Chapter 7 Flashcards
Development of emotion
- 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
Emotions
Subjective feelings, such as sadness, joy, fear, which arise in response to situations and experiences and ate expressed through altered behavior
Development of emotional regulation
- 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
Temperament
The predisposition to respond in certain enduring and characteristic ways to ones environment
Temperament-Thomas and Chess
Nine components
Rhythmicity
The regularity of basic functions such as sleep,wakefulness, and hunger
Temperament-Thomas and Chess
Nine components
Active
The intensity and frequency of motor movements
Temperament-Thomas and Chess
Nine components
Approach withdrawal
The degree to which a child accepts or rejects new people,objects, or situations
Temperament-Thomas and Chess
Nine components
Persistence attention span
The amount of time a child is devoted to an activity
Temperament-Thomas and Chess
Nine components
Adaptability
How quickly and easily a child adjusts to change
Temperament-Thomas and Chess
Nine components
Quality of mood
The extent to which a child expresses positive or negative emotions
Temperament-Thomas and Chess
Nine components
Distractibility
The degree to which stimuli in the environment alter a childs behavior
Temperament-Thomas and Chess
Nine components
Sensitivity/ threshold of responsiveness
The intensity of stimulation needed to elicit a response
Temperament-Thomas and Chess
Nine components
Intensity of reaction
The energy level of childs response
Goodness vs poorness if fit
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
Stability of temperament
And important aspect if temperament is its consistency; temperament sometimes shows stability from infancy through adolescences and even adulthood
Yen and ispa study 2000
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.
Influences of temperament
- biological roots: some aspects are inherited
- environmental influences: caregivers practices
- goodness of fit: accommodation of caregiving environment to childs temperature
Attachment
Is an enduring emotional tie characterized by a tendency to seek and maintain closeness to a specific figure, particularly under conditions of stress
Stranger anxiety
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
Separation Anxiety
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.
Strange situation
a procedure used to assess infants attachment behavior under conditions of increasing stress due to separations from caregivers and strangers
Patterns of attachment
- Secured attached (Separation=cry, reunion=stop crying)
- Avoidant (separation=ignore, reunion=ignore)
- Ambivalent (separation=cry, reunion=angry)
- Disorganized
Secure attachment
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
Avoidant attachment
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)
Ambivalent attachment
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)
Disorganized attachment
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.
Factors hat affect a child’s secure attachment
- 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
Consequences for attachments
- 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.
Effects of day care
- 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.
How to find quality child care center?
- NAEYC
- CAEYC
- OCAEYC
Accredited by associations. - Trained caregivers
- Small group size
Types of maltreatment
- Neglect
- Physical abuse
- Sexual abuse
- Emotional abuse
Factors related to maltreatment
- 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.
Maltreatment impact on later development
- School problems
- Problems with peers
- Low self-concept
- Academic failure
- Higher levels of aggressive behavior
