psyc 320 chapter 6 psychosocial development in infancy and toddlerhood
TRANSCRIPT
PSYC 320PSYC 320
Chapter 6
PsychosocialDevelopment inInfancy and
Toddlerhood
Chapter 6
PsychosocialDevelopment inInfancy and
Toddlerhood
Psychosocial Stages During Infancy and Toddlerhood
Psychosocial Stages During Infancy and ToddlerhoodAge Erikson’s
StageNeeded from Caregivers
First Year
Basic Trust versus Mistrust
Responsiveness
Second Year
Autonomyversus
Shame and Doubt
• Suitable guidance• Reasonable choices
First Appearance of Basic EmotionsFirst Appearance of Basic Emotions
Happiness
• Smile – from birth• Social smile – 6-10 weeks• Laugh – 3–4 months
Anger
• General distress – from birth• Anger – 4–6 months
Fear• First fears – 2nd half of first year• Stranger Anxiety – 8–12 months
Understanding Emotions of OthersUnderstanding Emotions of Others
Emotional Contagion Early infancy
Recognize Other’s Facial Expressions 4-5 months
Social Referencing By one year
Emotional Contagion Early infancy
Recognize Other’s Facial Expressions 4-5 months
Social Referencing By one year
Social ReferencingSocial Referencing
Relying on another person’s emotional reaction to appraise an uncertain situation
Relying on another person’s emotional reaction to appraise an uncertain situation
Caregivers can use to teach children how to react
Caregivers can use to teach children how to react
Self-Conscious EmotionsSelf-Conscious Emotions
Shame Embarrassment Guilt Envy Pride
Emerge middle of second year Children become aware of self as separate and unique Require adult instruction about when to feel these
emotions
Shame Embarrassment Guilt Envy Pride
Emerge middle of second year Children become aware of self as separate and unique Require adult instruction about when to feel these
emotions
Emotional Self-RegulationEmotional Self-Regulation
Adjusting own state of emotional intensity Requires effortful control
Adjusting own state of emotional intensity Requires effortful control
Grows over first year, with brain development
Caregivers contribute to child’s self-regulation style
Grows over first year, with brain development
Caregivers contribute to child’s self-regulation style
TemperamentTemperament
Reactivity: Speed and intensity of Emotional arousal Attention Motor activity
Self-regulation: Strategies that modify reactivity
Reactivity: Speed and intensity of Emotional arousal Attention Motor activity
Self-regulation: Strategies that modify reactivity
Structure of TemperamentStructure of Temperament
Easy – 40% Difficult – 10% Slow-to-warm-up – 15% Unclassified – 35%
Easy – 40% Difficult – 10% Slow-to-warm-up – 15% Unclassified – 35%
Biological Basis for TemperamentBiological Basis for Temperament
Inhibited, Shy React negatively,
withdraw from new stimuli
High heart rates, stress hormones & stress symptoms
Higher right hemisphere frontal cortex activity
Inhibited, Shy React negatively,
withdraw from new stimuli
High heart rates, stress hormones & stress symptoms
Higher right hemisphere frontal cortex activity
Uninhibited, Sociable React positively,
approach new stimuli Low heart rates,
stress hormones & stress symptoms
Higher left hemisphere frontal cortex activity
Uninhibited, Sociable React positively,
approach new stimuli Low heart rates,
stress hormones & stress symptoms
Higher left hemisphere frontal cortex activity
Twins and TemperamentTwins and Temperament
Genetics and Environment in TemperamentGenetics and Environment in Temperament
Genetic Influences
• Responsible for about half of individual differences• Ethnic and sex differences
Environmental Influences
• Nutrition• Caregiving• Cultural variations
Goodness-of-Fit
Combines genetics and environment
• Child-rearing to match temperament
Ethological Theory of AttachmentEthological Theory of Attachment
1. Preattachment
2. Attachment-in-the-making
3. Clear-cut attachment• Separation anxiety
4. Formation of a reciprocal relationship
1. Preattachment
2. Attachment-in-the-making
3. Clear-cut attachment• Separation anxiety
4. Formation of a reciprocal relationship
Types of AttachmentTypes of Attachment
Secure – 65%
Avoidant – 20%
Resistant – 10-15%
Disorganized/
disoriented – 5–10%
Secure – 65%
Avoidant – 20%
Resistant – 10-15%
Disorganized/
disoriented – 5–10%
Cultural Variations inAttachment SecurityCultural Variations inAttachment Security
Factors that Affect Attachment SecurityFactors that Affect Attachment Security Opportunity for attachment Quality of caregiving
Sensitive caregiving Interactional synchrony
Infant characteristics Family circumstances Parents’ internal
working models
Opportunity for attachment Quality of caregiving
Sensitive caregiving Interactional synchrony
Infant characteristics Family circumstances Parents’ internal
working models
Multiple AttachmentsMultiple Attachments
Fathers Siblings Grandparents Professional
caregivers
Fathers Siblings Grandparents Professional
caregivers
Fathers and AttachmentFathers and Attachment
Fathers as playmates, mothers as caregivers in many cultures
Important factors in attachment Sensitivity Warmth Family attitudes,
relationships
Fathers as playmates, mothers as caregivers in many cultures
Important factors in attachment Sensitivity Warmth Family attitudes,
relationships
Factors that Affect Attachment of Children in Child Care
Factors that Affect Attachment of Children in Child Care
Initial Attachment Quality Family Circumstances Quality of Child Care
Developmentally Appropriate Practice
Extent of Child Care
Initial Attachment Quality Family Circumstances Quality of Child Care
Developmentally Appropriate Practice
Extent of Child Care
Attachment and Later DevelopmentAttachment and Later Development
Secure attachment related to positive outcomes in: Preschool Middle childhood
Continuity of caregivingmay link infant attachment and later development
Secure attachment related to positive outcomes in: Preschool Middle childhood
Continuity of caregivingmay link infant attachment and later development
Self-DevelopmentSelf-Development
Self-Awareness
From birth Aided by intermodal perception
Self- Recognition
Emerges in 2nd year Helped by acting on environment and noticing effects
Empathy Aided by self-awareness, self-conscious emotions
Categorical SelfCategorical Self
Categorize self and others into social categories Age Physical characteristics Good or bad
Use to organize behavior
Categorize self and others into social categories Age Physical characteristics Good or bad
Use to organize behavior
Effortful ControlEffortful Control
Effortful control Inhibiting impulses Managing negative emotions Behaving acceptably
Children need Awareness of self as
separate and autonomous Confidence in directing own
actions Memory for instructions
Effortful control Inhibiting impulses Managing negative emotions Behaving acceptably
Children need Awareness of self as
separate and autonomous Confidence in directing own
actions Memory for instructions
ComplianceCompliance
Understanding and obeying caregivers’ wishes and standards
Emerges between 12 and 18 months
Toddlers assert autonomy by sometimes not complying
Warm, sensitive caregiving increases compliance
Understanding and obeying caregivers’ wishes and standards
Emerges between 12 and 18 months
Toddlers assert autonomy by sometimes not complying
Warm, sensitive caregiving increases compliance
Helping Toddlers Develop Compliance and Self-Control
Helping Toddlers Develop Compliance and Self-Control Respond with sensitivity and
support Give advance notice of change in
activities Offer many prompts and reminders Reinforce self-controlled behavior Encourage sustained attention Support language development Increase rules gradually
Respond with sensitivity and support
Give advance notice of change in activities
Offer many prompts and reminders Reinforce self-controlled behavior Encourage sustained attention Support language development Increase rules gradually