Relationships with adults, self and peers Flashcards
Sanders, Stern, Emde
all believe that the relationship between an infant and a caregiver is the strongest component in development
Emde
biological preparedness, caregivers are biologically equipped to parents, infants are born with potential but need help from caregiver, infant have built in capacities for initiating, maintaining and terminating social interactions
Sanders
emphasizes appropriateness in infant/caregiver relationship
- refers to caregivers ability to realize changes and ability to attend to them
Bowlby
Attachment theories
Tronick
Mismatch and repair
0-3months
- born attentive to faces and human voices
- soothed by human touch
- coregulator
- infant uses relationship with caregiver to frame all individual experiences
Period of initial adaptation
- caregiver is learning to read and interpret behavior
awakening of sociability
3-6 months
- social smiles
- increasing time awake
- more eye contact
- caregiver starts to see infant as playful
period of reciprocal exchange
- back and forth between infant and caregiver
onset of focused attachment
6-9 months
- sitting up and crawling
- emotional ties between infant and caregiver
- 2 way relationship
9-12 months
- walking/autonomy
- separation anxiety
- fear of strangers
- new environments, check in with primary care giver (secure base behavior)
12 months to 2 years
separation anxiety, social referencing, high demands on caregiver to be available to child
2-3 yrs
- language helps share experiences and feeling
- helps create relationships
- solid positive relationships helps child internalize qualities and helps establish positive future relationships with peers
3-5 years
- learning to be more social
- increasing interest in peers
- more realistic view of self
- understand separation and can be comforted
- empathy
- forming friendships
- Theory of mind
- relationship with caregiver: caregiver needs to step back and allow child to accomplish things on own, can help through scaffolding, modeling, needs to allow for opportunities for socialization, acts as a secure base, more of a partnership
3-5 years (relationship with peers)
- tend to copy and imitate others
- able to distinguish between friends and non-friends
- learn social rules
- manage physical and emotional aggression
- relationship with peers often influenced by relationship with caregiver
- learn turn taking
- sharing
- sex-roles
- empathy
- temperament affects ability to make friends
- play goes from parallel to more cooperation based on shared idea (able to work out differences)
5-8 years
start school
- relationships change (contextually, because in school, school serves as socializing agent)
5-8 (relationship with caregiver)
- continuing to step back and allow child to accomplish things on their own
- more supervisory role
- model appropriate behavior
- give increased responsibilities
- when stressed, child reverts to parent
- parents attitude about school transition can impact child’s transition
5-8 (relationship with peers)
- self esteem is based on the acceptance of others desire to fit in become powerful motive for following rules
- positive peer relationships lead to positive school experience
- friendship is based on mutual liking, shared interest, gender
- shy kids and aggressive kids have less friends (deprive them of developmental advantages of learning social skills through relationships)
- realize friends are people they can turn to in times of need
Winnicott
- baby does not exist on its own without a caregiver
“good enough mother”
Fraiberg
ghosts in the nursery
prosocial behavior
increasing from 3-5 years old!
- learning social skills, norms, rules and expectations
- learning how to play with others
- developing friendships
types of parenting
- authoritative parenting**
- authoritarian
- permissive
5-8 years old (peers)
peer relationships are important for school adjustment!
- school becomes dominant part of life, self-esteem based on acceptance of others (especially peers)
- desire to fit
-positive peer relationship= positive school experience
- friendships= loyalty, commitment, reciprocity
- conflict resolution skills increasing
- attachment type of relationship with peers now (moving away from parents): friends provide security, and satisfaction that had been present in parent/child relationship
PLAYGROUND POLITICS
Quality of attachment
- secure
- anxious/resistant
- anxious/avoidant
- disorganized/disoriented
Internal working model
- different patterns of attachment reflect differences in infants’ expectation of social world
- availability of caregiver, own worthiness, social relationships, self confidence, sociability, ability to cope
developmental niche
physical/social settings, customs and child rearing, psychology of caregivers
parenthood
a developmental process!
parent/child relationships
development is reciprocal, not unidirectional
- bi directional: parents shape child’s behavior and child’s characteristics influence parent behavior
- transactional model : cumulative effects of ongoing bi-directional influences
- relationships frame all experiences!!
siblings
teach social skills, act as social partners
Brazelton and Cramer
- role of parental history and fantasies
- projections: parents give meaning to an infants’ behavior through projections
interaction with individual characteristics
