Relationships with adults, self and peers

Question 1

Sanders, Stern, Emde

Answer 1

all believe that the relationship between an infant and a caregiver is the strongest component in development

Question 2

Emde

Answer 2

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

Question 3

Sanders

Answer 3

emphasizes appropriateness in infant/caregiver relationship

- refers to caregivers ability to realize changes and ability to attend to them

Question 4

Bowlby

Answer 4

Attachment theories

Question 5

Tronick

Answer 5

Mismatch and repair

Question 6

0-3months

Answer 6

• born attentive to faces and human voices
• soothed by human touch
• coregulator
• infant uses relationship with caregiver to frame all individual experiences

Question 7

Period of initial adaptation

Answer 7

• caregiver is learning to read and interpret behavior

Question 8

awakening of sociability

Answer 8

3-6 months

• social smiles
• increasing time awake
• more eye contact
• caregiver starts to see infant as playful

Question 9

period of reciprocal exchange

Answer 9

• back and forth between infant and caregiver

Question 10

onset of focused attachment

Answer 10

6-9 months

• sitting up and crawling
• emotional ties between infant and caregiver
• 2 way relationship

Question 11

9-12 months

Answer 11

• walking/autonomy
• separation anxiety
• fear of strangers
• new environments, check in with primary care giver (secure base behavior)

Question 12

12 months to 2 years

Answer 12

separation anxiety, social referencing, high demands on caregiver to be available to child

Question 13

2-3 yrs

Answer 13

• language helps share experiences and feeling
• helps create relationships
• solid positive relationships helps child internalize qualities and helps establish positive future relationships with peers

Question 14

3-5 years

Answer 14

• 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

Question 15

3-5 years (relationship with peers)

Answer 15

• 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)

Question 16

5-8 years

Answer 16

start school

- relationships change (contextually, because in school, school serves as socializing agent)

Question 17

5-8 (relationship with caregiver)

Answer 17

• 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

Question 18

5-8 (relationship with peers)

Answer 18

• 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

Question 19

Winnicott

Answer 19

• baby does not exist on its own without a caregiver

“good enough mother”

Question 20

Fraiberg

Answer 20

ghosts in the nursery

Question 21

prosocial behavior

Answer 21

increasing from 3-5 years old!

• learning social skills, norms, rules and expectations
• learning how to play with others
• developing friendships

Question 22

types of parenting

Answer 22

1. authoritative parenting**
2. authoritarian
3. permissive

Question 23

5-8 years old (peers)

Answer 23

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

Question 24

Quality of attachment

Answer 24

• secure
• anxious/resistant
• anxious/avoidant
• disorganized/disoriented

Question 25

Internal working model

Answer 25

• 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

Question 26

developmental niche

Answer 26

physical/social settings, customs and child rearing, psychology of caregivers

Question 27

parenthood

Answer 27

a developmental process!

Question 28

parent/child relationships

Answer 28

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!!

Question 29

siblings

Answer 29

teach social skills, act as social partners

Question 30

Brazelton and Cramer

Answer 30

• role of parental history and fantasies
• projections: parents give meaning to an infants’ behavior through projections
  interaction with individual characteristics