1. Copyright © 2005 Pearson Education Canada Inc.7-1 Chapter 7: Social Behaviour and Personality in Infants and Toddlers 7.1 Emotions 7.2 Relationships with Others 7.3 Self-Concept 7.4 Temperament

2. Copyright © 2005 Pearson Education Canada Inc.7-2 7.1 Emotions Basic Emotions Complex Emotions Recognizing and Using Others’ Emotions Regulating Emotions

3. Copyright © 2005 Pearson Education Canada Inc.7-3 Basic Emotions Happiness, sadness, anger, fear 3 components: feeling, physiology, behavior Common across cultures

4. Copyright © 2005 Pearson Education Canada Inc.7-4 Complex Emotions Guilt, embarrassment, and pride Don’t emerge until 24 months, because they depend upon cognitive development Differ across cultures

5. Copyright © 2005 Pearson Education Canada Inc.7-5 Recognizing and Using Others’ Emotions Infants often match their own emotions to other’s emotions Social referencing: in unfamiliar or ambiguous environment, infants look to parents for cues to interpret situation

6. Copyright © 2005 Pearson Education Canada Inc.7-6 Regulating Emotions Regulation of emotions begins in infancy For example, infants will look away when they encounter something frightening or confusing With age, children develop even more effective strategies

7. Copyright © 2005 Pearson Education Canada Inc.7-7 7.2 Relationships with Others The Growth of Attachment Quality of Attachment Onset of Peer Interactions

8. Copyright © 2005 Pearson Education Canada Inc.7-8 The Growth of Attachment Attachment: enduring social-emotional relationship Relies upon infant’s growing perceptual and cognitive skills. By about 7 months, have identified a single attachment figure.

9. Copyright © 2005 Pearson Education Canada Inc.7-9 Quality of Attachment Types: secure, avoidant, resistant, disorganized Positive consequences of secure attachment in later social relationships Predictable, responsive parenting is important for secure attachment Characteristics of child care and mother affect quality of attachment

10. Copyright © 2005 Pearson Education Canada Inc.7-10 Strange Situation

11. Copyright © 2005 Pearson Education Canada Inc.7-11 Cross-cultural Data on Attachment

12. Copyright © 2005 Pearson Education Canada Inc.7-12 Secure Attachment and Emotional Intelligence Canadian researcher Elaine Scharfe (2000) noted that securely attached children tend to have superior understanding of emotions, better ability to regulate emotions, and tend to be more emotionally expressive than insecurely attached children.

13. Copyright © 2005 Pearson Education Canada Inc.7-13 Onset of Peer Interactions Begins around 6 months Around 12 months, start to see parallel play Around 15-18 months, youngsters engage in simple social play Around 24 months, cooperative play begins

14. Copyright © 2005 Pearson Education Canada Inc.7-14 7.3 Self-Concept Origins of Self-Recognition Moving Beyond Self- Recognition

15. Copyright © 2005 Pearson Education Canada Inc.7-15 Origins of Self- Recognition When do children know they exist? Mirror-task suggests it’s between 18 and 24 months. Other evidence: preference for photos of self and use of pronouns such as “I” or “me”

16. Copyright © 2005 Pearson Education Canada Inc.7-16 7.4 Temperament What is Temperament? Hereditary and Environmental Contributions to Temperament Stability of Temperament Temperament and Other Aspects of Development

17. Copyright © 2005 Pearson Education Canada Inc.7-17 What is Temperament? Consistent mood or style of behaviour, like personality Different dimensions (e.g., emotionality, activity, sociability)

18. Copyright © 2005 Pearson Education Canada Inc.7-18 Moving Beyond Self- Recognition 20-28-month-olds who are more self-aware are more likely to say “mine” while playing with toys with other children As toddlers grow, self-concept moves beyond possessions

19. Copyright © 2005 Pearson Education Canada Inc.7-19 Hereditary and Environmental Contributions to Temperament Twin studies show genetic influence Children more likely to have difficult temperaments when mothers are abrupt and lack confidence

20. Copyright © 2005 Pearson Education Canada Inc.7-20 Stability of Temperament Temperament is modestly stable throughout infancy and the preschool years An active fetus is more likely to be a difficult, unadaptive infant Newborns who cry under moderate stress tend to cry as 5-month-olds when stressed

21. Copyright © 2005 Pearson Education Canada Inc.7-21 Temperament and Helping Behaviour

22. Copyright © 2005 Pearson Education Canada Inc.7-22 Temperament and Other Aspects of Development Various aspects of temperament are related to school success, peer interactions, compliance with parents, accidents, and helping others Influence of temperament depends on environmental influences