A Canadian Perspective Third Edition Younger Adler Vasta Chapter 12 Early Social and Emotional Development Younger Adler VastaChild Psychology Third Edition Chapter 12 2 Learning Objectives ID: 196671
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Child Psychology,A Canadian Perspective Third Edition
Younger, Adler, Vasta Slide2
Chapter 12
Early Social and Emotional Development
Younger, Adler, Vasta/Child Psychology, Third Edition, Chapter 12
2Slide3
Learning ObjectivesYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 12
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Learning Objective 12.1:
Understand the major theoretical approaches to early social development.Learning Objective 12.2:Understand the development of early communication between the infant and the caregiver.Learning Objective 12.3:Define temperament and describe its role in child development.
Learning Objective 12.4:
Explain the role of attachment in child development.
Learning Objective 12.5:
Explain how early experience can affect later social, emotional, and cognitive developmentSlide4
Early Social and Emotional DevelopmentYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 12
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Humans form many social relations during development
Some are transitorySome relations are enduring and importantSocial relations are transactionalInfant influences caregiver
Caregiver influences infant
Infant is
predisposed
to form social relations
Behaviours such as crying and smiling are important tools for the infantSlide5
Younger, Adler, Vasta/Child Psychology, Third Edition, Chapter 125
Theories of Early Social DevelopmentEvolutionary
approaches:Babies are programmed with behaviours (crying) that draw the mother close and that the mother is programmed to detect and respond to the babyEnvironmental/Learning approach:Mother-infant attachment results from social learning processes (reward, punishment, modeling)Cognitive-Developmental models:Mother and child develop working mental models of each other’s behaviours
Sociocultural approaches:
Biology interacts with culture to influence social and emotional developmentSlide6
Emotions and the Affective SystemYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 12
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Emotion:
Internal reaction or feeling that is positive or negativeEmotions are expressed in facial reactions At birth, babies can indicate distress
by crying, interest
by staring,
disgust
to unpleasant tastes or
odour
s
At 10 – 12 weeks,
pleasure
is indicated by smiling
At 7 months, facial expression of
fear
is evident in babiesSlide7
Emotions and the Affective SystemYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 12
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Infants can emit facial expressions and are capable of responding to or modeling the facial reactions of others
After 6 weeks of ageBabies are capable of scanning facesHabituation studies reveal that infants can detect the difference between a smiling face and a frowning faceAt 6 months of age
Infants can imitate facial expressions of smilingLeads to social referencingSlide8
Emotions and the Affective SystemYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 12
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Development and Expression of Emotions
Babies’ facial expressions of the basic emotions appear at different points in developmentBabies display basic primary emotions: Distress by crying
Interest by staring attentively
Pleasure
by smiling
Sadness
and
anger
Fear
Slide9
Emotions and the Affective SystemYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 12
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Development and Expression of Emotions (continued)
In the middle of the second year, infants become more aware of themselves; recognize pictures of themselves or their reflection in a mirrorAs their sense of self emerges, secondary
emotions develops:
Embarrassment
is displayed by repeatedly looking away, often with a shy smile
Empathy
is displayed by crying in response to the crying of another
Jealousy
, example jealousy of a new baby sibling
Later, children start comparing themselves to a standard, and develop
other
secondary
emotions—
shame
,
guilt, prideSlide10
Emotions and the Affective SystemYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 12
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Socialization of Emotions
Emergence of emotions in infancy is guided primarily by biological processes; is universal across culturesEven in early infancy, this development is shaped by cultural practicesModelling is another way in which emotions are socializedSlide11
Emotions and the Affective SystemYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 12
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Initially children’s affective expressions mirror their
emotions, but over time, they learn to control their affective displaysChildren mask their feelings:To avoid negative outcomesTo protect self-esteemTo fit with norms and conventionsOut
of a concern for others’ feelings and well-beingThese
reflect children’s increasing awareness of emotional
display rules
—expectations or attitudes regarding the expression of
affectSlide12
Face-to-Face InteractionsYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 12
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Mothers and infants engage in face to face interactions
Mother and child develop an interactional synchronyThe mother learns to concentrate her interactions when the infant is paying attention to her and to withhold interactions when the infant is in a period of inattention Mothers and infants develop a “turn-taking” style of interaction in which the mother and infant take turns responding to each otherSlide13
TemperamentYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 12
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Temperament:
Early indicators of personality such as emotional expressiveness and responsiveness to stimulation Issues in temperamentTwin studies suggest a strong genetic influence on temperamentThe negative aspects of temperament appear to be relatively stable across time
Not all behaviours that reflect temperament are evident early in lifeSlide14
Conceptualizing TemperamentYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 12
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Easy baby:
Has regular patterns of eating, sleeping, and toileting; adapts to new situations and shows low intensity reactions (40% of babies) Difficult baby:Has less predictable schedules, withdraws from new situations, and reacts intensely to stimuli (10% of infants)Slow-to-warm-up baby:
