Unit 3/4 Test Flashcards
What is Emotional Attachment
The strong, affectional tie we feel for special people in our lives that leads us to feel pleasure and joy when we interact with them and to be comforted by their nearness during times of stress. By the second year of life, infants have become attached to familiar people who have responded to their needs for physical care and stimulation.
what is Bonding
the process of developing a strong bond of attachment with another person, in this case, between a mother or other primary caregiver and the child.
what is Trust
the reliance a baby develops on the parent/caregiver to consistently respond to and meet his/her needs.
How do infants and caregivers become attached to one another?
The first 6-12 hours is a sensitive period for emotional bonding, suggesting mothers who have had some skin-to-skin contact with the infant during this time will develop the strongest possible affection for their babies
Studies (Klaus and Kennell, 1979) have found that amount of early contact a mother has with her infant is less important than the timing of the contact
Why do infants and caregivers become attached to one another
Hormones present at the time of delivery may help to focus the mother’s attention on her baby and make her more susceptible to forming an early attachment – called “hormone mediation” hypothesis
Studies also show that fathers that are present at the birth also shows strong attachments (hormone theory cannot explain this)
Later studies (Goldberg, 1983) have found that early contact effects are neither large or long lasting
Study showed that the early contact effects are not long lasting
Parents who had later contact with their baby also showed increasing affection and responsiveness to their child
Adoptive parents also develop close emotional ties
How infants promote attachments
Younger boys and girls react positively to babyish facial features
Adults react more favourably to attractive babies than unattractive babies
Lorenz (1943) suggested that a baby’s “kewpie doll” appearance (large forehead, chubby cheeks, soft rounded features) makes the infant appear cute or loveable to caregivers
what is ethology
Ethology is the theory that many human behaviours have evolved over the history of our species because they promote survival
Ethological theory of attachment
John Bowlby theorized that infant’s relationships with parents begin as a set of innate signals that call the adult to the baby’s side and, over time, a true, affectional bond develops
Most widely accepted view of infant attachment
what is the most widely accepted view of infant attachment
ethology
Four phases of theory - Phase 1
Pre-attachment Phase
birth to 6 weeks
Grasping, smiling, crying and gazing help bring newborn babies in contact with humans
Can recognize own mother’s smell and voice
Infant not yet attached to mother; doesn’t mind being left with an unfamiliar adult
Four phases of theory - Phase 2
Attachment-in-the-Making Phase
6 weeks to 6-8 months
Infant begins to respond differently to familiar caregivers than to a stranger
Learn that their own actions affect the behavior of those around them
Begin to develop a sense of trust
Do not protest when separated from a parent
Four phases of theory - Phase 3
Phase of “Clear Cut” Attachment
6-8 months to 18 months - 2 years
Babies show separation anxiety (distressed reaction to departure of caregiver)
Suggests that infants have a clear understanding that the caregiver continues to exist even when not in view
Older toddlers may act more deliberately to maintain parent’s presence – approach, follow or climb
Four phases of theory - Phase 4
Formation of a Reciprocal Relationship (18 months – 2 years and on)
Start to understand some the of factors that influence a parent’s coming and going to predict when they will return – separation protesting declines
Start to negotiate with the caregiver – using requests and persuasion
Sigmund Freud
Saw young infants as oral creatures who derive satisfaction from sucking and mouthing objects and should be attracted to any person who provides oral pleasure
Logical that mothers would become the baby’s primary object of security and affection especially if she was relaxed and generous in her feeding practices
Erik Erikson
Also believed a mother’s feeding practices will influence the strength or security of her infant’s attachments
Suggested that a mother’s overall responsiveness to her child’s needs are more important than feeding itself
Caregiver who consistently responds to an infant’s needs will foster a sense of trust in other people whereas unresponsive or inconsistent caregiving breeds mistrust
Untrusting child will become over-dependent – who will “lean on” others to ensure his/her needs are met
Learning Theory
Also thought infants would becomes attached to persons who feed them and gratify their needs, but for different reason than psychoanalysts
Feeding important for two reasons:
Elicits positive responses from a contented infant, increasing a caregiver’s affection for the baby
Mothers are often able to relax with their infants while feeding them and providing comforts – food, warmth, tender touches, etc.
