Chapter 7 - Emotional and Social Development in Infancy and Toddlerhood Flashcards Preview

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Flashcards in Chapter 7 - Emotional and Social Development in Infancy and Toddlerhood Deck (45)
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1
Q

Basic trust versus mistrust

A

The psychological conflict of the first year; this is resolved when the balance of care is sympathetic and loving.

2
Q

Autonomy versus shame and doubt

A

The conflict of toddlerhood; is resolved favorably when parents provide young children with suitable guidance and reasonable choices.

3
Q

Basic emotions

A
  • happiness
  • interest
  • surprise
  • fear
  • anger
  • sadness
  • disgust
    These are universal in humans and other primates and have a long evolutionary history of promoting survival. Four of these emotions (happiness, anger, sadness, and fear) have been the focus of much research
4
Q

Social smile

A

A broad grin that appears between 6 and 10 weeks, usually in response to parent’s communication. The development of the social smile DOES vary with culture

5
Q

Stranger anxiety

A

The most frequent expression of fear is to unfamiliar adults

6
Q

Secure base

A

The infants use the caregiver as this, or as a point from which to explore, venturing into the environment and then returning for emotional support

7
Q

Social referencing

A

Actively seeking emotional information from a trusted person in an uncertain situation; engaged in by infants starting at around 8-10 months. Used by infants to use others emotional messages to evaluate the safety of their surroundings, to guide their own actions, and to gather info about others’ preferences and intentions.

8
Q

Self-conscious emotions

A

Besides basic emotions, humans are capable of a second, higher-order set of feelings, including guilt, shame, embarrassment, envy, and pride. Each of these involves injury to or enhancement of our sense of self.

9
Q

Emotional self-regulation

A

Refers to the strategies we use to adjust our emotional state to a comfortable level of intensity so we can accomplish our goals.

10
Q

Effortful control

A

Voluntary, effortful management of emotions involved in self-regulation

11
Q

Temperament

A

Early-appearing, stable individual differences in reactivity and self-regulation. Reactivity refers to quickness and intensity of emotional arousal, attention, and motor activity. Self-regulation refers to strategies that modify that reactivity

12
Q

Easy child

A

(40% of the sample in Thomas and Chess experiment) quickly establishes regular routines in infancy, is generally cheerful, and adapts easily to new experiences

13
Q

Difficult child

A

(10% of the sample in Thomas and Chess experiment) is irregular in daily routines, is slow to accept new experiences, and tends to react negatively and intensely This type of child is placed at the highest risk for adjustment problems, anxious withdrawal and aggressive behavior in early-mid childhood

14
Q

Slow-to-warm child

A

(15% of the sample in Thomas and Chess experiment) is inactive, shows mild, low-key reactions to environmental stimuli, is negative in mood, and adjusts slowly to new experiences. These children present fewer initial problems, but have difficulty in school due to excessive fearfulness and slow, constricted behavior

15
Q

Mary Rothbart

A

A psychologist (i think) who created the most influential model of temperament used currently, with 6 dimensions and corresponding descriptions, divided into 2 groups: reactivity and self-regulation

16
Q

Rothbart’s Model of Temperament

A

Reactivity:

  1. Activity level: level of gross-motor activity
  2. Attention-span/persistance: duration of orienting or interest
  3. Fearful distress: wariness and distress in response to intense or novel stimuli, including time to adjust to new situations
  4. Irritable distress: extent of fussing, crying, and distress when desires are frusterated
  5. positive affect: frequency of expression of happiness and pleasure

Self-regulation:
6. Effortful control: capacity to voluntarily suppress a dominant, reactive response in order to plan and execute a more adaptive response.

17
Q

Orienting/regulation

A

Refers to the capacity to engage in self-soothing, shift attention from unpleasant events, and sustain interest for an extended time. Shows itself within the first 2 years of life.

18
Q

Inhibited, or shy children

A

react negatively to and withdraw from novel stimuli

19
Q

Uninhibited, sociable children

A

Display positive emotion and approach novel stimuli

20
Q

Goodness-of-fit model

A

Proposed by Thomas and Chess, to explain how temperament and environment can together produce favorable outcomes. Goodness of fit involves creating child-rearing environments that recognize each child’s temperament while simultaneously encouraging more adaptive functioning. This model helps to explain why difficult children frequently experience parenting that fits poorly with their dispositions.

21
Q

Attachement

A

The strong affectionate tie we have with special people in our lives that leads us to experience pleasure and joy when we interact with them and to be comforted by their nearness in times of stress.

22
Q

Ethological theories of attachment

A

This theory recognizes the infant’s emotional tie to the caregiver as an evolved response that promotes survival. This is currently the most widely accepted view on attachment. John Bowlby first suggested this view

23
Q

Phases of attachment:

A
  1. Preattachment phase (birth - 6 weeks): not yet attached, but built-in signals help bring babies close to other humans
  2. Attachment in the making phase (6 weeks - 6/8 months): infants begin to respond differently to their caregiver than to a stranger as a sense of trust is developed.
  3. Clear-cut attachment phase (6-8 months - 12-24 months): attachment is evident, as is separation anxiety and the use of the caregiver as a safe base from which to explore.
  4. Formation of a reciprocal relationship (18-24 months - beyond): separation protest declines as understanding of other’s routines sets in.
24
Q

Internal working model

A

A set of expectations about the availability of attachment figures, their likelihood of providing support during times of stress, and the self’s interaction with those figures. The internal working model become a vital part of personality, serving as a guide for all future close relationships.

