Life span chapter 4

Emotions?Emotions?

• Why do we have emotions?Why do we have emotions?

Chapter 4 2

Emotional DevelopmentEmotional Development

• EmotionEmotion: : • Feeling (affect) of importance (meaning)Feeling (affect) of importance (meaning)• Complex & varies in intensityComplex & varies in intensity• + & -+ & -

• MadMad• HappyHappy

• Effects behaviorsEffects behaviors• How?How?

Development of Emotions and Personality in Infancy

Classifying EmotionsClassifying Emotions• Positive emotionsPositive emotions

• HappinessHappiness• JoyJoy• LoveLove• EnthusiasmEnthusiasm

• Negative emotionsNegative emotions• AnxietyAnxiety• AngerAnger• GuiltGuilt• SadnessSadness

•

Biological, Environmental, & Biological, Environmental, & Cross-Cultural Issues of EmotionCross-Cultural Issues of Emotion

• Emotions are Emotions are influenced byinfluenced by• BiologyBiology

• We all smileWe all smile• Blind Blind

childrenchildren

Biological, Environmental, & Cross-Biological, Environmental, & Cross-Cultural Issues of EmotionCultural Issues of Emotion

• Influenced byInfluenced by• ExperiencesExperiences

• CultureCulture

• One’s perceptionsOne’s perceptions• Dog walks in the doorDog walks in the door

• Examples?Examples?

• Facial expressions of basic emotionsFacial expressions of basic emotions• Same across culturesSame across cultures

• Display rulesDisplay rules• When, where, & how emotions should When, where, & how emotions should

be expressedbe expressed• Not culturally universal Not culturally universal

• Examples? Examples?



• East Asian infantsEast Asian infants• Display emotionDisplay emotion

• Less frequentlyLess frequently• Less intensiveLess intensive

Emotional Expression Emotional Expression & Social Relationships& Social Relationships

• Interaction with parentInteraction with parent• Parent shows emotionParent shows emotion

• Baby reactsBaby reacts

• Baby shows emotionBaby shows emotion• Parent reactsParent reacts

Chapter 7 8


• 11stst emotional expressions when emotional expressions when reacting with parentsreacting with parents

• 2 emotional expressions 2 emotional expressions • 1. Crying 1. Crying • 2. Smiling2. Smiling

Chapter 4 9

Chapter 4 10


• 1. Crying1. Crying• 1. 1. BasicBasic::

• RhythmicRhythmic• Hunger cryHunger cry

• 2. 2. AngryAngry::• Like basic with more excess air forced through vocal Like basic with more excess air forced through vocal

chordschords

• 3. 3. PainPain: : • louder, high pitched, sudden, longerlouder, high pitched, sudden, longer

Should Parents Respond to an Should Parents Respond to an Infant’s Cries? Infant’s Cries?

• Yes!Yes!

• Parents should soothe a crying Parents should soothe a crying infant, especially in 1st yearinfant, especially in 1st year• Helps infants developHelps infants develop

• Sense of trustSense of trust• Secure attachment to caregiverSecure attachment to caregiver

Chapter 4 12


• SmilingSmiling• New social skillNew social skill• 2 types2 types

• 1. Reflexive: 1. Reflexive: • NaturalNatural• Occurs at 1 mo. Occurs at 1 mo.

• 2. Social:2. Social:• Response to external stimuliResponse to external stimuli• 4 – 6 weeks (about 1 ½ mo.'s)4 – 6 weeks (about 1 ½ mo.'s)

Chapter 4 13

FearFear

• Fear: Earliest emotionFear: Earliest emotion• Appears @ 6 mo.’sAppears @ 6 mo.’s• Abused, neglected infants Abused, neglected infants

• Shows much earlierShows much earlier• Stranger anxiety:Stranger anxiety:

• Intense, 9 - 12 mo.'sIntense, 9 - 12 mo.'s


Frequency of Stranger AnxietyFrequency of Stranger Anxiety

• Less fearfulLess fearful• Child strangers Child strangers

• Friendly, outgoing, smiling strangers Friendly, outgoing, smiling strangers

• Familiar settings Familiar settings

• Feel secureFeel secure• Mom’s lapMom’s lap

Chapter 4 15

FearFear• Separation protest: Separation protest:

• Crying when caregiver leavesCrying when caregiver leaves• Begins @ 7-8 mo.'sBegins @ 7-8 mo.'s• Peaks at 15 mo.'sPeaks at 15 mo.'s

• What does this tell you?What does this tell you?


FearFear• Social referencingSocial referencing

• Reading emotional cues in others to Reading emotional cues in others to determine how to actdetermine how to act• Adults enter a party?Adults enter a party?

