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1. Introduction 2. Fact or Fiction? 3. Emotional Development 4. Theories about Infant Socioemotional Development 5. The Development of Social Bonds 6.

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Presentation on theme: "1. Introduction 2. Fact or Fiction? 3. Emotional Development 4. Theories about Infant Socioemotional Development 5. The Development of Social Bonds 6."— Presentation transcript:

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2 1. Introduction 2. Fact or Fiction? 3. Emotional Development 4. Theories about Infant Socioemotional Development 5. The Development of Social Bonds 6. Closing Thoughts

3 [Video: Infancy – Socioemotional Development Introduction]
Instruction: Click to play video. This presentation traces sociocultural development in infants’ emotions as their brains mature and their experiences accumulate, noting temperamental and cultural differences. It also explores caregiver-infant interactions and infant day care. [Video: Infancy – Socioemotional Development Introduction]

4 Fact or Fiction? Fiction Fact
Socioemotional Development Fact or Fiction? Fiction Fact 1. Infant fear, as expressed in stranger wariness, signals abnormal behavior. 2. In part because of inborn temperamental characteristics, some children are more difficult to raise and harder to live with. 3. Attachment patterns established in infancy almost never change. Instruction: Click to reveal each question, then the category. Please note, this page is available to use with a clicker system. 4. High-quality day care, even during the infant’s first year, does not lead to negative developmental outcomes. 4

5 How do infants express emotions?
Specific Emotions How do infants express emotions? Happy or Content Angry or Sad 6 weeks - social smile 3 months- laughter; curiosity 4 months - full, responsive smiles 4-8 months - anger Angry - healthy response to frustration Sadness - indicates withdrawal Instruction: Click to reveal details about each infant emotional state. Culture and experience influence the norms of development, and this is especially true for emotional development after the first 8 months. For example, parents encourage pride in North American toddlers (saying “You did it yourself”—even when that is untrue), but Asian families discourage pride and cultivate modesty and shame (Rogoff, 2003). Stranger wariness becomes evident when the infant no longer smiles at a friendly face and cries if that face moves too close, too quickly. With separation anxiety, tears, dismay, and anger are expressed when a familiar caregiver leaves. Click to see a video about infant emotions. In this clip, an infant’s experience of fear of strangers is shown. Click to see another video about infant emotions. In this clip, an infant’s experience of anxiety over strangers is shown. Click to see a video about the emotion of empathy. This video clip shows an experiment that involves a toddler and his mother.  Fearful Pride or Shame 9-14 months - with strangers (stranger wariness; separation anxiety) 12 months - fear of unexpected sights and sounds 18 months—self-awareness; pride; shame; embarrassment Infant Emotions Click to play video: Stranger Fear Click to play video: Separation Anxiety Click to play video: The Emergence of Empathy

6 [Video: Stranger Fear]
Specific Emotions Instructions: Click to play video. According to this video, how do infants behave when they feel fear of a stranger? Why do think they react this way? [Video: Stranger Fear] 6

7 [Video: Separation Anxiety]
Specific Emotions Instruction: Click to play video. According to this video, how do infants behave when separation from a caregiver makes them feel anxious? Why do think they react this way? [Video: Separation Anxiety] 7

8 [Video: The Emergence of Empathy]
Specific Emotions Instruction: Click to play video.  What did the researchers do to find out if and how empathy emerges? What did they learn?  [Video: The Emergence of Empathy] 8

9 self-awareness: Realization that one is a distinct individual.
How do younger and older infants react to the “rouge test”? Instruction: Being self-aware involves an individual knowing that his or her body, mind, and actions are separate from those of other people. Automatic animation. Very young infants have no sense of self as most people define it; at around 5 months, this sense of self “hatches” and begins to emerge and develop. Click to play the secondary animation. The rouge test is a classic experiment (M. Lewis & Brooks, 1978) performed with babies between ages 9 to 24 months. When self-awareness emerges (at around 18 months), babies also begin to pretend and use first person pronouns like me, mine, my. Notice that in the picture on the right, the baby is staring at the rouge spot and sticking out its tongue, presumably to try to lick the spot self-awareness: Realization that one is a distinct individual. 9 months baby 20 months baby

10 [Video: Developing Self-Awareness]
Instruction: Click to play a video of real-life “rouge tests.” In this video, infants of two different ages are tested for their sense of self-awareness. What about these infants’ facial expressions and gestures are clues to their sense of self-awareness? [Video: Developing Self-Awareness] 10

