The Developing Person Through the Life Span 8e by Kathleen Stassen Berger Chapter 7 – The First Two Years: Psychosocial Development

Emotional Development Infants’ Emotions  Smiling and Laughing  Social smile (6 weeks): Evoked by viewing human faces  Laughter (3 to 4 months): Often associated with curiosity  Anger  First expressions at around 6 months  Healthy response to frustration

 Sadness  Indicates withdrawal  Stressful experience for infants  Fear  Emerges at about 9 months in response to people, things, or situations Emotional Development

 Stranger wariness  Infant no longer smiles at any friendly face but cries or looks frightened when an unfamiliar person moves too close  Separation anxiety  Tears, dismay, or anger when a familiar caregiver leaves.  If it remains strong after age 3, it may be considered an emotional disorder. Emotional Development

Toddlers’ Emotions – Year 2  New emotions appear: pride, shame, embarrassment, guilt  Require an awareness of other people  Emerge from family interactions, influenced by the culture Emotional Development

Self-awareness  The realization that one’s body, mind, and actions are separate from those of other people.  Birth to 4 months  Lack self-awareness  5 months  Begin to develop an awareness of themselves as separate from their mothers.  15 to 18 months  Significant development of self as a being independent of others Emotional Development

Mirror Recognition  M. Lewis & Brooks, 1978  Babies aged 9–24 months looked into a mirror after a dot of rouge had been put on their noses.  None of those younger than 12 months old reacted as if they knew the mark was on them.  15- to 24-month-olds showed self-awareness by touching their own noses with curiosity. Emotional Development

Social Referencing  Social referencing  Seeking information about how to react to an unfamiliar or ambiguous object or event by observing someone else’s expressions and reactions.  Mothers use a variety of expressions, vocalizations, and gestures to convey social information to their infants.

Social Impulses  Particular people begin to arouse specific emotions  Toddlers get angry when teased by an older sibling or react with fear when entering the doctor’s office.  Memory triggers specific emotions based on previous experiences.

 Stress  Impairs brain development  Abuse (form of chronic stress)  Potential long-term effects on a child’s emotional development  Excessive stress in infants must be prevented  Hypothalamus  Regulates various bodily functions and hormone production  May grow more slowly if an infant is often stressed Social Impulses

Temperament Inborn differences between one person and another in emotions, activity, and self- regulation Temperament is epigenetic, originating in the genes but affected by child-rearing practices Types Easy – Difficult – Slow to warm up

Attachment  Attachment  A lasting emotional bond that one person has with another.  Attachments begin to form in early infancy and influence a person’s close relationships throughout life  Infants show attachment through proximity-seeking (i.e. approaching caregiver) and contact-maintaining (i.e. touching, holding)

Measuring Attachment  Strange Situation  A laboratory procedure for measuring attachment by evoking infants’ reactions to the stress of various adults’ comings and goings in an unfamiliar playroom.  Key behaviors  Exploration of the toys. A secure toddler plays happily.  Reaction to the caregiver’s departure. A secure toddler misses the caregiver.  Reaction to the caregiver’s return. A secure toddler welcomes the caregiver’s reappearance.

Measuring Attachment

Types of Attachment 1.Secure attachment 2.Insecure-avoidant attachment 3.Resistant 4.Disorganized/Disoriented

Secure and Insecure Attachment

Measuring Attachment

Factors Affecting Attachment  Opportunity  Quality of caregiving  Infant characteristics  Parent’s internal working models

Fathers as Social Partners  Fathers usually spend less time with infants than mothers do and are less involved parents  Reasons  Fathers’ own ideas of appropriate male behavior  Mothers often limit fathers’ interactions with their children  Quality of marital relationship is best predictor  Happier husbands tend to be more involved fathers

Infant Day Care  Family day care  Child care that includes several children of various ages and usually occurs in the home of a woman who is paid to provide it.  Center day care  Child care that occurs in a place especially designed for the purpose, where several paid adults care for many children.  Usually the children are grouped by age, the day- care center is licensed, and providers are trained and certified in child development.

The Effects of Infant Day Care  The impact of nonmaternal care depends on many factors.  Psychosocial characteristics, including secure attachment, are influenced more by the mother’s warmth than by the number of hours spent in nonmaternal care.  Quality of care is crucial, no matter who provides that care.

Psychoanalytic Theories Freud  Oral Stage  1 st year  Anal Stage  2 nd year Erikson  Trust versus Mistrust  1 st year  Autonomy versus Shame & Doubt  2 nd year

Behaviorist Theory  Emotions and personality develop through reinforcement  Social Learning/Modeling  Accomplished by observing others  Bobo clown

Cognitive & Epigenetic Theories  Cognitive  Thoughts & values important  Working model  Epigenetic  GENES (and that’s it!)