Ch. 6: Emotional and Social Development in Infancy and Toddlerhood

Question 1

Basic Trust vs. Mistrust

Answer 1

If the care the infant receives is consistent, predictable, and reliable, they will develop a sense of trust which will carry with them to other relationships, and they will be able to feel secure even when threatened.

Question 2

Autonomy vs. Shame and Doubt

Answer 2

Children at this stage are focused on developing a sense of personal control over physical skills and a sense of independence. Success in this stage will lead to the virtue of will.

Question 3

Basic Emotions

Answer 3

Happiness, interest, surprise, fear, anger, sadness, and disgust – are all universal emotions.

Question 4

Social Smile

Answer 4

When the baby smiles in response to parents’ smiles (6 to 10 weeks).

Question 5

Stranger Anxiety

Answer 5

Most frequent expression of fear to unfamiliar adults (after 6 months).

Question 6

Secure Base

Answer 6

Infants use a familiar caregiver as a point from which to explore, venturing into the environment and returning for emotional support.

Question 7

Social Referencing

Answer 7

Infants actively seek emotional information from a trusted person in an uncertain situation.

Question 8

Self-Conscious Emotions

Answer 8

Humans are capable of a second, higher-order st of feelings, including guilt, shame, embarrassment, envy, and pride. Each involves injury to or enhancement of our sense of self.

Question 9

Emotional Self-Regulation

Answer 9

Refers to the strategies we used to adjust our emotional state to a comfortable level of intensity so we can accomplish our goals.

Question 10

Temperament

Answer 10

Early-appearing, stable individual differences in reactivity and self-regulation. Reactivity refers to the quickness and intensity of emotional arousal, attention, and motor activity. Self-regulation refers to strategies that modify reactivity.

Question 11

Easy Child (Thomas and Chess’s Model of Temperament)

Answer 11

Quickly establishes regular routines in infancy, is generally cheerful, and adapts easily to new experiences.

Question 12

Difficult child

Answer 12

Is irregular in daily routines, is slow to accept new experiences, and tends to react negatively and intensely.

Question 13

Slow-to-warm-up child

Answer 13

Is inactive, shows mild, low-key reactions to environmental stimuli, is negative in mood and adjusts slowly to new experiences.

Question 14

Effortful Control (Rothbart’s Model of Temperament)

Answer 14

The capacity to voluntarily suppress a dominant response in order to plan and execute a more adaptive response.

Question 15

Inhibited or shy Children

Answer 15

React negatively to and withdraw from novel stimuli

Question 16

Uninhibited or Sociable children

Answer 16

Display positive emotion to and approach novel stimuli.

Question 17

Goodness-of-Fit Model (Thomas and Chess)

Answer 17

Explains how temperament and environment can together produce favorable outcomes. The goodness of fit involves creating child-rearing environments that recognized each child’s temperament while simultaneously encouraging more adaptive functioning.

Question 18

Attachment

Answer 18

A strong affectionate tie we have with special people in our lives leads us to feel pleasure when we interact with them and to be comforted by their nearness in times of stress.

Question 19

Bowlby’s Ethological Theory of Attachment

Answer 19

Recognizes that an infant’s emotional tie to the caregiver is an evolved response that promotes survival.

Question 20

Separation Anxiety

Answer 20

When babies become upset when their trusted caregiver leaves.

Question 21

Internal working model

Answer 21

Expectations about the availability of attachment figures and their likelihood of providing support during times of stress. The internal working model becomes a vital part of the personality, serving as a guide for all future close relationships.

Question 22

Strange Situation (Mary Ainsworth)

Answer 22

A study reasoned that securely attached infants and toddlers should use the parent as a secure base from which to explore in an unfamiliar playroom. In addition when the parent leaves, an unfamiliar adult should be less comforting than the parent. The strange situation takes the baby through eight short episodes in which brief separations and reunions with the parent occur.

Question 23

Secure Attachment

Answer 23

Infants use the parent as a secure base. when separated, they may or may not cry, but if they do, it is because the parent is absent and they prefer her to a stranger. When the parent returns, they convey clear pleasure – some expressing joy from a distance, others asking to be held – and crying is reduced immediately.

Question 24

Insecure-Avoidant Attachment

Answer 24

Infants seem unresponsive to the parent when she is present. When she leaves they usually are not distressed, and they react to the stranger in much the same way as the parent. During the reunion, they avoid or are slow to gree the parent, and when picked up, they fail to cling.

Question 25

Insecure-resistant attachment

Answer 25

Before separations, these infants seek closeness to the parent and often fail to explore. When the parents lease, they are usually distressed, and on her return, they combine clinginess with angry, resistive behavior (struggling when held, hitting, and pushing). Many continue to cry after being picked up and can’t be comforted easily.

Question 26

Disorganized/Disoriented Attachment

Answer 26

This pattern reflects the greatest insecurity. At the reunion, these infants show confused, contradictory behaviors – looking away while parents are holding them or approaching the parent with flat, depressed emotion. Most display a daze facial expression, and a few cry out unexpectedly after having calmed down or display odd frozen postures.

Question 27

Sensitive Caregiving

Answer 27

Responding promptly, consistently, and appropriately to infants and holding them tenderly and carefully - moderately related to attachment security in diverse cultures and SES groups.

Question 28

Interactional Synchrony

Answer 28

A special form of communication separates the experiences of secure from insecure babies. It is best described as a sensitively tuned “emotional dance,” in which the caregiver responds to infant signals in a well-timed rhythmic, appropriate fashion.

Question 29

Self-Recognition

Answer 29

Around age 2, identification of the self as a physically unique being is underway.

Question 30

Scale Errors

Answer 30

Toddlers make these errors attempting to do things that their body size makes impossible (trying to put on dolls; clothes or walk through a doorway that’s too narrow).

Question 31

Empathy

Answer 31

The ability to understand another’s emotional state and feel with that person, or respond emotionally in a similar way.

Question 32

Categorical Self

Answer 32

Between 18 and 30 months, children can classify themselves and others on the basis of age (baby, boy, man, boy or girl), physical characteristics (big, strong), and even good versus bad (I a good girl, Tommy mean.) and competencies (Did it! I can’t…)

Question 33

Compliance

Answer 33

At 12 and 18 months, toddlers show a clear awareness of caregivers’ wishes and expectations and can obey simple requests and commands.

Question 34

Delay of Gratification

Answer 34

Waiting for an appropriate time and place to engage in a tempting act (between ages 1 1/2 and 4); waiting before eating a treat, opening a present, or playing with a toy.