primary Dimensions

Emotionality

The strength of an infants emotional response to a situation, the ease w/which it is triggered, & the easewith which the infant returns to a nonemotional state

Activity

The tempo & vigor of a childs activity

Sociability

A preference for being with other people

7. Hereditary & Environmental Contributions to Temperament

Recent research sees morphological connection:

Infants & toddlers w/narrower faces are upset by novel stimulation

Often they become shy preschoolers

Brain & facial skeleton originate in the same set of cells in prenatal development

Genes influence levels of hormones that affect both facial growth & temperament

Environment also contributes to temperament

Positive emotional experiences produce a generally happy child

8. Stability of Temperament

Temperament somewhat stable in infancy & toddler

Active fetus likely to be active infant & likely to be difficult, unadaptive infant

Some infants predisposed to be sociable, emotional, or active

Others act this way due to parental influences

Infants temperament may determine parental experiences

9. Categorizing Temperament

Easy Babies

Positive disposition & adaptable

Difficult Babies

Negative moods & slow to adapt

Slow-to-warm Babies

Inactive & relatively calm in their reactions to the environment & slow to adapt

Moods are generally negative & withdraws from new situations

Shy Babies

Withdraws from social situations & is anxious in new situations

Importance of Temperament

Some temperaments are more adaptive than others

Some temperaments are weakly related to attachment

Cultural differences have a major influence on certain temperaments

Biological Basis of Temperament

Temperament excites the limbic system, especially the amygdala

10. Development of the Self

Self-Awareness

Knowledge of oneself

Begins around 12 months

Culture affects self-recognition

Theory of Mind

Knowledge & beliefs of how the mind works & how it influences behavior

Capacity to understand anothersintentions grows during infancy

Empathy

Experiencing anothers feelings

11. Growth of Attachment

4 Types of Attachment:

Secure Attachment -

Baby may or may not cry when mother leaves, but when she returns, baby wants to be with her & if crying, he stops

Avoidant Attachment -

Baby is not upset when mother leaves, when she returns, may ignore by looking or turning away

Ambivalent Attachment -

Baby is upset when mother leaves & remains upset or even angry when she returns, & is difficult to console

Disorganized (Disoriented) Attachment -

Baby seems confused when the mother leaves & when she returns, as if not really understanding whats happening

12. Trust & Attachment

Eriksons Psychosocial Development

Basic Trust vs Mistrust (Birth 1 year)

Sense of trust in oneself & others is foundation of human development

With proper balance of trust & mistrust, infants acquire hope

Openness to new experience tempered by wariness that discomfort & danger may arise

13. Trust & Attachment

Autonomy vs Shame & Doubt (1 to 3 years)

Child begins to understand he can control his own actions

Begins to strive for autonomy (independence) from others

Autonomy counteracted by doubt about ability to handle demanding situations that may result in failure

Blend of autonomy, shame, & doubt produces will

Knowledge that, within limits, he can act on his world intentionally

Initiative vs Guilt (3 5 years)

Begins identification w/adults & parents

Play begins to have a purpose as children explore adult roles

Begins to ask questions re: the world & look at possibilities for himself

Initiative moderated by guild as child realizes initiative may place him in conflict w/others & cant pursue goals without considering others

Realizes a sense of purpose

balance between individual initiative & willingness to cooperate w/others

14. Vygotskys Theory

Zone of Proximal Development

Difference between what a child can do with assistance & what he does alone

Cognition develops first in a social setting & gradually comes under the childs independent control

Scaffolding

Teaching style in which adults adjust the amount of assistance they offer, based on the learners needs

Early in learning a new task much assistance is needed

Defining characteristic of scaffolding: Giving help but not more than is needed

15. Reciprocal Socialization

Bidirectional socialization where children socialize parents, just as parents socialize children

Scaffolding occurs in the parents interactions with their children

16. Gender Roles & Gender Identity

Images of Men & Women

Gender stereotyping:

Beliefs & images about males & females that may or may not be true

By elementary school gender stereotypes are learned

17. Variations in Childcare

Many children have multiple caregivers

Parental Leave

Maternity, Paternity, Parental, Child rearing, & Family

Patterns of Use

Socioeconomic factors are linked to the amount & type of childcare

Quality of Care

Group size, child-adult ratio, environment, caregiver experience & behavior

Amount of Child Care

Family & Parenting Influences