Chapter 12 Flashcards
(33 cards)
Emotions babies display at birth:
Interest, distress, disgust, and contentment
Anger, sadness, surprise, and fear normally appear by:
The middle of the first year
What emotions emerge in second or third year?
Embarrassment, envy, pride, guilt and shame. After children achieve self-recognition and self-evaluation.
Emotional self-regulation:
Begins by the end of the first year. Ability to regulate emotions develops very slowly. Toddlers gradually more from being dependent on others to regulate their emotions to being able to self-regulate. Elementary school children gradually become able to comply with culturally defined emotional display rules.
Infants capable of social referencing by:
8-10 months
Temperament:
A person’s tendency to respond in predictable ways to environmental events
Influenced by genetic and environmental factors
Temperamental attributes:
Some like activity level, irritability, sociability, and behavioural inhibition are moderately stable over time
Often cluster in easy, difficult, slow-to-warm-up profiles
Kids with difficult + slow to warm up temperamental profiles are at great risk of experiencing adjustment problems, depending on the goodness - of-fit between parenting and temperamental attributes
How do infants become attached?
Infants pass through an asocial phase and a phase of indiscriminate attachment before forming their first true attachments at 7-9 months of age during the phase of specific attachment
Attached infants use their attachment object as a secure base for exploration and eventually enter the phase of multiple attachments
Theories of attachment:
Cognitive - developmental notion that attachments depend on cognitive development has received some support
Ethnological theory argues that humans have preadapted characteristics that predispose them to form attachments
Stranger anxiety and separation anxiety:
Stem from infants wariness of strange situations and their inability to explain who strangers are and the whereabouts of absent companions.
Usually decline in the second year as toddlers mature intellectually and venture away from their second bases to explore
Attachment classifications:
Secure, resistant, avoidant, disorganized/disoriented
Distribution varies across cultures & often reflects cultural differences in child-rearing practices
Factors that influence attachment security:
Sensitive, responsive caregiving is associated with development of secure attachments
Inconsistent, neglectful, over intrusive, and abusive caregiving predict insecure attachments
Environmental factors like poverty and a stormy marital relationship also contribute to insecure attachment
Infant characteristics and temperamental attributes may also influence attachment quality by affecting the character of caregiver-infant interactions
Attachment and later Development
Secure attachment during infancy predicts intellectual curiosity and social competence later in childhood
Infants may form internal working models of themselves & others that are often stable over time & influence their reactions to people and challenges for years to come
Parents’ working models correspond closely with those of their children & contribute to the attachments infants form
Children’s working models can change (secure attachment history doesn’t guarantee positive attachments later in life; insecure attachments are not a certain indication of poor life outcomes
Internal working models
Cognitive representations of self, others, & relationships that infants construct from their interactions with caregivers
Caregiving hypothesis
Ainsworth’s notion that the type of attachment that an infant develops with a particular caregiver depends primarily on the kind of caregiving he or she has received from that person
Temperament hypothesis
Kagan’s view that the strange situation measures individual differences in infants temperaments rather than the quality of their attachments
Strange situation:
A series of eight seperation and reunion episodes to which infants are exposed in order to determine the quality of their attachments
Secure attachment
Infant-caregiver bond in which child welcomes contact with a close companion and uses this person as a secure base from which to explore the environment
Resistant attachment
Insecure infant-caregiver bond characterized by strong separation protest and a tendency of the child to remain near but resist contract initiated by the caregiver, particularly after a separation
Avoidant attachment
Insecure infant-caregiver bond, characterized by little separation protest and a tendency of the child to avoid or ignore the caregiver
Disorganized/disoriented attachment
Insecure infant-caregiver bond characterized by the infants dazed appearance on reunion or a tendency to first seek then abruptly avoid the caregiver
Asocial phase
0-6 weeks. Many kinds of social or nonsocial stimuli produce a favourable reaction and a few produce any kind of protest. By the end of the period, infants are beginning to show a preference for social stimuli, such as a smiling face.
Phase of indiscriminate attachments
6 weeks -7 months.
Infants smile more at people than at other lifelike objects like talking puppets, and are likely to fuss whenever any adult puts them down. They seem to enjoy the attention they receive from just about anyone including strangers.
Specific attachment phase
7-9 months.
Infants begin to protest only when separated from one particular individual, usually the mother. They also become somewhat wary of strangers. According to Schaeffer and Emerson, they have established their first genuine attachments.
