1. Child Development Laura E. Berk 7th edition
Chapter 10
Emotional Development
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2. Functions of Emotions Effects on: Cognition
Lead to learning essential for survival
Can impair learning
Social
Affect behavior of others
Regulate own behavior
Health
Influence well-being, growth,
Stress related to diseases
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3. First Appearance of Basic Emotions
Happiness
Smile – from birth
Social smile – 6 to 10 weeks
Laugh – 3–4 months
Anger
General distress – from birth
Anger – 4–6 months
Sadness
Distress to “still face” – 2–7 mos.
Fear
First fears – 6–12 months
Stranger Anxiety – 8–12 months
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4. Self-Conscious Emotions
Shame
Embarrassment
Guilt
Envy
Pride
Emerge middle of second year
Need adult instruction about when to feel them
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5. Development of Emotional Self-Regulation
Infancy
Develops over 1st year, with brain development
Caregivers important
Early Childhood
Learn strategies for self-regulation
Personality affects ability
Fears common
Middle Childhood/ Adolescence
Rapid gains
Fears shaped by culture
Coping skills lead to emotional self-efficacy
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6. Coping Strategies Problem-Centered Coping Emotion-Centered Coping
Used when situation is seen as changeable
Identify the difficulty
Decide what to do about it
Emotion-Centered Coping
Used if problem-centered coping does not work.
Situation is seen as unchangeable
Internal private control of distress
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7. Social Referencing
Relying on another person’s emotional reaction to appraise an uncertain situation
Caregivers can use to teach children how to react
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8. Cognitive Development and Emotional Understanding
As children age, they judge causes of emotions better
Balance external and internal factors
Recognize thinking & feeling are connected
Consider conflicting cues
Appreciate mixed emotions
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9. Sympathy and Empathy Sympathy Empathy
Feeling of concern or sorrow for another’s plight
Empathy
Feeling same or similar emotions as another person
Complex mix of cognition and emotion
Must detect emotions, take other’s perspective
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10. Development of Empathy
Newborns sense other babies’ distress
Requires self-awareness
Increases over school years
Adolescence: can empathize with general life conditions
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11. Individual Differences in Empathy
Temperament
Social, warm, good at emotional regulation lead to high empathy
Parenting
Warm, sensitive, empathic parents lead to high empathy
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12. Structure of Temperament
Easy – 40%
Difficult – 10%
Slow-to-warm-up – 15%
Unclassified – 35%
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13. Genetics and Environment in Temperament
Genetic Influences
Responsible for about half of individual differences
Environmental Influences
Cultural variations
Nonshared environment
Goodness Of Fit
Combines genetics and environment
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14. Types of Attachment Secure – 65% Avoidant – 20% Resistant – 10-15%
Disorganized/
disoriented – 5–10%
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15. Cultural Variations in Attachment
Figure A cross-cultural comparison of infants’ reactions in the Strange Situation.
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16. Factors that Affect Attachment Security
Opportunity for attachment
Quality of caregiving
Sensitive caregiving
Interactional synchrony
Infant characteristics
Family circumstances
Parents’ internal
working models
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17. Fathers and Attachment
Fathers as playmates, mothers as caregivers in many cultures
Important factors in attachment
Sensitivity
Warmth
Family attitudes,
relationships
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18. Attachment and Later Development
Secure attachment related to positive outcomes in:
Preschool
Middle childhood
Continuity of caregiving
may link infant
attachment and
later development
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19. Child Development Laura E. Berk 7th edition
Chapter 11
Self and
Social Understanding
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20. I-Self and Me-Self Me-Self I-Self
Sense of self as object of knowledge and evaluation
Qualities that make self unique:
Physical characteristics
Material characteristics
Social characteristics
I-Self
Sense of self as agent
Separate from surrounding world
Can control own thoughts and actions
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21. False-Belief Task Figure 11.4 - Example of a false-belief task.
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22. Factors That Contribute to Theory of Mind
Language
Cognitive abilities
Attachment
Maternal “mind-mindedness”
Make-believe play
Social interaction
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23. Development of Self-Concept
3-5 Years
Observable characteristics
Typical emotions and attitudes
6-10 Years
Personality traits
Positive and negative
Social comparison
11 and up
Combines separate traits into abstract ones
Organized self-concept system
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24. Self-Esteem Judgments we make about our own worth
Feelings about those judgments
Includes:
Global
appraisal
Judgments of
different aspects
of self
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25. Hierarchical Structure of Self-Esteem in Middle Childhood
Figure Hierarchical structure of self-esteem in the mid-elementary school years.
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26. Influences on Self-Esteem
Age, school transitions
Culture
Child-rearing
practices
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27. Achievement-Related Attributions
Learned Helplessness
Attribute failure to ability
Entity view of ability
Cannot be changed
Focus on performance goals
Mastery-Oriented
Attribute success to ability
Incremental view of ability
Can improve by trying
Focus on learning goals
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28. Mastery-Oriented Attributions
Figure Consequences of mastery-oriented and learned-helpless attributional styles
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29. Learned-Helpless Attributions
Figure Consequences of mastery-oriented and learned-helpless attributional styles
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30. Influences on Achievement-Related Attributions
Parents
Too-high standards
Believe child incapable
Trait statements
Teachers
Learning versus
performance goals
Gender
Ethnicity
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31. Erikson’s Theory: Identity vs. Identity Confusion
Defining who you are, what you value and direction in life
Commitments to vocation, personal relationships, sexual orientation, ethnic group, ideals
Resolution of “identity crisis” or exploration
Identity Confusion
Lack of direction and definition of self
Restricted exploration in adolescence
Earlier psychosocial conflicts not resolved
Society restricts choices
Unprepared for stages of adulthood
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32. Identity Statuses Level of Exploration Level of Commitment High Low
Identity Achievement
Moratorium
Identity Foreclosure
Identity Diffusion
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33. Person Perception Understanding: People as personalities Ethnicity and
social class
In-group/out-group
Prejudice
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34. Theories of Perspective-Taking
Piaget - Overcome preoperational egocentrism
Selman - Stages
Developing
theory of mind
Recursive thought
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35. Social Problem Solving
Figure An information-processing model of social problem solving.
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36. Child Development Laura E. Berk 7th edition
Chapter 13
Development of
Sex Differences and Gender Roles
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37. Gender Stereotypes Masculine Instrumental traits Feminine
Expressive traits
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38. School Subject Stereotypes
Figure School-age girls’ ratings of the math ability of children and adults.
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39. Influences on Gender Stereotyping & Gender-Role Adoption
Biology
Evolutionary adaptiveness
Cross-cultural similarities
Hormones
Environmental
Perceptions & expectations of adults
Parents, teachers
Observational learning
Peers, siblings
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40. Theories of Gender Identity in Early Childhood
Social Learning Theory
Gender typing behavior leads to gender identity
Cognitive-Developmental Theory
Self-perceptions (gender constancy) come before behavior
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41. Development of Gender Constancy
Gender labeling
Gender stability
Gender consistency
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42. Gender Intensification in Adolescence
Increased gender stereotyping of attitudes and behavior
Biological, social, cognitive factors
More in early adolescence, declines mid to late adolescence
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43. Sex Differences in Mental Abilities
Skill
Performance
Biological Influences
Environmental Influences
Verbal
Girls do better from early ages, throughout school
Girls: advantage in left hemisphere of brain
Parents talk more to girls
Language arts considered “feminine.”
Math
Boys better at abstract reasoning
Gap larger at higher levels, although shrinking
Boys: better numerical memory, spatial reasoning
Mathematics considered “masculine.”
Parents see boys as better at math
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44. Sex Differences in Personality Traits
Girls more
Emotionally sensitive
But behavior differences small
Compliant
Dependent
Likely to suffer depression
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45. Sex Differences in Aggression
Boys more physically aggressive
Differences in verbal & relational aggression less clear
Biological influences
Androgen hormones
Environmental influences
Family
Consequences
of aggression
Peers
Figure Percentage of third through sixth graders rated by peers as highly physically/verbally aggressive and highly relationally aggressive.
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46. Child Development Laura E. Berk 7th edition
Chapter 5
Physical Growth
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© Allyn & Bacon/ Longman 2007