• End of 1st yearEnd of 1st year• Parent’s facial expression influences Parent’s facial expression influences

exploration of an unfamiliar environmentexploration of an unfamiliar environment• Mom has a “no” or “yes” lookMom has a “no” or “yes” look

• Improves 2Improves 2ndnd year year

Dealing with EmotionsDealing with Emotions

• 11stst yr. develop yr. develop • Can control emotions:Can control emotions:

• intensity intensity • durationduration

• Self-soothingSelf-soothing• From early infancyFrom early infancy

• Babies suck thumbs to self-soothe Babies suck thumbs to self-soothe

• At 2At 2• May say things to themselves to self-sootheMay say things to themselves to self-soothe

SoothingSoothing

• Caregivers’ actions influence infant’s Caregivers’ actions influence infant’s regulation of emotionsregulation of emotions

• PreventionPrevention• Soothe infant before they get into an intense, Soothe infant before they get into an intense,

agitated, uncontrolled stateagitated, uncontrolled state

• Later infancyLater infancy• They direct their attention or distract They direct their attention or distract

themselves to reduce arousalthemselves to reduce arousal

Chapter 7 20

TemperamentTemperament• Chess & Thomas: 3 basic typesChess & Thomas: 3 basic types

• Easy childEasy child: : • Positive mood, easily adaptsPositive mood, easily adapts

• Difficult childDifficult child: : • Resists change, shows irregular behaviors, Resists change, shows irregular behaviors,

reacts negatively (cries)reacts negatively (cries)

• Slow-to-warm childSlow-to-warm child::• Low mood intensity, low activity level, Low mood intensity, low activity level,

somewhat negative somewhat negative


Chess & Thomas’ ClassificationChess & Thomas’ Classification

1. Easy child:1. Easy child:• Generally positive moodGenerally positive mood• Quickly establishes regular routinesQuickly establishes regular routines• Adapts easily to new experiencesAdapts easily to new experiences

Chess & Thomas’ ClassificationChess & Thomas’ Classification• 2. Difficult child:2. Difficult child:

• Reacts negativelyReacts negatively• Cries frequentlyCries frequently• Irregular daily routinesIrregular daily routines• Slow to accept changeSlow to accept change

• 3. Slow-to-warm-up child:3. Slow-to-warm-up child:• Low activity levelLow activity level• Somewhat negativeSomewhat negative• Displays low intensity of mood.Displays low intensity of mood.

• Longitudinal investigationLongitudinal investigation• 40% classified as Easy 40% classified as Easy • 10% Difficult10% Difficult• 15% Slow to warm up 15% Slow to warm up • 35% did not fit any of patterns35% did not fit any of patterns• Researchers found these 3 basic Researchers found these 3 basic

temperaments moderately stable across temperaments moderately stable across childhood years.childhood years.• Adulthood?Adulthood?• Your experience?Your experience?

Chess & Thomas’ ClassificationChess & Thomas’ Classification

Gender, Culture, & Gender, Culture, & Temperament Temperament

• Parents have different Parents have different reactions to temperament, reactions to temperament, depending on sex of baby?depending on sex of baby?

• Dependent in part on culture? Dependent in part on culture?

• Is temperament reinforced?Is temperament reinforced?

Rouge TestRouge Test

• Lewis & Brooks-GunnLewis & Brooks-Gunn• Rouge on infants noseRouge on infants nose• Put in front of mirrorPut in front of mirror• Does infant touch nose?Does infant touch nose?• Indication of consciousnessIndication of consciousness• 18-24 months18-24 months• Usually is a slow processUsually is a slow process

Rouge TestRouge Test

Self-RecognitionSelf-Recognition

• Self-recognition @ Self-recognition @ 18 months18 months• Being attentive & Being attentive &

positive toward positive toward one’s image in one’s image in mirrormirror

• Ability to recognize Ability to recognize one’s physical one’s physical featuresfeatures• This is meThis is me

• 2nd year2nd year

AttachmentAttachment• AttachmentAttachment

• Close emotional bond between 2 people. Close emotional bond between 2 people. • FreudFreud

• Infants become attached to person or Infants become attached to person or object that provides oral satisfaction object that provides oral satisfaction

Harry HarlowHarry Harlow

• Monkeys removed from mothers at birthMonkeys removed from mothers at birth• 2 surrogate moms2 surrogate moms

• Wire & foodWire & food• Cloth & warmthCloth & warmth

• ConclusionConclusion• Feeding is not the crucial element in Feeding is not the crucial element in

attachment (Freud) but contact comfort is also attachment (Freud) but contact comfort is also important.important.

Harry HarlowHarry Harlow

Class ExerciseClass Exercise

• Newsletter for infancyNewsletter for infancy

• The Big Debate The Big Debate

The Big Debate The Big Debate

• Discuss your feelings regarding placing children Discuss your feelings regarding placing children in child care. in child care.

• Were you placed in child care? What was it like?Were you placed in child care? What was it like?• How did you feel about it?How did you feel about it?• How do you feel about your parents’ decision to How do you feel about your parents’ decision to

place you there?place you there?• If you are a parent, have you done the same with If you are a parent, have you done the same with

your child(ren)? Why?your child(ren)? Why?• What are the benefits? What are the benefits? • Do you have any concerns about doing so?Do you have any concerns about doing so?

• How are they responding? How are they responding? • What is the most difficult part?What is the most difficult part?• Are there any other alternatives?Are there any other alternatives?• If you do not have children, do you think you will If you do not have children, do you think you will

rely on child care in order for you to be able to rely on child care in order for you to be able to work? Why or why not? work? Why or why not?

• What information presented in the text makes you What information presented in the text makes you feel comfortable with the idea of placing children feel comfortable with the idea of placing children in child care? What information concerns you in child care? What information concerns you about it? about it?

• What do you think will be the overall What do you think will be the overall effect on society of new generations effect on society of new generations of children growing up in child-care of children growing up in child-care environments?environments?

• If you find them problematic, what If you find them problematic, what might the solution be to might the solution be to accommodate the needs of both the accommodate the needs of both the children the parents?children the parents?

Life span chapter 4

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