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EMOTIONAL DEVELOPMENT
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EMOTIONAL DEVELOPMENT
• Considerable evidence seem to suggest that basic human emotions may occur as early as one month of age and continue to develop throughout infancy and early childhood:
– Interest– Surprise– Joy– Anger– Fear
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Secondary Emotions
• Later in the second year of life, children develop:– Embarrassment– Shame– Guild– Envy– Pride
These emotions imply an initial awareness of self and competencies in relation to others
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How do these emotions develop?
• Children initially look to their parents for feedback and emotional confirmation. When parents demonstrate positive emotions thru smiles, children are likely to internalize those emotions and behaviors.
– Social referencing starts in infants as early as 7 months
• When they get older (2 yrs), they look to their peers or others for information as to an ambiguous event or experience.
– This is known as social referencing.
• Three year olds are better at expressing their emotions and communicating.
– Parents who effective process children’s emotions develop children with greater social competence (prosocial behavior, problem-solving skills, and mastery orientation)
• What about cultural differences as a function of emotional expression?
• What of the ability of emotional self regulation?
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Development of Empathy• Empathy.
– The ability to experience the same emotions that someone else is experiencing.
• Children become better understand the emotions of others around age 4 and 5.
• Between ages 6 to 9, children begin to understand that people can experience multiple emotions at one time
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TEMPERAMENT AND DEVELOPMENT
• Temperament. A person’s characteristic modes of responding emotionally and behaviorally to environmental events, including such attributes as activity level, irritability, fearfulness, and sociability.
– Hereditary influences. • Twin studies (identical vs. fraternal) have provided
convincing evidence to temperament being based on genetic influences.
– Environmental influences. • Home environment has been found to be impactful on
temperament.
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Parameters of Temperament
• Activity Level
• Irritability/Negative Emotionality
• Soothability
• Fearfulness
• Sociability
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Temperament• Generally speaking, temperament is found to be relatively
stable over time and often seen as the cornerstone of human personality development. Researchers (Thomas and Chess, 1977) identified Temperament profiles
– Easy Temperament. • Easygoing children are even-tempered, are typically in a positive mood, and are
quite open and adaptable to new experiences. Their habits are regular and predictable.
– Difficult Temperament. • These children are active, irritable, and irregular in their habits. They often react
very vigorously to changes in routine and are very slow to adapt to new persons or situations.
– Slow-to-warm-up Temperament. • These children are quite inactive, somewhat moody, and can be slow to adapt to
new persons and situations. They typically respond to novelty in mildly negative ways
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Emotional Attachment
• According to John Bowlby (1969), attachment is the strong affectional connection that we feel with the special people in our lives.
• Bowlby stressed that parent-infant attachments are reciprocal relationships
– Synchronized routines. • Generally harmonious interactions between two
persons in which participants adjust their behavior in response to their partner’s feelings or actions.
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Schaffer and Emerson’s Phases of Attachment
• Asocial. Infants respond in an equally favorable way to interesting social and nonsocial stimuli.
• Phase of indiscriminate attachment. Infants prefer social to nonsocial stimulation and are likely to protest whenever any adult puts them down or leaves them alone.
• Phase of specific attachment. Infants are attached to one close companion (usually the mother).
• Secure base. Use of a caregiver as a base from which to explore the environment and to which to return for emotional support.
• Phase of multiple attachments. Infants are forming attachments to companions other than their primary attachment object.
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Theories of Attachment
• Psychoanalytic.
• Learning.
• Cognitive.
• Ethological.
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Mary Ainsworth• Developed an assessment of strange situations for infants 1 to 2
years olds. Developed eight natural infant-caregiver scenarios to assess infant’s behaviors in strange situations.
– Secure. An infant-caregiver bond in which the child welcomes contact with a close companion and uses this person as a secure base from which to explore the environment.
– Resistant. An insecure bond, characterized by strong separation protest and a tendency of the child to remain near but resist contact initiated by the caregiver, particularly after a separation.
– Avoidant. An insecure bond characterized by little separation protest and a tendency of the child to avoid or ignore the caregiver.
– Disorganized/Disoriented. An insecure bond, characterized by the infant’s dazed appearance on reunion or a tendency to first seek and then abruptly avoid the caregiver.
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Cultural Variations in Attachment Classifications
• In Northern Germany, parents encourage their children to be more independent and discourage close contact and clinging behaviors.
• In Japan, infants indicate strong resistance to being separated from their parents.
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Risk Factors for Poor Attachments
• Depression in Parents.
• Insensitive Parents/Parents with unresolved life experiences or issues.
• Parents who experience unplanned pregnancies.