Emotional and Social Development in Infancy and Toddlerhood

Question 1

What is not aBasic emotions

Happiness, surprise, fear, anger, pride, sadness, and disgust

Answer 1

pride

Question 2

Fear, most frequently expressed as stranger anxiety, rises from th…………. into the second year. Once wariness develops, infants use the familiar caregiver as a secure base from which to explore the environment.

Answer 2

2nd half of first year

Question 3

Beginning at 8 to 10 months, babies engage in …………’, using others’ emotional messages to evaluate the safety and security of their surroundings, to guide their own actions, and to gather information about others’ intentions and preferences.

Answer 3

social referencing

Question 4

Emerge in the second year as 18- to 24-month-olds become firmly aware of the self as a separate, unique individual.
Require adult instruction
Cultural variation evident is……

Self conscious emotions
Proto emotions
Prototype secondary emotions

Answer 4

self conscious emotions

Question 5

Love anger and anxious fear are all……… Emotions

These develop from the proto-emotions and as a result of social interaction and increased cognitive capacity.

Answer 5

Proto type secondary emotions

Question 6

••••••••••is the strong affectionate tie we have with special people in our lives that leads us to feel pleasure when we interact with them and to be comforted by their nearness in times of stress.

Answer 6

attachment

Question 7

Preattachment phase- birth to 6 weeks,
“Attachment-in-the-making” phase - 6 weeks to 6–8 months,
“Clear-cut” attachment phase - 6–8 months to 18 months–2 years, and
Formation of a reciprocal relationship (18 months to 2 years and on).

Whos us the theorist and what is the theory called

Answer 7

John Bowlby’s ethological theory of attachment

Question 8

Four Characteristics of Bowlby’s Attachment Theory:
••••••••••• child wants to be near attachment figure/parent

Proximity maintenance
Safe Haven
Secure Base
Separation Distress

Answer 8

Proximity maintenance

Question 9

Four Characteristics of Bowlby’s Attachment Theory:

•••••••••••child looks to attachment figure/parent for comfort and safety

Proximity maintenance
Safe Haven
Secure Base
Separation Distress

Answer 9

safe haven

Question 10

Four Characteristics of Bowlby’s Attachment Theory:

– child feels safe to explore surrounding environment

Proximity maintenance
Safe Haven
Secure Base
Separation Distress

Answer 10

Secure base

Question 11

Four Characteristics of Bowlby’s Attachment Theory:

••••••••••••••••child has anxiety when attachment figure/parent is absent

Proximity maintenance
Safe Haven
Secure Base
Separation Distress

Answer 11

Separation Distress

Question 12

Mary Ainsworth used the Strange Situation to assess the quality of a child’s attachment to their caregiver. She identified 4 Patterns of Attachment.

what are they?

Answer 12

Secure attachment
Insecure–avoidant
Insecure–resistant attachment,
Disorganised/disoriented attachment.

Question 13

………………t attachmente child cannot rely on the caregiver for consistent care becausethey cannot predict when care will or will not occur. The infant may become clingy and be very reluctant to be separated from the caregiver in any way. Thus these infants refuse to explore. When the caregiver is absent they whine until the caregiver returns, yet upon her return they are still not satisfied, and may not respond to the caregiver’s approaches. They can even respond to her advances with physical resistance and anger. These infants are like those who have had a little affection only to have it taken away, or like those infants whose care is delivered on an inconsistent and unpredictable basis. The best words to describe their reactions are ambivalent and neurotic. When they get what they want (mother’s return) they don’t want it.

Answer 13

Insecure-resistant attachment

Question 14

……………………attachment Infants who show this type of attachment correspond to those children who have had very little affectionate nurturance in their lives. They may have had some of their instrumental needs attended to, but warm nurturance for them has been very limited. These children explore quite readily in the experimental situation. When mother returns they avoid her or become angry if she interferes with them. Chiefly they ignore her, as if she is of no consequence to them. Indeed she may be of little consequence to them. These children will readily ignore or make up to the stranger. The key observation is that they are not wary of the strange person. These infants do not have any security with the caregiver, . Yet they are neither settled nor competent children. Their emotional dependency needs have not been met and they remain preoccupied with basic instrumental survival needs. They may see little place for mother.

