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Comprehensive Exam > Social and Emotional Development > Flashcards

Social and Emotional Development Flashcards

1
Q

0-6 months

A
  • cries
  • displays distress and sadness
  • capable of showing contentment and joy
  • capable of showing interest
  • expresses disgust
  • capable of imitating emotional facial expressions of others
  • begins to develop social smile (0-3months)
  • enjoys social play with caregivers (4-6 months)
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2
Q

6-12 months

A
  • becomes interested in mirror images (5-7 months)
  • begins to show the emotion of fear (6-8 months)
  • develops stronger preferences for people/toys (7-12 mon)
  • imitates during play (8-12 months)
  • becomes increasingly shy with strangers (8 months)
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3
Q

8- 15 months

A
  • begins to look to others’ emotions before acting
  • social referencing
  • prefers primary caregiver above all others
  • separation anxiety (10 months-18 months)
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4
Q

12-24 months

A
  • developing self-awareness
  • begins to show defiant behavior (16-24 months)
  • demonstrates increasing independence from caregivers
  • starts to display envy (18 months)
  • starts to imitate behavior of others (18 months)
  • separation anxiety fades (19-24 months)
  • starting to show embarrassment (19 months)
  • shows evidence of empathy (20-24 months)
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5
Q

2-3 years

A
  • begins to view own behavior against a standard
  • can take turns
  • may experience and express guilty feelings
  • shows evidence of pride
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6
Q

3- 5 years

A
  • capable of dressing and undressing
  • demonstrates increasing ability to share
  • cooperates more with others
  • shows increasingly independent behaviors
  • begins to negotiate solutions to conflicts
  • views self as a whole person body, mind and feelings
  • more likely to agree to rules
  • wants to please friends
  • sometimes demanding, sometimes eagerly wanting to please
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7
Q

born with capacity for self regulation

A
  • thumb sucking
  • staring
  • crying
  • regard face
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8
Q

3-7 months

A
  • acquiring self regulation
  • reciprocity
  • coping
  • signals through sounds
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9
Q

7-9 months

A
  • attachment, helps infant know there is a predictable, constant caregiver
  • signals when interaction should stop
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10
Q

Internal Working Model

A
  • trust, autonomy, security

- 7-18 months

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11
Q

affect attunement

A
  • caregivers modify stimulation in coordination with signs from baby
  • awareness of baby’s feelings/needs and responding to them effectively
  • 7-18 months
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12
Q

12-18 months

A
  • children experience a wide range of emotions
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13
Q

18-36 months

A

temper tantrums!

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14
Q

30-36 months

A
  • negotiating disagreements
  • self talk
  • difficulty with transition
  • TOM
  • wait time increases
  • can take turns
  • attention expands
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15
Q

Goodness of Fit

A

Lieberman
- good ness of fit between parent and child characteristics and parental expectations, between temperaments also goodness of fit between school and culture!

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16
Q

Sanders

A

objective AND empathic responses necessary in parenting

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17
Q

Regulation

A

ability to control impulses, emotions and body
- deeply embedded in relations with others
0-8 months: caregiver as a CO REGULATOR
- culture plays a big part!

18
Q

Stranger anxiety

A

7-9 months

19
Q

Hallmarks of Attachment

A
  • separation distress
  • greeting reaction
  • secure base behavior
20
Q

3-6 months

A
  • surprise, delight
  • giggle/laugh
  • frown
  • responds to differing emotions
  • shows anticipation
21
Q

6-12 months

A
  • surprise, interest
  • joint attention
  • inhibits on command
  • afraid to be left
  • acknowledges affect of others
  • fear/apprehension
22
Q

12-18 months

A
  • fear, anxiety, surprise
  • frustration
  • affection to caregiver
  • takes lead in initiating games
  • desire for independence
  • shifting moods
  • anger
  • difficulty channeling excitement
23
Q

