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Human Development > Chapter 6 > Flashcards

Chapter 6 Flashcards

1
Q

Erikson emphasized…

A

…quality of caregiving. When caregiving is loving the child learns trust.

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2
Q

Basic Trust

A

Trusting infants expects the world to be good, fostering confidence

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3
Q

Mistrust

A

Mistrustful infants cannot trust the kindness of others & withdraws for self-protection

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4
Q

Factors that impact parental responsiveness

A

SES, additional children, finances can all impact caregiving

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5
Q

Toddlers learn autonomy when…

A

…parents give the freedom to make appropriate choices with some guidance.

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6
Q

Autonomy vs. Shame & Doubt

A

Toddlers want to decide for themselves regarding toileting, food, & clothing

Autonomous 2 year olds are not criticized for failure while learning new things; they will experience shame/doubt if they have parents who are controlling/very critical

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7
Q

Basic Emotions

A

Happiness, interest, surprise, fear, anger, sadness, disgust

Newborns show attraction to pleasant stimuli & withdrawal from negative stimuli

Infant use facial, vocal, & gestural clues to how their feeling

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8
Q

Caregivers who mirror infant emotions…

A

…help child to structure emotion. Pleasant mirroring encourages positive infant faces.

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9
Q

Parental Depression & Child Development

A

Newly developing infant/toddler needs a responsive parent to grow. Depressed mother/father is not sufficiently responsive, thus the relationship suffers & the child does not get what they need to develop.

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10
Q

Understanding & Responding to Emotions of others: 0-3 months

A

Baby is sensitive to emotional tone of caregiver

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11
Q

Understanding & Responding to Emotions of others: 3 months

A

Baby is sensitive to the timing of face-to-face interactions & expects positive replies to positive emotions

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12
Q

Understanding & Responding to Emotions of others: 4-5 months

A

Infant can tell positive from negative emotion & has wider emotions

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13
Q

Understanding & Responding to Emotions of others: 8-10 months

A

Infant has Social Referencing, active need for emotional information from the caregiver in an uncertain situation

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14
Q

Self-conscious emotions…

A

…come after basic emotions & involve helping or hurting sense of self. Arise 18-24 months as child develops sense of self.

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15
Q

Self-conscious emotions include…

A

…envy, guilt, shame, embarrassment, & pride.

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16
Q

Self-Conscious emotions require…

A

…adult telling the child when to be ashamed, proud, or guilty.

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17
Q

Individualist societies encourage…

A

…pride in achievement whereas collectivist societies encourage embarrassment when singled out for achievement.

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18
Q

Emotional Self-Regulation

A

Strategies we use to adjust emotions to comfortable levels to accomplish goals.

Ability to shift attention helps infant control emotions after 3 months.

Parents who respond to their child’s emotions & know what to do help children to begin to process their emotions.

By 24 months, kinds have the words for emotions but cant perfectly regulate & thus have tantrums.

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19
Q

Emotional Self-Regulation develops as a…

A

…dynamic system to include the prefrontal cortex & the brain areas of emotional reactivity & control.

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20
Q

Thomas & Chess’s Model of Temperament

A

Developed from a 1956 study of 141 children from infancy to adulthood

Certain features of temperament increase chances of psychological issues or protect from negative problems

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21
Q

T&C Model: Easy Child

A

40% - Establishes regular routines, is cheerful, & adapts to new experiences

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22
Q

T&C Model: Difficult Child

A

10% - Irregular in routines, slow to new experiences, reacts negatively & intensely

23
Q

T&C Model: Slow-to-Warm-Up Child

A

15% - Inactive, mild/low-key reactions to the environment, negative emotions, slow adjustment to new experiences

24
Q

T&C Model: Unclassified Child

A

35% - Show a blend of multiple characteristics

25
Q

Dimensions of Mary Rothbart’s Model of Temperament

A

Reactivity: Activity Level, Attention Span/Persistence, Fearful Distress, Irritable Distress, Positive Affect