Baby will eventually associate the mother with pleasant feelings and pleasurable sensations – mother becomes a source of reinforcement – baby will do whatever necessary (coo, babble, cry, follow) to attract the caregiver’s attention
Cognitive Development Theory
The ability to form attachments depends, in part, on the infant’s level of intellectual development
Infant must be able to discriminate familiar persons from strangers
Must also recognize that familiar companions have a “permanence” about them
7-9 months, attachments occur at same time infants show object concept (Piaget)
Harlow/Zimmerman (1959) - Study of social attachment in infant monkeys
Compared the importance of feeding and tactile stimulation for the development of social attachments in infant monkeys. Monkeys were separated from their mothers in the first day of life and reared for the next 165 days by two surrogate mothers. Each mother had a face and well proportioned body made of wire. One mother was wrapped in foam rubber, and cloth - the other was just wire but had feeding bottle. Would the infant become attached to the “mother” who fed them or the soft, cuddly terrycloth mother?
Harlow/Zimmerman (1959) - Findings
Infants clearly preferred the cloth mother, regardless of which mother fed them
Spent more time with the cloth mother, ran to the cloth mother when frightened
Concluded that feeding is not the most important determinant of an infant’s attachment to caregivers
Learning theorists argue that infants should be attracted to individuals who are quick to respond to their social signals and who provide them with a variety of pleasant or rewarding experiences
attachment and anxiety - “Strange Situation”
Measuring Attachment
Widely used technique for measuring quality of attachment between 1-2 years old is the Strange Situation developed by Mary Ainsworth
Identified a secure attachment pattern and patterns of insecurity (S.A.R.D)
Two common fears in infancy - Stranger anxiety:
Wary reaction to a stranger
Familiar people = smiling, babbling, positive greetings
Become fearful after 7 months (after attachment has developed)
Two common fears in infancy - Separation anxiety
A wary or fretful reaction when separated from persons to who they are attached
May cry, cling, follow when caregiver is leaving
Usually peaks around 14-20 months and then declines
Secure Attachment Patterns ([S].A.R.D)
Secure attachment
Use the parent as a secure base from which to explore
May or may not cry if separated but is because they show a strong preference for the adult over a stranger
Seek contact with parent when they return and crying reduced immediately
65% of American children
Secure Attachment Patterns (S.[A].R.D)
Avoidant attachment
Unresponsive to parent when present
Not distressed when parent leaves and react to stranger in same way as they do to the parent
Avoid or slow to greet parent when they return
Don’t cling when picked up
20% of American babies
Secure Attachment Patterns (S.A.[R].D)
Resistant attachment
Seeks closeness to parent but fails to explore.
Angry, resistive behaviour when parent returns.
Sometimes hits and pushes.
May continue to cry when picked up and cannot be comforted easily.
10-15% of babies display this type of attachment.
Secure Attachment Patterns (S.A.R.[D])
Disorganized/Disoriented attachment
Greatest insecurity
Show confused, contradictory behaviours at reunion (look away, flat depressed emotion)
Dazed facial expressions
Cry out unexpectedly or display odd frozen postures
5-10% of babies.
Stability of Attachment - high/middle socioeconomic families
In high/middle socioeconomic families with stable life conditions, quality of attachment is usually secure and stable
Stability of Attachment - Low socioeconomic families
Low socioeconomic families with many daily stresses, attachment is more unstable
Stability of Attachment - Parents capacity to cope
Parents capacity to cope with stresses and maintain a stable relationship with child is also important
Stability of Attachment - Cultural Variations
German infants tend to be more avoidant – encourage babies to be non-clingy and independent.
Japanese babies tend to be more resistant – mothers rarely leave their babies in the care of strangers, creating a greater stress when it does happen.
Factors that affect attachment security
Maternal Deprivation
When the mother is absent and the caregiver cannot replace mother (i.e. institutionalized if given up), they are more likely to display emotional and social problems.
Factors that affect attachment security
Quality of Care
Insecurely attached infants have caregivers who engage in less physical contact, handle them awkwardly, behave in a “routine” manner and are sometimes negative, resentful, and rejecting
May experience over-stimulating, intrusive care (ex: talking energetically to a baby that is trying to fall asleep – may avoid the mother)
Experience inconsistent caregiving (resistant) – lack of involvement and then overly involved
Child abuse and neglect can lead to disorganized/disoriented attachment
Infants of depressed mothers show mixing closeness, resistance and avoidance, looks very sad and depressed themselves
Factors that affect attachment security
Infant Characteristics
Premature birth, birth complications, newborn illness = more taxing for the parent and linked to attachment insecurity in poverty- stricken families
Parents need time and patience to care for a baby with special needs
Being debated if temperament impacts attachment ability – i.e. irritable and fearful
Factors that affect attachment security
Family Characteristics
Job loss, failing marriage, financial difficulties and other stressors can undermine attachment
Arrival of a new sibling (depending on how mother handles multiple children)
Availability of social supports
Urie Bronfenbrenner
Known for: Ecological Systems Theory
Main Idea: A child’s development is shaped by their environment and vice versa.
