Social and Emotional Development Flashcards
0-6 months
- 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)
6-12 months
- 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)
8- 15 months
- begins to look to others’ emotions before acting
- social referencing
- prefers primary caregiver above all others
- separation anxiety (10 months-18 months)
12-24 months
- 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)
2-3 years
- begins to view own behavior against a standard
- can take turns
- may experience and express guilty feelings
- shows evidence of pride
3- 5 years
- 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
born with capacity for self regulation
- thumb sucking
- staring
- crying
- regard face
3-7 months
- acquiring self regulation
- reciprocity
- coping
- signals through sounds
7-9 months
- attachment, helps infant know there is a predictable, constant caregiver
- signals when interaction should stop
Internal Working Model
- trust, autonomy, security
- 7-18 months
affect attunement
- caregivers modify stimulation in coordination with signs from baby
- awareness of baby’s feelings/needs and responding to them effectively
- 7-18 months
12-18 months
- children experience a wide range of emotions
18-36 months
temper tantrums!
30-36 months
- negotiating disagreements
- self talk
- difficulty with transition
- TOM
- wait time increases
- can take turns
- attention expands
Goodness of Fit
Lieberman
- good ness of fit between parent and child characteristics and parental expectations, between temperaments also goodness of fit between school and culture!
Sanders
objective AND empathic responses necessary in parenting
Regulation
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!
Stranger anxiety
7-9 months
Hallmarks of Attachment
- separation distress
- greeting reaction
- secure base behavior
3-6 months
- surprise, delight
- giggle/laugh
- frown
- responds to differing emotions
- shows anticipation
6-12 months
- surprise, interest
- joint attention
- inhibits on command
- afraid to be left
- acknowledges affect of others
- fear/apprehension
12-18 months
- fear, anxiety, surprise
- frustration
- affection to caregiver
- takes lead in initiating games
- desire for independence
- shifting moods
- anger
- difficulty channeling excitement
18-24 months
- can delay needs
- defends self and possessions
- can remain focused longer
- embarrassment, shame, guilt, joy
- comforts others
- sensitive to criticism
24-30 months
- easily frustrated
- negotiates
30-36 months
- self talk
- gaining control over impulses
- TOM
- pride
- desire to make own decisions
- extreme emotional shifts
- regulates with tantrums
3-5 years
- 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
3-5 years
- empathize with others
- pride and guilt
- moral development
- TOM
- understand jealousy
all or nothing way of thinking (good vs bad)
4 years old
- children preoccupied with evaluating conduct of others (less self-aware)
5 years
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
Books and emotion expression
books can help children with emotional issues!
3-5 years
still struggle with distinguishing between what people really feel and what they appear to feel
5-8 years
- 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
Temperament
- early appearing patterns in emotionality, inhibition, activity, and sociability
- between 2 and 7 months this starts to emerge
easy, difficult, slow to warm, active
Tronick
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
Bowlby
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
-
Trust vs Mistrust
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
Toddlerhood
- 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)
Autonomy vs Shame and Doubt
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
newborns
disregulation mostly a physiological state
- born receptive to external regulation (human touch, soothing voice)
- regulation done in context of a relationship (co-regulator needed)
Emde and culture
- cultural how parents respond to crying/emotions
- culture determines what appropriate expression of emotion is and parents translate this to children
Industry vs. Inferiority
Erikson
5-7 years
- sense of self and self-esteem depends on industriousness (ability to perform in school or excel in something)
School
demands higher level of self-regulation, regulation of emotions