11 Do Babies’ Temperaments Change?
temperament: Inborn differences between one person and another in emotions, activity, and self-regulation. Do Babies’ Temperaments Change? Inhibited (fearful) at 4 months and... Positive (exuberant) at 4 months and... Fearful at 9,14,24 and 48 months Fearful (every later time) Instruction: Temperament originates in genes and prenatal development, and it is affected by early experiences. Click each label to reveal the corresponding percent. The data in the chart suggests that fearful babies are not necessarily fated to remain that way. Adults can help children overcome fearfulness. But some fearful children do not change, and researchers are not sure of the influence of each nature-nurture factor. Research indicates that infants display temperament of dimensions they refer to as effortful control (ability to regulate attention), negative mood (fearful, angry, and unhappy), or surgency (active, social, and not shy). 1) Why do you think these changes happen? Do you think that trait persists because of genes or environment? 2) Which trait seems to persist more, fearfulness or exuberance? Why? 42% 5% 80% Positive (every later time) 12% Positive at 9,14,24 and 48 months 15% Variable (sometimes fearful, sometimes not) 44% Variable (sometimes fearful, sometimes not) 11

12 [Video: Stability of Behavior]
Temperament Instruction: Click to play a video that shows infants and older children with different temperaments. In this video, you’ll see inhibited and uninhibited reactions of infants and of older school children. How do the inhibited baby and older counterpart compare in their behavior to the uninhibited baby and older counterpart? What do these observations indicate to you about the influence of nature and/or nurture on temperament? [Video: Stability of Behavior] 12

13 What are the two main psychoanalytical views of stages in infancy?
Psychoanalytical Theory What are the two main psychoanalytical views of stages in infancy? Sexual interest and pleasure expressed first in the oral stage, then the anal stage! Sigmund Freud Instruction: Click to animate. According to Freud, infants first seek gratification by using the mouth; elimination (think toilet training) becomes central in the life of an infant past the first birthday. He also believed that these first two stages were fraught with potential complications—for instance, if a mother weans an infant too early or prevents the child from sucking, the child may become distressed and anxious, eventually becoming an adult with an oral fixation (i.e., eating, drinking, or talking to excess). According to Erikson, if social interaction inspires trust and security, the child (and later the adult) will confidently explore the social world; at around 18 months, with self-awareness emerging, toddlers want to rule their own actions and bodies. With this in mind, consider why and when Erikson would advise a parent to wean a child, and in what ways Erikson’s criteria would be the same or different than the criteria based on Freud. Developmental crises involve trust versus mistrust, followed by autonomy versus shame and doubt! Erik Erikson 13 13

14 How do children learn aggression?
Behaviorism social learning: Learning by observing others—both what they do and how other people react to their behavior. How do children learn aggression? Watched model act aggressively toward doll Was placed in room with doll Displayed highly aggressive behavior imitating model’s actions Experimental Group Experienced frustration Instruction: Click empty boxes to reveal what happened to each group. Since Bandura’s experiments, developmentalists have demonstrated that social learning occurs throughout life (Morris et al., 2007; Nielsen, 2006). Social learning theory acknowledges inborn temperament but stresses parental example. Did not watch the model Was placed in room with doll Displayed less aggression, mainly limited to punching doll with fists Control Group Experienced frustration 14

15 [Video: Bandura’s Bobo Doll Study ]
Behaviorism Instruction: Click to play a video about children learning aggression. This video clips shows original footage of Bandura’s Bobo doll experiment. How does this experiment support the idea that children model behaviors they observe? [Video: Bandura’s Bobo Doll Study ] 15

16 How do early relationships help form a person’s later assumptions?
Cognitive Theory working model: In cognitive theory, a set of assumptions that the individual uses to organize perceptions and experiences. How do early relationships help form a person’s later assumptions? Instructions: A person might assume that other people are trustworthy and be surprised by evidence that this working model of human behavior is erroneous. According to cognitive theory, it is not necessarily a child’s early experiences themselves that are crucial but rather the child’s interpretation of them (Schaffer, 2000). So if parents consistently display inconsistent responses to their 1-year-old, that child may apply a model of unpredictable behavior to everyone she encounters. Her childhood friendships will be insecure; her adult relationships will be guarded. 16

