Chapter 7 - Social and Emotional Development Flashcards
Attachment
An enduring social-emotional relationship
Increases chance of survival
Where did the idea of attachment come from?
John Bowlby and Mary Ainsworth
What influences the development of attachment?
If the parents are meeting the child’s needs consistently and fulfilling those needs
Attachment Styles
Secure
Avoidant
Resistant
Disorganized
(attachment styles vary depending on the culture/place)
We Were Children - Film
Children’s needs were not met
Influences sense of self
Impacts attachment for life
Difficulties in Regulating Emotions
- Self-soothing, avoiding emotions, substance use, mental health issues
Internal Working Model
- The horrors they saw shifted their idea of what people are capable of
Factors Influencing Attachment
- Parents responding predictably and appropriately
- Consistent and appropriate responses
- Parent-child response styles
Outcomes of Attachment
- More satisfying social interactions
- Stable mental health
- Promotes trust and confidence in other people
When do negative emotions develop?
Anger - 4 to 6 months
Fear - 6 months
Social Referencing
Relying on facial expressions or cues from others to decide how to deal with novel, ambiguous, or threatening situations
When do complex emotions emerge?
After basic emotions emerge
18-24 months
Regulation Strategies
Co-regulation:
- caregiver provides comfort or distraction
- eg. mothers smiling back
Self-comforting behaviors:
- repetitive actions
- mildly positive physical sensation
eg. rubbing hands together, sucking thumb
Self-distraction:
- looking away from upsetting stimuli
Self-awareness
Attitudes, behaviors, and values that an individual believes makes them a unique individual
Comes at about 15 months, develops more at 4 years
Studies that show self-awareness?
Mirror recognition task
Video recognition task
Temperament - Thomas and Chess (1986)
Consistent mood/behavior
Thomas and Chess Temperament (1986):
- easy
- slow-to-warm-up
- difficult
Some people don’t fit into one category
Dimensions:
- activity level
- rhythmicity
- approach/withdrawal
- distractibility
- adaptability
- intensity of reaction
- energy level of the child’s responses
- threshold
- attention span and persistence
Buss and Plomin (1975,84)
Expanded on Thomas and Chess
Suggested that 3 things influence temperamental styles:
- activity
- sociability
- emotionality