Answer 14

Insecure-avoidant

Question 15

………..attachment added to the classification by Mary Main (Main & Solomon, 1990). These infants appear confused They can freeze and not move at all, or they may move slowly and without purpose.

appear stunned or disoriented. at the end of their tether. Many are depressed and inactive Some are hypervigilant. So something has gone badly wrong. These infants may well be victims of abuse from which there is no escape.

Answer 15

Disorganised-disoriented

Question 16

What is this describing ?infants do not all react in the same way to the same degree of frustration, or satisfaction, or change. They vary considerably. Some children will respond to these influences with a great deal of activity, others will be more placid. Some will quickly engage their social surroundings; others will take more time to do so. Perhaps these variations in reaction are, at the very least, partly genetic, partly inherited. Whatever they are they reflect that particular child’s style of response. …………..is in fact a style and a degree of responsiveness.

Answer 16

Temperament

Question 17

What are the three different temperaments

Answer 17

Easy child
Slow to warm up child
Difficult child

Question 18

The overall stability of temperament is low in infancy and toddlerhood, long-term prediction of temperament is best achieved after age …..

5
3
1

Answer 18

3

Question 19

The goodness-of-fit model
Explains how temperament and …………can together produce favourable outcomes through the creation of child-rearing environments that recognise each child’s temperament while simultaneously encouraging more adaptive functioning.
Goodness of fit is best accomplished early, before unfavourable temperament - ………. relationships produce maladjustment.

Answer 19

Environment

Question 20

Newborns’ capacity for ………… perception supports the beginnings of self-awareness, as babies experience ………… matches that differentiate their own body from surrounding bodies and objects

Answer 20

intermodal

Question 21

Around age ……, self recognition is well under way, although toddlers still make scale errors, which decline between ages 2 and 4.

2
3
4

Answer 21

2

Question 22

In older toddlers, self-awareness leads to first efforts to understand another’s perspective and to first signs of empathy.
Between .. and ….. months, children develop a CATERGORICAL SELF, based on age, sex, physical characteristics, and goodness versus badness, which they use to organise their own behaviour.

18 & 30
2 &6
6&12

Answer 22

18 & 30

Question 23

Between … and …. months, as self-awareness contributes to strengthening of effortful control, toddlers first become capable of COMPLIANCE

18 & 30
2 &6
12 &18

Answer 23

12 - 18

Question 24

The understanding that people don’t share the same thoughts and feelings as you do develops during childhood, and is called ………. Another way to think about it is a child’s ability to “tune-in” to other peoples’ perspectives [1]. This ability doesn’t emerge overnight, and it develops in a predictable order.

Answer 24

Theory of mind

Question 25

A child’s use of deception and trickery indicates that he or she has developed a …….. and the use of deception and trickery in play is a sharpening of this understanding.

Answer 25

Theory of mind

Question 26

In short, a ………is the ability to infer what others are thinking and feeling, and to act on the basis of this inference.

Answer 26

Theory of mind

Question 27

Like anger, fear among infants and toddlers _______

1. occurs less frequently in the second half of the first year
2. rises from the second half of the first year into the second year
3. is less intense than sadness
4. decreases in intensity and frequency with age

Answer 27

2.rises from the second half of the first year into the second year

Question 28

________ refers to quickness and intensity of emotional arousal, attention, and motor activity.

Self-regulation
Reactivity
Temperament
Effortful control

Answer 28

Reactivity

Question 29

……………This is the strategies we use to adjust our emotional state to a comfortable level of intensity so we can accomplish our goals -requires voluntary, effortful management of emotions. It improves rapidly during the first few years as more effective functioning of the prefrontal cortex increases the baby’s tolerance for stimulation and as caregivers provide lessons in socially approved ways of expressing feeling

Answer 29

Emotional self-regulation

Question 30

James Lange

This theory suggests that an external ……… leads to a physiological reaction. Your emotional reaction is dependent upon how you interpret those physical reactions.

Answer 30

Stimulus

Question 31

Cannon- Bard

Stresses the importance of ….. processes - we perceive a stimulus and then react to a stimulus and experience the associated emotion at the same time.

Answer 31

brain

Question 32

Schacter Singer – 2 Factor Theory

Physiological arousal does not cause …….but it is the origin of emotion. Cognition (appraisal) is involved as we label an emotion. An emotion is therefore a person’s explanation of an aroused feeling.

Answer 32

Emotion