Albert Bandura
Known for: Social Learning Theory
Main Idea: A child learns through observation and imitation. Children become increasingly selective in who they imitate
Maria Montessori
Influenced by Jean Piaget - children have developmental periods
Known for: Educational Theory
Main Idea: Playing has a significant value in child development. Children learn through experience
Ex: “Montessori
Schools”
Mildred Parten
Observed interaction of young children in nursery schools
Known for: 3 Sequences of Play
Main Idea: Children begin with non-social activity and move to a more complex level of interaction as child matures
Parten’s Three Step Sequence of Play
- Parallel Play
Child plays near other children with similar materials but does not try to influence their behaviour
Parten’s Three Step Sequence of Play
- Associative Play
Children engage in separate activities but they interact by exchanging toys and commenting on one another’s behaviour
Parten’s Three Step Sequence of Play
- Cooperative Play
A more advanced type of interaction
Children work towards a common goal (e.g. building a sand castle)
Lev Vygotsky - who is he
Russian Developmentalist
Lived from 1896 - 1934
Known for: Zone of Proximal Development
Lev Vygotsky - main idea
Main Idea: Make-belief play is a unique skill in the “zone of proximal development” where by children advance themselves as they try out of a wide variety of challenging skills
How Does Make-Belief Play Lead Development Forward?
FIRST, as children create imaginary situations in play, they learn to act in accordance with internal ideas, not just response to external stimuli.
Gradually they realize that thinking is separate from actions and objects and understand that ideas can guide behaviour
SECOND, make-belief play’s rules-based nature strengthens children’s capacity to think before they act.
Ex: It demands that children act against their impulses because they must follow social rules to execute the play scene allowing a greater understanding of social norms & expectations.
The Family Life cycle stages 1-6
Leaving home: Single Young Adult
The joining of families through marriage: The “New Couple”
Families with young children
Families with adolescents
Launching children and moving on (empty nest)
Families later in life
The Family Life cycle - Leaving home: Single Young Adult
Differentiation of self in relation to family of origin
Development of intimate peer relationships
Establishment of self in work and financial independence
The Family Life cycle - The joining of families through marriage: The “New Couple”
Formation of marital system
Realignment of relationships with extended families and friends to include spouse
The Family Life cycle - Families with young children
Adjusting marital system to make space of child(ren)
Joining in childrearing, financial, and household tasks
Realignment of relationships with extended family to include parenting and grandparenting roles
The Family Life cycle - Families with adolescents
Shifting of parent child relationships to permit adolescents to move in and out of system
Refocus on midlife marital and career issues
Beginning shift towards joint caring for older generation
The Family Life cycle - Launching children and moving on (empty nest)
Renegotiation and marital system as a “dyad”
Development of adult to adult relationships
Realignment of relationships to include in-laws and grandchildren
Dealing with disabilities and death of parents (grandparents)
The Family Life cycle - Families later in life
Maintaining own and/or couple functioning and interests in face of physiological decline; exploration of new familial and social role options
Support for a more central role of middle generation
Making room in the system for wisdom and experience of the elderly, supporting the older generation without being overbearing
Dealing with loss of spouse, siblings, and other peers and preparation for own death. Life review and integration
Realistic Toys
(trucks, dolls, tea cups) encourage children to act out everyday roles, such as mother, doctor, and baby.
Fantastic Toys
(pipe cleaners, cardboard cylinders, paper bags) encourage, by contrast, fantastic role play, such as a pirate or creature from outer space.
Functional play - description
Simple, repetitive motor movements with or without objects. Especially common
during the first 2 years of life.
functional play - examples
Running around the room, rolling a car back and forth, kneading clay with no intent to make something.
Constructive play - description
Creating or constructing something. Especially common between 3 and 6 years.
Constructive play - examples
Making a house out of toy blocks, drawing a picture, putting together a puzzle.
Make-believe play - description
Acting out everyday and imaginary roles. Especially common between 2 and 6 years.
Make-believe play - examples
Playing house, school, or police officer; acting out storybook or television characters.
Games with rules - descriptions
Understanding and following rules in play activities.
Games with rules - examples
Playing board games, cards, hopscotch, baseball.