17 INFANTS IN RURAL CAMEROON AND URBAN GREECE
Sociocultural Theory proximal parenting: Caregiving practices that involve being physically close to a baby, with frequent holding and touching. distal parenting: Caregiving practices that involve remaining distant from a baby, providing toys, food, and face-to-face communication with minimal holding and touching. How does infant behavior in rural Cameroon and urban Greece compare? INFANTS IN RURAL CAMEROON AND URBAN GREECE Cameroon Athens, Greece Infant—mother play at 3 months Percent of time held by mother 100% 31% Percent of time playing with objects 3% 40% Toddler behavior at 18 months Self-recognition 68% Immediate compliance with request 72% 2% Source: Adapted from Keller et al., 2004 Instruction: Click to reveal percentage findings in each row. Every aspect of early emotional development interacts with cultural beliefs, expressed in parental actions. According to ethnotheory, values and practices of a culture are not usually apparent to the people within the culture—for instance, child-rearing practices like breast-feeding, co-sleeping, or toilet training arise from ethnotheories expressed in parental actions. 17

18 How do infants learn of others’ emotions?
Synchrony synchrony: A coordinated, rapid, and smooth exchange of responses between a caregiver and an infant. How do infants learn of others’ emotions? Instruction: Automatic animation. Through synchrony, infants learn to read others’ emotions and to develop the skills of social interaction, such as taking turns and paying attention. 18

19 PATTERNS OF INFANT ATTACHMENT
attachment: According to Ainsworth, an affectional tie that an infant forms with a caregiver. What are patterns of infant attachment? PATTERNS OF INFANT ATTACHMENT Type Name of Pattern In Play Room Mother Leaves Mother Returns Toddlers in Category (%) A Insecure-avoidant Child plays happily Child continues playing Child ignores her 10-20 B Secure Child pauses, is not as happy Child welcomes her, returns to play 50-70 C Insecure-resistant/ambivalent Child clings, is preoccupied with mother Child is unhappy, may stop playing Child is angry; may cry, hit mother, cling D Disorganized Child is cautious Child may stare or yell; looks scared, confused Child acts oddly—may scream, hit self, throw things 5-10 Instruction: Attachment is a tie that binds baby and caregiver together in space and endures over time. The researcher Mary Ainsworth developed a laboratory procedure called the Strange Situation to measure attachment. The four patterns on this slide were eventually identified. Securely attached infants are more likely to become secure toddlers, socially competent preschoolers, high-achieving schoolchildren, and capable parents. Also, attachment status can shift with circumstances. 19

20 [Video: Interview with Gilda Morelli]
Attachment Instruction: Click to play video about stranger anxiety. In this clip, the Gilda Morelli talks about her research on attachment, and it also includes a stranger anxiety test with the Effe people in Africa. How do the behaviors you see in this video clip reflect the stages of attachment in the table? [Video: Interview with Gilda Morelli] 20

21 Social Referencing Instructions: Click to animate. When social referencing, the other person (the one who is observed) becomes a social reference. Mothers use a variety of expressions, vocalizations, and gestures to convey social information to their infants—for instance saying yummy, smacking their lips, rubbing their bellies, or pretend eating to encourage toddlers to eat broccoli or liver. social referencing: Seeking information about how to react to an unfamiliar or ambiguous object or event by observing someone else’s expressions and reactions. 21 21

22 [Video: Social Referencing]
Instruction: Click to play a video about social bonds. In this clip, you will see an infant socially referencing a caregiver. What does the behavior of the mother and baby indicate about the caregiver and infant bond? [Video: Social Referencing] 22

23 How much do different countries use center-based care for infants?
Infant Day Care center day care: Child care that occurs in a place especially designed for the purpose, where several paid adults care for many children. How much do different countries use center-based care for infants? Most use of center-based infant care In-between use of center-based infant care Less use of center-based infant care Instruction: In center day care, the children usually are grouped by age, the day-care center is licensed, and providers are trained and certified in child development. Click for countries and continents to migrate to the chart. Of course, the national differences are determined more by politics and culture than by the nature of babies. In the United States, 20 percent of infants are cared for by the mother alone in the first year; in Canada, 70 percent. Evidence shows that good preschool education benefits young children, especially in cognition. But there is no consensus about day care and infants. China Central America Sweden Latin America India North America Israel France Ethiopia 23

24 [Video: Best Practices in Child Care: Continuity of Care]
Infant Day Care Instruction: Click to see a video about center day care. This clip is about center day care in Grossmont, California. Based on this center’s mission and your observations of it, why would you either choose or not choose this center for a child’s day care? [Video: Best Practices in Child Care: Continuity of Care] 24

25 Closing Thoughts If you were to give advice to a friend with a newborn, what would you tell him about the keys to creating a strong social bond with his infant?

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