25
Q

The Strange Situation Experiment

A
  • designed by Mary Ainsworth et. al.
  • laboratory experiment designed to test the relationship differences between securely attached infants and their caregivers.
26
Q

Episodes in the Strange Situation and corresponding attachment behavior noted

A
  1. Researcher introduces parent and baby to playroom and leaves.
  2. Parent is seated while baby plays with toys (parent as secure base)
    3, Stranger enters, is seated, talks to parent (reaction to unfamiliar adult)
  3. Parent leaves room. Stranger responds to baby and offers comfort if baby is upset (separation anxiety)
  4. Parent returns, greets baby, offers comfort if necessary. Stranger leaves room (reaction to reunion)
  5. Parent leaves room (separation anxiety)
  6. Stranger enters room and offers comfort (ability to be soothed by stranger)
  7. Parent returns, greets baby, offers comfort if necessary, and tries to reinterest baby in toys (reaction to reunion)
27
Q

Secure attachment

A

these infants use the parent as a secure base. When separated, they may or may not cry, but if they do, it is because the parent is absent and they prefer her to the stranger. When the parent returns, they express clear pleasure - some expressing joy from a distance, others asking to be held until settling down to return to play - and crying is reduced immediately.

28
Q

Insecure-avoidant attachment

A

These infants seem unresponsive to the parent when she is present. When she leaves, they usually are not distressed, and they react to the stranger in much the same way as to the parent. During reunion, they avoid or are slow to greet the parent, and when picked up, they often fail to cling.

29
Q

Insecure-resistant attachment

A

Before separation, these infants seek closeness to the parent and often fail to explore. When the parent leaves, they are usually distressed, and on her return they combine clinginess with angry, resistive behavior (struggling when held, hitting or pushing) or with an anxious focus on the parent. Many continue to cry after being picked up and cannot be comforted easily.

30
Q

Disorganized/disoriented attachment

A

This pattern reflects the greatest insecurity. At reunion, these infants show confused, contradictory behaviors - for example, looking away while the parent is holding them or approaching the parent with flat, depressed emotion. Most display a dazed facial expression, and a few cry out unexpectedly after having calmed down or display odd, frozen postures.

31
Q

Attachment Q-sort

A

An alternative method which is suitable for children between 1 and 5 years, depends on home observations. Either the parent or a highly trained observer sorts 90 behaviors - such as “child greets mother with a big smile when she enters the room,” “If mother moves very far, child follows along,” and “child uses mother’s facial expressions as a good source of information when something looks risky or threatening” - into nine categories ranging from “highly descriptive” to “not at all descriptive” of the child. Then a score, ranging from high to low in security, is computed.

32
Q

Four factors affecting Attachment Security

A
  1. Early availability of a consistent caregiver
  2. quality of caregiving
  3. The baby’s characteristics
  4. family context, incl. parent’s internal working models.
33
Q

sensitive caregiving

A

Responding promptly, consistently, and appropriately to infants and holding them carefully and tenderly.

34
Q

Interactional synchrony

A

A special form of communication that separates the experiences of secure from insecure babies. it is best described as a sensitively tuned “emotional dance”, in which the caregiver responds to infant in a well-timed, rhythmic, appropriate fashion.

35
Q

Implicit sense of self-world differentiation

A

A discrimination of one’s own limb and facial movements from those of others ( for example, in real-time video presentations)

36
Q

Explicit self-awareness

A

An objective understanding that the self is unique object in a world of objects, which includes representations of one’s own physical features and body dimensions.

37
Q

Self-recognition

A

Identification of self as a physically unique being

38
Q

Body self-awareness

A

The recognition that their own body can serve as an obstacle

39
Q

Scale errors

A

The attempt to do things that one’s body size makes impossible

40
Q

Autonomous child-rearing goals

A

promoting personal talents and interests, expressing on’e preference.

41
Q

Relational child-rearing goals

A

doing what parents say and sharing with others

42
Q

Empathy

A

The ability to understand another’s emotional state and feel with that person, or respond emotionally in a similar way.

43
Q

Categorical self

A

developed between the ages of 18 and 30 months, children classify themselves and others on the basis of age (“baby”, “boy”, or “man”), sex (“boy” or “girl”), physical characteristics (“big”, “strong”), and even goodness and badness (“i good girl”. “tommy mean”).

44
Q

Compliance

A

The clear awareness of caregiver’s wishes and expectations and can obey (or disobey) simple requests and commands.

45
Q

delay of gratification

A

Waiting for an appropriate time and place to engage in a tempting act.