Primary Agents of Socialization
The primary agent of socialization is the family. This social institution is responsible for teaching us the most basic/primary norms and values of society
Secondary Agents of Socialization
-school
-peers
-religion
-work
-media
These institutions socialize an individual after childhood and have less impact than primary agent(s).
There are 2 preconditions for socialization
1 - The child must have the physical capacity to learn
2- The child must live in a society that has values, norms, statuses, roles, institutions and a variety of social structures
Socialization is crucial…
Socialization is crucial in preparing individuals to be productive members of society
What does socialization teach
It teaches children the behaviours, attitudes, beliefs and norms of the particular society
early socialization
Infants begin interactions with parents and others who pass on patterns of thinking, feeling and acting in society
Parenting Styles
Western Individualism has led parents to raise children to be more independent and self-reliant
Eastern Collectivism emphasizes on the interdependence of individuals and ranks familial and societal needs over individual’s needs.
Authoritarian Parenting
is characterized as a more formal relationship with expectations of obedience to norms and greater parental control. The belief of authoritarian parents are that children becoming easily tempted to misbehave and therefore need firm direction
Permissive Parenting
is typified as relaxed relationships between parents and children. There are usually few rules and children play a greater part in making individual and familial decisions.
Authoritative/Democratic Parenting
is the amalgamation of both parenting styles. Characterized as warm and accepting, this style of parenting exerts indirect positive control of children as they encourage them to make their own choices and behave in a manner that is in accordance with social norms
Parent - Child Conflict
Many parents find one of the greatest challenges of parenthood to be discipline, punishment and guidance of their children
“Children don’t come with an instruction manual”
Positive vs. Hostile Parenting
Hostile parents have a negative influence on child behaviour and studies suggests it will hinder a child’s ability to form positive relationships in the future
Positive parenting resulted in children obtaining positive scores on:
- Maintaining social relationships
- Behaviour towards others
- Motor and social development skills.
JAY BELSKY & JOHN KELLY The Transition to Parenthood: How a First Child Changes a Marriage:
Transition is dependent on the differences in the couple’s
- biology
• socialization
• personal experiences
• family background
JAY BELSKY & JOHN KELLY The Transition to Parenthood: How a First Child Changes a Marriage:
6 specific personal and marital capacities affect this transition:
• surrender individual goals and needs and work together as a team
• resolve differences about a division of labour and work in a mutually satisfactory
manner
• handle stress in a way that does not overstress a partner or marriage
• fight constructively and maintain a pool of common interests despite divulging priorities
• realize that however good a marriage becomes postbaby, it will not be good in the
same way it was prebaby
• maintain the ability to communicate in a way that continues to nurture the marriage
JAY BELSKY & JOHN KELLY The Transition to Parenthood: How a First Child Changes a Marriage:
Why is the transition harder for today’s parents?
Uncertainty in roles—in traditional families the husband was the breadwinner and the wife was
the homemaker, more ambiguity leads to more uncertainty and problems
Declines in wages from 1973-1990 made financial status a larger concern
Changes in economic support from the government
E.g. in Canada baby bonuses are no longer given
JAY BELSKY & JOHN KELLY The Transition to Parenthood: How a First Child Changes a Marriage:
Male and Female Reactions Post-Baby:
Similarities:
Both report feeling better about themselves, their parents, and the larger world
Both find the baby irresistible
Couple united with a common set of concerns
How the baby will affect their work, finances, and their relationship
JAY BELSKY & JOHN KELLY The Transition to Parenthood: How a First Child Changes a Marriage:
WHAT DIVIDES US?
- Chores and Division of Labour
- Money Worries
- Relationship difficulties
- Career and Work
- Social Isolation
JAY BELSKY & JOHN KELLY The Transition to Parenthood: How a First Child Changes a Marriage:
WHAT UNITES US?
Transition Gratification are brought about by:
- The baby itself
- Changes in feeling about oneself
- A new sense of family
TEMPERMENT AND CHILD REARING
THE GOODNESS-OF-FIT MODEL
Thomas and Chess’s model, which states that an effective match, or “good fiit,” between child-rearing practices and a child’s temperament leads to favorable development and psychological adjustment. When a “poor fit” exists, the outcome is distorted development and maladjustment
TEMPERMENT AND CHILD REARING
THE GOODNESS-OF-FIT MODEL - why
Thomas and Chess (1977) proposed a goodness-of-fit model to describe how temperament and environmental pressures can work together to produce favorable outcomes. Goodness of fit involves creating child-rearing environments that recognize each child’s temperament while encouraging more adaptive functioning.