47. Sexual Maturation Secondary Sexual Characteristics
Other visible parts of the body that signal sexual maturity
Girls: breasts
Boys: facial hair, voice change
Both: underarm, pubic hair
Primary Sexual Characteristics
Maturation of the reproductive organs
Girls: menarche
Boys: spermarche
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48. Individual Differences in Timing of Puberty
Heredity
Nutrition, exercise
Body fat in girls
Geographical location
SES
Ethnic group
Family experiences may contribute
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49. Adolescent Emotions Across the Week
Figure Younger and older adolescents’ emotional experiences across the week.
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50. Sleep Habits in Adolescence
Still need almost as much sleep but go to bed later
Biological “phase delay”
Social habits
Lack of sleep impairs regulation of attention, emotion
Lower achievement
Mood problems
High risk behaviors
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51. Adolescent-Child Relationships
Families have more conflict, feel less close
Most arguments about mundane issues
Similar across North American subcultures
May have adaptive value
Gender differences
Girls: more conflict
Varies with culture
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52. Consequences of Timing of Puberty
Girls
Boys
Early Maturing
Unpopular, withdrawn, low confidence
More deviant behavior
Negative body image
More long-term problems
Popular
Confident, independent
Positive body image
Late Maturing
Sociable, lively, school leaders
Unpopular
Anxious, talkative, attention-seeking
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53. Factors in Reactions to Timing of Puberty
Physical attractiveness – body image
Girls: most want to be
thinner, smaller
Boys: most want to be bigger
Fitting in with peers
Prefer similar level
of physical maturity
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54. Eating Disorders Anorexia nervosa Bulimia nervosa Starve out of fear
of getting fat
Bulimia nervosa
Strict diet and exercise,
binge and purge
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55. Adolescent Sexuality North American attitudes relatively restrictive
Media contradict family messages
Abstinence programs
More liberal over past 40 years
Most say premarital sex
OK for committed partners
Activity matches attitudes
Rates declining since 1990s
Few partners
Americans have more than Canadians
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56. Characteristics of Sexually Active Adolescents
Personal
Early puberty
Tendency to violate norms
Little religious involvement
Family
Step, single-parent, or large family
Weak parental monitoring, parent-child communication
Peer
Sexually active friends or siblings
Educational
Poor school performance
Low educational goals
© Allyn & Bacon/ Longman 2007

57. Adolescent Contraceptive Use
Recent increase in contraceptive use
Still, 27% American, 13% Canadian
do not use
Reasons for not using:
Concern about image
Adolescent risk-taking
Social environment
Forced intercourse
© Allyn & Bacon/ Longman 2007

58. Adolescent Pregnancy Statistics
U.S. teens pregnant each year
900,000
(20% of those who had intercourse)
How many were under 15
30,000
Percent of teen pregnancies ended with abortion
40% - U.S.
50% - Canada
Percent of teen mothers who are unmarried
85%
© Allyn & Bacon/ Longman 2007