chapter 7 Flashcards
emotional self-regulation
strategies we use to adjust our emotional state so we can accomplish our goals
temperament
early appearing, stable individual differences in reactivity and self-regulation
reactivity
quickness and intensity of emotional arousal, attention, and motor activity
self-regulation
strategies that modify that reactivity
sensitive caregiving
responding promptly, consistently, and appropriately. holding tenderly and carefully
effortful control
ability to inhibit impulses and manage negative emotion
What three key developmental attainments do emotions play over the first two years?
-formation of first social relationships
-exploration of the environment
-discovery of the self
What are the best clues to infants’ emotions?
vocalizations, body movements, and facial expressions
What are basic and secondary (self-conscious) emotions?
-basic emotions: happiness, anger, sadness, fear
-secondary (self-conscious) emotions: higher-order feelings (guilt, shame, envy, pride), require adult instruction in when to feel the emotion
What are the four categories of Thomas and Chess’s model of structure of temperament
-easy children (40%): quickly established regular routines in infancy, cheerful and easy to calm, adapts to new experiences
-difficult children (10%): irregular in daily routines, slow to accept new experiences, react negatively and intensely
-slow-to-warm-up children (15%): inactive, mild/lowkey reactions to environmental stimuli, negative mood, adjusts slowly to new experiences
-unclassified children (35%): blend of all three
What does Rothbart’s model of temperament change in Thomas and Chess’s model?
-includes three components: emotion, attention, action
-reactivity, self-regulation, effortful control
Ultimately what are the developmental takeaways from the Stanford marshmallow test?
-children who waited had higher academic performance
-low delayers: attention span issues and relationship problems, physical and psychological problems later in life
preattachment phase
-birth to 6 weeks
-infant produces innate signals that bring others to his or her side and is comforted by the interaction that follows
attachment-in-the-making
-6 weeks to 6-8 months
-infants begin to respond preferentially to familiar people
clear-cut attachment
-between 6-8 months and 1 1/2-2 years
-infant actively seeking contact with their regular caregivers and typically showing separation protest or distress when the caregiver departs
reciprocal relationships
-1 1/2 or 2 years on
-children taking an active role in developing working partnerships with their caregivers
strange situation
-parent leaves baby with someone else, returns and see how baby reacts
-reveals either a secure, avoidant, insecure-resistant, or disorganized/disoriented attachment
secure attachment
-baby uses parent as secure base, expresses clear pleasure when parent returns
-best style for kids to have
avoidant attachment
baby seems unresponsive to parent, slow to greet parent on reunion
insecure-resistant attachment
baby seeks closeness to parent, is distressed or angry when parent returns
disorganized/disoriented attachment
reflects greatest insecurity; baby shows confused, contradictory behaviors
What are the factors that affect attachment security?
-early availability of consistent caregiver
-quality of caregiving
-family circumstances
-parents’ internal working models
What are the suggestions for helping toddlers develop compliance and self-control?
-advance notice of changing/many reminders
-respond with sensitivity and encouragement
-positively reinforce self-controlled behavior
