Chapter 7

Question 0

Development of emotion

Answer 0

• over first month emotions become differentiated. Social smile 2-3 months directed at others for happiness. For distress about 6 months anger is expressed. Sadness is most often due to absence of caregiver. Fear emerges from 7-9 months.
• other emotions emerge during second year such ad pride, guilt, shame, and embarrassment
• infants respond to the emotions of others. Neural basis for perception of emotions
• respond to direct emotion in the first year. In second year also respond to indirect emotion

Question 1

Emotions

Answer 1

Subjective feelings, such as sadness, joy, fear, which arise in response to situations and experiences and ate expressed through altered behavior

Question 2

Development of emotional regulation

Answer 2

• ability to control and adjust emotional states
• infants become able to tolerate longer and more intense periods of stimulation
• the more control infants have, the less likely they have to become distressed
• tantrums peak during toddler years

Question 3

Temperament

Answer 3

The predisposition to respond in certain enduring and characteristic ways to ones environment

Question 4

Temperament-Thomas and Chess
Nine components
Rhythmicity

Answer 4

The regularity of basic functions such as sleep,wakefulness, and hunger

Question 5

Temperament-Thomas and Chess
Nine components
Active

Answer 5

The intensity and frequency of motor movements

Question 6

Temperament-Thomas and Chess
Nine components
Approach withdrawal

Answer 6

The degree to which a child accepts or rejects new people,objects, or situations

Question 7

Temperament-Thomas and Chess
Nine components
Persistence attention span

Answer 7

The amount of time a child is devoted to an activity

Question 8

Temperament-Thomas and Chess
Nine components
Adaptability

Answer 8

How quickly and easily a child adjusts to change

Question 9

Temperament-Thomas and Chess
Nine components
Quality of mood

Answer 9

The extent to which a child expresses positive or negative emotions

Question 10

Temperament-Thomas and Chess
Nine components
Distractibility

Answer 10

The degree to which stimuli in the environment alter a childs behavior

Question 11

Temperament-Thomas and Chess
Nine components
Sensitivity/ threshold of responsiveness

Answer 11

The intensity of stimulation needed to elicit a response

Question 12

Temperament-Thomas and Chess
Nine components
Intensity of reaction

Answer 12

The energy level of childs response

Question 13

Goodness vs poorness if fit

Answer 13

Goodness- the match between a childs temperament and the environment demands and constraints the child must deal with
Poorness- the mismatch between a childs temperament and the environment demands and constraints the child must deal with

Question 14

Stability of temperament

Answer 14

And important aspect if temperament is its consistency; temperament sometimes shows stability from infancy through adolescences and even adulthood

Question 15

Yen and ispa study 2000

Answer 15

They found that temperamentally active boys were more likely to be perceived by their teachers as having behavior problems if they were enrolled in Montessori programs than if they were enrolled in constructivist programs. There was no such trend for girls.

Question 16

Influences of temperament

Answer 16

• biological roots: some aspects are inherited
• environmental influences: caregivers practices
• goodness of fit: accommodation of caregiving environment to childs temperature

Question 17

Attachment

Answer 17

Is an enduring emotional tie characterized by a tendency to seek and maintain closeness to a specific figure, particularly under conditions of stress

Question 18

Stranger anxiety

Answer 18

a wary and fearful reaction to strangers, which appears at about months. The intensity of their responses peaks between 8 and 10 months of age and then gradually declines during the second year

Question 19

Separation Anxiety

Answer 19

a response in which negative protests accompany separation from attachment figures. Before 7-8 months of age, infants rarely protest when separated fro their caregivers. separation anxiety then increases during second year of life and declines thereafter.

Question 20

Strange situation

Answer 20

a procedure used to assess infants attachment behavior under conditions of increasing stress due to separations from caregivers and strangers

Question 21

Patterns of attachment

Answer 21

• Secured attached (Separation=cry, reunion=stop crying)
• Avoidant (separation=ignore, reunion=ignore)
• Ambivalent (separation=cry, reunion=angry)
• Disorganized

Question 22

Secure attachment

Answer 22

children who use the mother as a kind of home base and are at ease when she is present. (separation=cry, reunion=stop crying). 2/3 of children fall under this category

Question 23

Avoidant attachment

Answer 23

Children do not seek proximity to the mother; after the mother has left they seem to avoid her when she returns. 20% percent of children fall under this category. (separation=ignore, reunion=ignore)

Question 24

Ambivalent attachment

Answer 24

children who display a combination of positive and negative reactions to their mothers; they show greta distress when the mother leaves but upon her return they kick her or hit hit her. 12% of children fall under this category. (Separations=cry, reunion=angry)

Question 25

Disorganized attachment

Answer 25

children who show inconsistent, often contradictory behavior, such as approaching the mother when she returns but not looking at her; they may be he least securely attached children of all.

Question 26

Factors hat affect a child’s secure attachment

Answer 26

• Caregiver sensitivity: Ainsworth concluded that what matters the most is the caregivers sensitive responsiveness to the infants
• Mutual regulation model: the model in which infants and parents learn to communicate emotional states to one another and to response appropriately.
• Reciprocal socialization: a process in which infants behaviors invite further responses from parents and other caregivers

Question 27

Consequences for attachments

Answer 27

• Studies support a link between early attachment and later development. Research evidence showed that attachment links to children socioemotional, intellectual development and later adjustment.
• Secure children get along better with others, they tolerate frustration more successfully, and are able to express a wide range of emotions. Older children who had secure attachments as infants approach their environment with interest and pleasure, are comfortable getting help fro others, follow directions easily, seldomly cry, fuss, or become angry when encountering frustrating circumstances.

Question 28

Effects of day care

Answer 28

• Benefit low income low income children. Might be benign of sometimes beneficial for middle class children.
• Generally enhances the intellectual performance of low income children, increases curiosity and concentration, fosters independence, social competence and cooperativeness.
• Some studies shows that day care increases aggression and decrease compliance
• Belsky, infants are at risk of insecure attachment it they spend more than 20 hours per week in a nonmaternal care curing their first year of life
• Howes found that quality care was a predictor of later functioning. It is all about the quality of care not the quantity of care.

Question 29

How to find quality child care center?

Answer 29

• NAEYC
• CAEYC
• OCAEYC
  Accredited by associations.
• Trained caregivers
• Small group size

Question 30

Types of maltreatment

Answer 30

• Neglect
• Physical abuse
• Sexual abuse
• Emotional abuse

Question 31

Factors related to maltreatment

Answer 31

• Parents who are emotionally disturbed or are substance abusers
• Infants who are preterm, have disabilities, or who have a difficult temperament
• Those in low income families, disorganized households, or in crowded living conditions.
• Socially isolated families
• Communities that offer few resources or condone violence.

Question 32

Maltreatment impact on later development

Answer 32

• School problems
• Problems with peers
• Low self-concept
• Academic failure
• Higher levels of aggressive behavior