18-24 months

A
  • can delay needs
  • defends self and possessions
  • can remain focused longer
  • embarrassment, shame, guilt, joy
  • comforts others
  • sensitive to criticism
24
Q

24-30 months

A
  • easily frustrated

- negotiates

25
Q

30-36 months

A
  • self talk
  • gaining control over impulses
  • TOM
  • pride
  • desire to make own decisions
  • extreme emotional shifts
  • regulates with tantrums
26
Q

3-5 years

A
  • ability to delay gratification
  • ready for more complex emotions
  • regulate through cognition, verbalization, abstract/fantasy
  • increase in self reg and impulse control
  • still need attachment figure
  • internalized set of values
  • inner dialogue to inhibit self
  • can anticipate consequences
  • play to work through feelings!
  • child and caregiver work together to choose coping strategies
27
Q

3-5 years

A
  • empathize with others
  • pride and guilt
  • moral development
  • TOM
  • understand jealousy
    all or nothing way of thinking (good vs bad)
28
Q

4 years old

A
  • children preoccupied with evaluating conduct of others (less self-aware)
29
Q

5 years

A

emotional competence

  • can express emotions without being overwhelmed by them
  • recognize emotions of others
  • self-esteem
  • more realistic view of self
  • can rely on language to express self
  • self identity refined
  • friendships emerge
  • socialization with peers
  • temperament can hinder or buffer self reg abilities
30
Q

Books and emotion expression

A

books can help children with emotional issues!

31
Q

3-5 years

A

still struggle with distinguishing between what people really feel and what they appear to feel

32
Q

5-8 years

A
  • understanding that 2 emotions can be felt at the same time
  • school demands require self reg and regulation of emotions!
  • can feel disappointed in oneself
  • working on self control
  • educability
  • attend, plan and process
  • can differentiate between emotions
  • mental strategies to control feelings
  • knows more about own emotions
  • can mask emotions
  • conscience developing
  • understands standard of behaviors
  • sense of self
  • internalized values (feel shame/pride without anyone witnessing, comparing self to others)
  • realize good and bad characteristics can co-exist
33
Q

Temperament

A
  • early appearing patterns in emotionality, inhibition, activity, and sociability
  • between 2 and 7 months this starts to emerge
    easy, difficult, slow to warm, active
34
Q

Tronick

A

mismatch and repair!

  • infant signals need and parent responds correctly
  • if not, repair is needed
  • some mismatch can help children learn to cope and repair themselves
35
Q

Bowlby

A

Attachment theory
- emotional bond between caregiver and infant
- forms as a result of consistent, sensitive responding
- gives infant a sense of security
- quality of attachment related to quality of care baby receives
-

36
Q

Trust vs Mistrust

A

Erikson

  • birth to 1 yr
  • response of others builds sense of trust
  • infants need to trust others to satisfy needs and this develops feelings of self-worth
  • infants receiving inconsistent care will mistrust people in their world
37
Q

Toddlerhood

A
  • still need caregivers to set routines, limits, provide comfort
  • more autonomy brings new anxieties: attachment relationship, secure base, holding on and letting go
  • temper tantrums (don’t have language yet to label emotions)
38
Q

Autonomy vs Shame and Doubt

A

Erikson
- 1-3 yrs
- worry about parental disapproval love
if parents too restrictive, they may doubt their ability to act on world and develop feelings of shame

39
Q

newborns

A

disregulation mostly a physiological state

  • born receptive to external regulation (human touch, soothing voice)
  • regulation done in context of a relationship (co-regulator needed)
40
Q

Emde and culture

A
  • cultural how parents respond to crying/emotions

- culture determines what appropriate expression of emotion is and parents translate this to children

41
Q

Industry vs. Inferiority

A

Erikson
5-7 years
- sense of self and self-esteem depends on industriousness (ability to perform in school or excel in something)

42
Q

School

A

demands higher level of self-regulation, regulation of emotions

Comprehensive Exam (11 decks)

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