TEMPERMENT AND CHILD REARING
THE GOODNESS-OF-FIT MODEL - what does it do
“Goodness of fit” helps explain why children with difficult temperaments are at high risk for later behavior problems
TEMPERMENT AND CHILD REARING
THE GOODNESS-OF-FIT MODEL - reminder
The goodness-of-fit model reminds us that infants come into the world with unique dispositions that adults need to accept. Parents can neither take full credit for their children’s virtues nor be blamed for all their faults. But parents can turn an environment that exaggerates a child’s problems into one that builds on the youngster’s strengths, helping each child master the challenges of development.
TEMPERMENT AND CHILD REARING
THE GOODNESS-OF-FIT MODEL - who came up with the theory
Alexander Thomas and Stella Chess
“The Daddy Shift”
stay at home dad and out to work mom
vs
stay at home mom and out to work dad
Barbara Coloroso, and Alfred Alder
Parenting Styles and Birth Order
Barbara Coloroso
main idea and known for
Known for:
Parenting Styles and Misbehaviour
Main Idea:
Brickwall, Jellyfish, Backbone
Mistakes, Mischief, Mayhem
Barbara Coloroso - Normalizing the Frustration with Parenting
own up/normalize to mistakes, leads a good example fr hildren
Barbara Coloroso - Parenting with passion
reasure (im proud of you etc), admit and acnowlege their emotions
Barbara Coloroso - Thoughts on Raising Boys
tuned into steryotypes, open to tallents and weaknesses, show kids non specified roles (everyone helping out no certain gender doing something), tune out of the sexist attitudes.
Barbara Coloroso - Parenting Styles
Brick Wall
Negotiation does not happen. It is a rigid parenting style and is used for attain control and power over the child. It is inflexible and designed to restrict. This is also known as an Authoritarian parenting style.
Barbara Coloroso - Parenting Styles
Jellyfish
Negotiation is generally unnecessary. The child maintains control and the familial system is unstructured. This is also known as a Permissive parenting style.
Barbara Coloroso - Parenting Styles
Backbone
There is negotiation to a degree. This parenting style allows for flexibility when required while maintaining structure and integrity. This is also known as an Authoritative parenting style.
Barbara Coloroso - Misbehaviours
Mistakes
small errors made without intending to break the rules – a learning opportunity. Example: Kid forgets to take chicken out of freezer for dinner
Barbara Coloroso - Misbehaviours
Mischef
intentional, but not serious, breaking of the rules.
Example: staying out later than allowed
Barbara Coloroso - Misbehaviours
Mayhem
serious intentional misbehaviour, harmful to people and their property.
Example: stealing a car
Barbara Coloroso - The 3 R’s
If a situation is neither life threatening, morally threatening, nor unhealthy, one should let the child face the natural consequences
Ex: If a child puts their shoes on the wrong feet, then their feet hurt (natural)
Barbara Coloroso - The 3 R’s
1 Restitution
correcting any harm that was done.
Barbara Coloroso - The 3 R’s
2 Resolution
identifying and correcting the cause of the misbehaviour.
Barbara Coloroso - The 3 R’s
3 Reconciliation
apologizing or otherwise healing the relationship with people who were hurt.
Alfred Adler - main idea and known for
Known for: Birth Order Theory
Main Idea: Personality and behaviours are linked to birth order
Alfred Adler - First Born Child
You are a perfectionist, highly intellectual and dominant in social settings
You listen to others and are open to new ideas
Since losing your parents’ undivided attention to a younger sibling, you tend to “people please” or rebel in order to (re)attain affirmation from your parents
** You may be expected to set an example and be given responsibility for younger siblings
Alfred Adler - Second and Middle Child
You are competitive, rebellious and consistent in attempting to be best
You may struggle with figuring out your place in the family since you are sandwiched between older and younger siblings
You are eager for parental praise and thus tend to develop gifts in the arts or academia in order to accomplish this goal.
Due to your “middle” status, you also may be the most flexible and diplomatic members of the family.
Alfred Adler - Youngest and Only Child
You are always being taken care of by family members and therefore the most dependent and selfish member
You are confident, fun and are comfortable at entertaining others.
However, you are accustomed to having your parents’ attention and therefore may have a hard time when told “no”, and adjusting to school may be a difficult transition as you are not the sole focus of the teacher.
what is hyper parenting and coddled kids
Parents who ‘overdo it’ (ex put a kid in gymnastics before they can even walk, or make sure they go to the best school for kindergarten)
how does hyper parenting affect coddled kids
kids become extremey anxious about meeting their parents expectations
