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Childhood Dev't > 7. Social/Emotional Dev't in Infants & Toddlers > Flashcards

7. Social/Emotional Dev't in Infants & Toddlers Flashcards

1
Q

6 basic emotions

A

happiness, anger, surprise, fear, disgust, sadness

- appear early in infancy

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2
Q

emotion

A

subjective feeling
+ physiological change
+ overt behaviour

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3
Q

complex emotions

A

pride, guilt, shame/embarrassment

  • have an evaluative component
  • expressed differently depending on culture
  • 18-24 mo.
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4
Q

social smiles

A

smiles at some one, or when some one comes in sight

  • starts around 2 mo.
  • sometimes accompanied by cooing
  • expression of pleasure at seeing some one
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5
Q

laughter

A
  • 4 mo. - physical stimulation (tickle)

- 1 yr. - unexpected turns of event during familiar - psychological stimulation

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6
Q

anger

A

distinct at 4-6 mo.

- when something is taken away, or with frustration

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7
Q

stranger wariness

A

first distinct fear response

  • 6 mo.
  • related to attachment
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8
Q

when do babies start to distinguish emotions in others?

A

6-7 months

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9
Q

social referencing

A

looking to a trusted caregiver for clues about how to react to a situation

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10
Q

when does emotion regulation start

A

4-6 mo.

  • turn away from frightening things
  • move closer to caregiver (fear)
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11
Q

attachment

A

an enduring social-emotional relationship with a responsive caring person who is consistently available to the child

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12
Q

John Bowlby

A

ethologist who argued that children who form an attachment to an adult are more likely to survive
- infant behaviour has evolved to elicit caregiving

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13
Q

influences on attachment in infancy

A
  • synchronization
  • attentiveness & responsiveness
  • mental health
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14
Q

age by which an attachment is established

A
  • 6-7 mo. infants have identified the primary attachment figure
  • 8-9 mo. attachment established between mother/child
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15
Q

internal working model

A

a set of expectations about parents’ availability and responsivity generally and in times of stress

  • impacts relationships throughout life
  • can change over the lifespan
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16
Q

Canadian infants wrt mothers/fathers

A
  • father usually spends more time playing
  • mother more time taking care
  • father play more physical, mother play more reading, talking, interactive games
  • fathers preferred for play, mothers for comfort
17
Q

Mary Ainsworth

A
  • studied attachment at U. of T.
  • Strange Situation - a series of 3-min stages where the mother leaves the child in a room and then returns
  • identified 4 primary attachment types
18
Q

4 attachment types

A
  1. secure
  2. avoidant
  3. anxious/resistant
  4. disorganized
19
Q

secure attachment

A
  • baby may or may not cry when mom leaves
  • when she returns, baby wants to be with her
  • mom’s return is soothing
  • 60-65%
20
Q

avoidant attachment (insecure)

A
  • baby is not upset when mom leaves
  • ignores her on return
  • 20%
21
Q

anxious/resistant attachment (insecure)

A
  • baby is upset when mom leaves
  • upset when she returns
  • not easily soothed by her
  • 10-15%
22
Q

disorganized (disoriented) attachment (insecure)

A
  • baby confused when mom leaves and returns

- 5-10%

23
Q

consequences of quality of attachment

A

lay foundation for later relationships

  • secure = confident preschoolers; higher quality friendships, fewer conflicts in friendships; superior understanding of emotions, better ability to regulate emotions, more emotional expressiveness
  • insecure = social problems as preschoolers; more likely to have behavioural problems
24
Q

factors determining quality of attachment

A
  • parents are attentive, responsive, dependable, and caring = trust is established
  • parents’ infant attachment to their own parents
  • autonomous attachment type
  • infant’s temperament (difficult babies are taxing)
  • mother flexibility
25
Q

three groups of parents wrt attachment to attachment relationships with their own parents

A
  1. autonomous - describe childhood objectively, positive and negative
  2. dismissive - describe childhood in general terms, ideal parents
  3. preoccupied - describe childhood emotionally, anger or confusion about their parents
26
Q

reactive attachment disorder

A

a mental disorder involving disturbances in emotional functioning and a pattern of inappropriate interpersonal behaviours in children, thought to result from disrupted early attachment

27
Q

privation

A

a condition in which the basic necessities and comforts of life are not adequately provided

28
Q

how does peer interaction progress in year 1?

A
  • 6 mo: look, smile, point
  • over the next months, babble when with other infants
  • 6-10 mo: evaluation of behaviour of others
29
Q

non-social play

A

playing alone, or watching but not playing

30
Q

parallel play

A

playing alone but near others, while maintaining an interest in others
- starting around a year

31
Q

simple social play

A

interacting socially during play activities (talk, smile, offer toys)
- 15-18 mo

32
Q

co-operative play

A

play organized around a theme, involves kids taking roles based on that theme
- around 2 y

33
Q

self-concept

A

attitudes, behaviours, and values that a person believes make the self unique

34
Q

self-recognition stages

A
  • 1 yr: baby responds to baby in the mirror & touch a red mark on the baby’s face
  • 15 mo: babies touch their own face when they see the red mark in the mirror
    • look more at photos of themselves than others
    • refer to themselves by name or with a personal pronoun
35
Q

temperament

A

a baby’s consistent mood and style of behaviour

36
Q

Thomas and Chess temperament categories

A
  1. easy - usually happy, adjusted well to new situations, regular routines for eating, sleeping, toileting (40%)
  2. difficult - often unhappy, not adjust well to new situations, irregular routines, withdraw from new things, intense reactions (10%)
  3. slow-to-warm-up - unhappy and did not adjust well to new situations, but did not respond intensely and were inactive (15%)
    The rest were in no category / average on test dimensions
37
Q

9 dimensions of temperament in the NY longitudinal study

A
  1. activity level
  2. rhythmicity
  3. approach/withdrawal
  4. distractibility
  5. adaptability
  6. intensity of reaction
  7. mood
  8. threshold
  9. attention span and persistence
38
Q

Buss and Plomin temperament categories

A
  1. emotionality - the strength of an emotional response to a situation, how easily it’s triggered, how easily returned to original state
  2. activity - the tempo and vigour of their movements
  3. sociability how social
39
Q

Schmidt and Fox temperament categories

A
  1. bold/exuberant

2. shy/socially withdrawn

Childhood Dev't (15 decks)

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