Self-Regulation: Effortful Control

26
Q

Rothbart Dimension: Activity Level

A

Level of gross-motor activity

27
Q

Rothbart Dimension: Attention Span/Persistence

A

Duration of orienting/interest

28
Q

Rothbart Dimension: Fearful Distress

A

Wariness & distress in response to intense or normal stimuli

29
Q

Rothbart Dimension: Irritable Distress

A

Extent of fussing, crying & distress when desires are frustrated

30
Q

Rothbart Dimension: Positive Affect

A

Frequency of expression of happiness & pleasure

31
Q

Rothbart Dimension: Effortful Control

A

Capacity to voluntarily suppress dominant responses in order to plan more adaptive responses

32
Q

Attachment

A

Strong affectionate tie we have with special people in our lives that gives us pleasure when we interact with them

By 6-12 months, infants attach to the people who have cared for them

33
Q

Freud said the foundation of attachment…

A

…is based in relationship with mother.

34
Q

Behaviorism & Psychoanalytic perspective…

A

…both privilege feeding as cause for bond, but infants also bond with caregivers who don’t feed them.

35
Q

Bowlby’s Ethological Theory

A

Ethological Theory of Attachment: the infants emotional tie to the caregiver is an evolved response that promotes survival

John Bowlby started this theory & believes that infants have any characteristics to keep parents close

36
Q

internal working model

A

expectations about availability of attachment figures

37
Q

Bowlby: Pre-attachment

A

0-6 weeks: gazing into parents’ eyes keeps adults close to newborns, for comfort

38
Q

Bowlby: Attachment-in-the-making

A

6 weeks to 8 months: more reactions to caregiver, initial trust with caregiver

39
Q

Bowlby: Clear-cut attachment; separation anxiety

A

8 to 18 months: child is bonded to parent & becomes upset when parent leaves

40
Q

Bowlby: Formation of reciprocal relationship

A

18 to 24 months: Separation anxiety declines, child negotiates with parent around needs & separation

41
Q

The Strange Situation: Mary Ainsworth

A

Parent & baby introduced to playroom, Parents sits while baby plays with toys, stranger enters & talks to parent, parents leaves & stranger offers comfort if baby is upset, parent returns greets baby offers comfort if necessary & stranger leaves, parent leaves, stranger enters offers comfort, parent returns greets baby offers comfort if necessary tries to reinterest baby in toys

42
Q

Mary Ainsworth’s Model

A

Secure Attachment, Insecure-Avoidant Attachment, Insecure-Resistant Attachment, Disorganized/Disoriented Attachment

43
Q

Secure Attachment

A

Parent is secure base, child may cry when separated because they prefer the parent to the researcher. Clear pleasure with caregiver return. 60% of USA middle SES families

44
Q

Insecure-Avoidant Attachment

A

Unresponsive to parent when present, child not distressed when parent leaves. During reunion, they are slow to greet parent/avoid. 15% of USA middle SES families

45
Q

Insecure-Resistant Attachment

A

Infants close to mother at beginning. Failure to explore the environment. Clingy & resistant when mom returns. 10% of USA middle SES families

46
Q

Disorganized/Disoriented Attachment

A

Most insecurity. Infant is confused during reunion & shows disinterest, very little crying, looking away from parent. 15% of USA middle SES families.

47
Q

Implicit Awareness

A

Baby from 0-4 months, child has some awareness that self is distinct from rest of world

48
Q

Explicit Awareness

A

9-28 month babies are placed in front of a mirror & kids 18-20 months have awareness of their appearance (The Rouge Test)

49
Q

Self-Recognition

A

Identification of self as a psychically unique being

50
Q

Scale Errors

A

Toddlers are not aware of the size of their body & do things that are physically impossible

51
Q

Effortful Control

A

Extent to which child will inhibit impulses, manage negative emotions, & behave in a socially acceptable way

52
Q

Compliance

A

12-18 months, toddler shows interest in caregiver wishes & can obey simple requests & tasks

53
Q

Delay of Gratification

A

18-48 months: child learns to wait for appropriate time to engage in tempting activities; controlled by caregiving

54
Q

Parental guidance helps the child…

A

…develop self-control & safe behaviors. Children must be autonomous & think that they have control over their own actions.

Human Development (6 decks)

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