1. Social and Emotional Development in Infants and Toddlers

2. Emotional and Social Development Social Smile: Smiling elicited by social stimuli; not exclusive to seeing parents Self-Awareness: Awareness of oneself as a person; can be tested by having infants look in a mirror and see if they recognize themselves Social Referencing: Observing other people to get information or guidance

3. Figure 3.4

4. Mary Ainsworth and Attachment Separation Anxiety: Crying and signs of fear when a child is left alone or is with a stranger; generally appears around 8-12 months Quality of Attachment (Ainsworth) Secure: Stable and positive emotional bond

5. Mary Ainsworth and Attachment Insecure-Avoidant: Tendency to avoid reunion with parent or caregiver Insecure-Avoidant: Tendency to avoid reunion with parent or caregiver Insecure-Ambivalent: Desire to be with parent or caregiver and some resistance to being reunited with Mom Insecure-Ambivalent: Desire to be with parent or caregiver and some resistance to being reunited with Mom Contact Comfort: Pleasant and reassuring feeling babies get from touching something warm and soft, especially their mother Contact Comfort: Pleasant and reassuring feeling babies get from touching something warm and soft, especially their mother

6. Secure Attachment Mothers respond more consistently and quickly to child’s distress and needs Mothers respond more consistently and quickly to child’s distress and needs Moms show more sensitivity in interpreting and responding to infants’ signals. Moms show more sensitivity in interpreting and responding to infants’ signals. Mothers express affection more consistently and use more affectionate touching, smiling, and verbal communication Mothers express affection more consistently and use more affectionate touching, smiling, and verbal communication Mothers maintain higher standards of physical care Mothers maintain higher standards of physical care

7. Securely Attachment Children Do better in school and in future achievements Do better in school and in future achievements Make friends more easily Make friends more easily Are more flexible Are more flexible Have more positive peer relationships Have more positive peer relationships Have more positive self-esteem Have more positive self-esteem Form close relations Form close relations Are more positive and enthusiastic Are more positive and enthusiastic

8. Less secure attachment is related to: More adolescent and adult mental health problems More adolescent and adult mental health problems Less persistence at tasks Less persistence at tasks More hostility or over dependence More hostility or over dependence Lack of trust and good social relationships Lack of trust and good social relationships

9. Bowlby’s Attachment Phases Preattachment: Birth to 6 months Preattachment: Birth to 6 months Infant send signals to adult for contact, grasping, crying, or gazing into adults eyesInfant send signals to adult for contact, grasping, crying, or gazing into adults eyes Phase 2: 6 weeks to 6-8 months Phase 2: 6 weeks to 6-8 months Signal intensify and focus on caregiver. Still friendly to strangers, but respond differentlySignal intensify and focus on caregiver. Still friendly to strangers, but respond differently Phase 3: 6-8 months to 18 months-2 years Phase 3: 6-8 months to 18 months-2 years More active in seeking and following caregivers. Show separation anxietyMore active in seeking and following caregivers. Show separation anxiety Phase 4: 18 months-2 years and on Phase 4: 18 months-2 years and on Infants form reciprocal relationships with parents and significant people in their lifeInfants form reciprocal relationships with parents and significant people in their life

10. Figure 3.11

11. solitary play solitary play onlooker play onlooker play parallel play parallel play associative play associative play cooperative play cooperative play Play Years: Psychosocial Mildred Parten’s Types of Play

12. Play and Social Skills Solitary Play: When a child plays alone even when with other children Cooperative Play: When two or more children must coordinate their actions

13. Definition: Temperament McCall: “Temperament consists of relatively consistent, basic dispositions inherent in the person that underlie and modulate the expression of activity, reactivity, emotionality, and sociability. “ Video on Temperament Goldsmith, Buss, Plomin, Rothbart, Thomas and Chess, Hinde, McCall, 1987

14. Temperament and Environment Temperament: The physical “core” of personality Easy Children: 40 %; relaxed and agreeable Difficult Children: 10 %; moody, intense, easily angered Slow-to-Warm-Up Children: 15 %; restrained, unexpressive, shy Remaining Children: Do not fit into any specific category

15. How Is Temperament Measured? Behavioral assessment Behavioral assessment Parent interviews or ratingsParent interviews or ratings Teacher ratingsTeacher ratings Direct observations by researchersDirect observations by researchers Assessments of physiological reactions Assessments of physiological reactions Observation of motor activity and cryingObservation of motor activity and crying Heart rate, cortisol productionHeart rate, cortisol production EEG wavesEEG waves

16. WE KNOW THAT TEMPERAMENT: Is present from the beginning Is present from the beginning Is likely to be strongly influenced by biological factors Is likely to be strongly influenced by biological factors As development proceeds temperament becomes more influenced by experience and context. As development proceeds temperament becomes more influenced by experience and context.

17. MAJOR ELEMENTS OF TEMPERAMENT Temperament can be modified by experience and environment Temperament can be modified by experience and environment Social behavior is impacted by temperament, because of individual temperament and the way people respond to child’s temperament Social behavior is impacted by temperament, because of individual temperament and the way people respond to child’s temperament Psychopathology and maladaptive behavior are correlated with temperament Psychopathology and maladaptive behavior are correlated with temperament

18. Parent Temperament Interplay of temperament, environment and experience Interplay of temperament, environment and experience Effects on parenting style Effects on parenting style Interactions of parent temperament and child temperament Interactions of parent temperament and child temperament

19. Goodness of Fit (Thomas & Chess 1977) When a child’s temperament and environmental demands are in harmony then development is optimal (good fit) When a child’s temperament and environmental demands are in harmony then development is optimal (good fit) When dissonance between temperament and environment exists, then maladjustment occurs (bad fit) When dissonance between temperament and environment exists, then maladjustment occurs (bad fit) Adults should create child-rearing environments that recognize each child’s temperament while encouraging more adaptive functioning Adults should create child-rearing environments that recognize each child’s temperament while encouraging more adaptive functioning