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

PSYC 3351 Topics in Child Development > Chapter 7 - Emotional and Social Development in Infancy and Toddlerhood > Flashcards

Flashcards in Chapter 7 - Emotional and Social Development in Infancy and Toddlerhood Deck (71)
Loading flashcards...

Delay of gratification

ability to wait for an appropriate time and place to engage in a tempting act
- Between 18 months and 3 years, children show increasing ability to wait before eating a treat, opening a gift, or playing with a toy
- Development of attention and language tend to do better because it helps them distract themselves
- Temperament and quality of care giving impact the development of delay of gratification
- Parents Models patient noncompulsive behavior


As self-control improvements, parents gradually add rules

- First rules usually involve prohibitions for the sake of safety
- Rules involving respect for property and people, family routines, manners, and chores, are added
- Parental guidance is still usually necessary during toddlerhood


Implicit sense of self-world differentiaon

Knowing the world and the self are separate. Seems present very early on.


Explicit self-awareness

Age 2
Sensitive care giving plays a role.
Securely attached infants and toddlers display more complex self-related actions during play. (doll as them) they also know their physical features better.



Age 2
Identification of self as a physically unique being
Point to themselves in pictures
Use personal pronouns (I or me)
They can start categorizing themselves at 18m to 30m (age, gender, characteristics, goodness/badness) they start engaging in gender typical play.


Body self-awareness

Realize their own body can serve as an obstacle


Scale errors

Attempting to do things that their body size makes impossible. It is persistent. Starts to improve around 2.


Distal vs proximal parenting style

Distal- independence
Proximal -interdependence


Effortful control

The extent to which a child can inhibit impulses, manage negative emotion and behave in socially acceptable ways.
They must have sense of self and knowledge (memory) of what is expected
12 to 18m


Consciencelike verbalization

Verbally resitting rules or correcting themselves


Helping toddlers develop compliance and self-control

Respond to the toddler with sensitivity and encouragement

Provide advanced notice when the toddler must stop and enjoyable activity

Offer many prompts and reminders

Respond to self-controlled behavior with verbal and physical approval

Encourage sustained attention

Support language development

Gradually increase rules in a manner consistent with the toddlers developing capacities