Chapter 11 Emotional Development Temperament – basic behavioral style Types: categories vs. dimensions

Thomas, Chess, & Birch – categories Easy (40%) - positive mood - regular body functions - low-moderate reactions - positive toward new situations - adaptable

Difficult (10%) - negative mood - irregular body functions - intense reactions - negative toward new situations

Slow-to-warm-up (15%) - low activity level - somewhat negative mood - withdraws from new situations - slow to adapt Mixed characteristics (35%)

Buss & Plomin – dimensions emotionality activity level sociability

Biological basis sympathetic vs. parasympathetic system in emotionality moderate stability over infancy Thus, biology + environment

Implications for Parenting Parents treat siblings differently but have general styles

Thomas, Chess, & Birch Genetic differences in temperament influence 1.How children respond 2.How others respond to children

Any given practice may produce different responses Child’s response depends on genetics Parental flexibility is important Different parenting strategies with children of different temperaments

Suggestions based on temperament: Difficult child - consistent, patient, nonpunitive - clear guidelines with firm rules

Slow-to-warm child - let adapt at own pace - do not tease or punish for being shy Easy child - variety of approaches

Temperament is changeable Environment heightens or diminishes child’s behavior

**“Goodness of fit” = easier development Development is smoother when child’s temperament “fits” parenting style Demands that conflict with child’s temperament -> stress Higher potential for emotional/behavioral problems

“Goodness of fit” varies - demands of different contexts

=> Neither temperament (nature) nor home environment (nurture) determines adjustment **Goodness of fit

Attachment First important relationship

Theories of attachment Bowlby - Ethology - infant behaviors are biologically based & designed to elicit caregiving

Bowlby: adaptive significance of crying 1) infants’ needs are met 2) increased contact -> attachment

Attachment - reciprocal - cross-cultural - infants are actively sociable

Learning theory - attachment is based on mutual reinforcement

Current Perspective = Integration Begins via sociobiological mechanisms Maintained via reinforcement

Growth of Attachment Discriminate people-objects familiar vs. unfamiliar people primary caregiver vs. familiar others By 6 months, selectively attend to caregiver

Attachment Styles Ainsworth’s Strange Situation 1.Mom, baby, observer30 seconds 2.Mom, baby 3 minutes 3.Mom, baby, stranger 3 minutes 4.Baby, stranger < 3 minutes - 1 st separation 5.Mom, baby > 3 minutes - reunion

6.Baby 3 minutes - 2 nd separation 7.Baby, stranger < 3 minutes - 2 nd, cont. 8.Mom, baby 3 minutes - reunion

Attachment Styles Secure (65-70%) Upset when mom goes Happy at reunion Seek renewed contact Explore/interact with strangers when she’s there

Insecure-avoidant (20%) No distress at separation Ignore returning mom Uninterested in exploring when she’s there Wary of/ignore strangers Depressed/neglectful moms?

Insecure-ambivalent (10-15%) Very upset during separation Ambivalent at return (glad but angry) Wary of strangers, even with mom Anxious/nonexploratory with mom Chaotic/inconsistent moms?

Disorganized-disoriented (12?%) No organized coping style Contradictory behavior Confused/anxious/depressed upon reunion Abusive moms?

Consequences of Secure Attachment Attachment model for other relationships Better peer relations But not necessarily abnormal adjustment if insecure D-D = probably worse outcome

Working Moms & Daycare Negative Effects on Infants/Toddlers None just because mom works - compensate with extra attention - same amount of “family time”

Non middle-class, 2-parent homes - kids of single moms insecurely attached upon return to work - some middle-class kids affected if mom returned to work in 1 st year - But: Not all kids are affected

Determinants of Adjustment 1.Quality of alternative childcare - small child-to-staff ratio - warm, responsive caregivers - little staff turnover - age-appropriate activities - teacher interaction w/parents

No detrimental effects of good care even as young as 3 months

2.Parent attitudes about maternal employment - moms = happier & sensitive to child if they get to choose + everyone is better adjusted if dad supports decision

3.Number of hours worked (less important) - > 40 hours/week = worse

Effects on School-Age Children Positive effects, especially for girls - better adjusted - more independent - less traditional sex-role beliefs Depends on same factors as for infants