Adapts poorly to changing situations, is less active (15% of infants)The degree of
goodness of fit
determines the degree of influence of infant temperament on later developmentSlide15
Conceptualizing TemperamentYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 12
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Robert
Plomin’s EAS ModelEmotionality:How quickly an infant becomes aroused and responds negatively to environmental stimulation Activity:
Infant’s tempo and energy useSociability:
Infant’s preference for being with other people
Shyness:
Infant’s response to unfamiliar personsSlide16
Conceptualizing TemperamentYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 12
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Rothbart’s
ModelTemperament reflects individual differences in Reactivity:How easily and intensely an infant responds to stimulationSelf-regulation:
Infant’s inborn ability to increase or reduce the level of reactivity
An interactionist viewSlide17
Temperament and Behaviour
ProblemsYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 12
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Thomas and Chess:Infants classified as difficult displayed more behaviour problems later on in childhood but not adulthoodOther studies have found correlations with difficult temperament and behavioural problems from childhood through to adolescence and adulthood
Explanations for the stability of difficult temperaments
Poor child-caregiver relationships which lead to later
behavioural
problems
Parental attitudes, expectations, and approaches may dictate child ratings
Difficult temperaments may have ethological advantagesSlide18
Temperament and Behaviour
ProblemsYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 12
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Kagan argues for the concept of inhibition to classify infantsInhibition:Refers to the tendency to react to unfamiliar events and people with timidity and avoidance
Kagan first examined how a group of 2-year-olds reacted to a strange laboratory setting
Selected those children who were most and least avoidant
Inhibited children showed evidence of greater fear (e.g. fear of the dark) when studied 6 years laterSlide19
Attachment: StagesYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 12
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Phase 1
(Birth – 2 months)Infants emit behaviours such as crying and smiling to many people (indiscriminant social responding)Mother quickly learns to recognize her infant and to bond to that infantPhase 2 (2 – 7 months)Infant focuses attention on the
motherSlide20
Attachment: StagesYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 12
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Phase
3 (8 – 24 months) Fear emerges as a dominant emotion and is expressed in the absence of the motherPhase 4 (3 years and on
)Child is better able to modulate own reactions and responses, so has decreasing need to seek proximity with their attachment figuresSlide21
Assessing AttachmentYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 12
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Mary Ainsworth’s Strange Situation procedure
Assesses the reactivity of the child to a situation involving the introduction of a stranger and a separation of the mother from the childThis procedure is limited in sampling time and restricts the mother to a limited styleAttachment Q-SetTrained observers code the interactions of mother and child in the home settingSlide22
Strange Situation ProcedureYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 12
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Source: From Parke, R. & Clarke-Stewart, A. (2011).
Social Development, Table 4.4, p. 121. Hoboken, NJ: John Wiley & Sons, Inc. Derived from Waters, E. (1987). Attachment Q-set (Version 3), http://www.psychology.sunysb.edu/attachment/measures/content/aqs_items.pdf.Slide23
Assessing Attachment: TypesYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 12
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The Ainsworth procedure suggests
four attachment patterns in infantsSecurely attached infants: 65%Distressed when their mother leaves, but are happy when she returnsInsecure-avoidant infants: 20%
Show little distress at separation and avoid the mother when she
returnsSlide24
Assessing Attachment: TypesYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 12
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The Ainsworth procedure suggests
four attachment patterns in infants (continued)Insecure-resistant infants: 15%Distressed throughout the procedure but particularly during
separationInsecure-disorganized/disoriented infants
Displays
an unpredictable, distressed response to separation from and reunion with the
motherSlide25
Determinants of AttachmentYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 12
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Variables associated with attachment patterns
The kind of care the child receives from his/her caregiver, in part, predicts the security of the relationshipAdults’ memories and experiences of their childhood attachment patterns impacts their later attachment patternsInfant temperament has been associated with attachment relationshipsSlide26
Consequences of AttachmentYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 12
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Securely attached infants are more likely to develop greater cognitive and social competence
Securely attached infants are less likely to develop emotional and behavioral problemsSlide27
Younger, Adler, Vasta/Child Psychology, Third Edition, Chapter 1227
Effects of Early Experience
Effects of early daycare
Recent research evidence does not indicate negative effect of early daycare on attachment An insensitive mother will be more likely to have a insecurely attached infant whenThe daycare center also does not provide a high level of careThe child spends a great deal of time in daycareThe child has had many different daycare arrangementsSlide28
Younger, Adler, Vasta/Child Psychology, Third Edition, Chapter 1228
Effects of Early Experience
Abuse may result in lack of secure attachment and further has negative effects on social and cognitive development
Chronic hospitalization has been associated with adverse outcomesSlide29
Younger, Adler, Vasta/Child Psychology, Third Edition, Chapter 1229
Persistent Crying and Shaken Baby Syndrome
The majority of infants who display persistent crying are healthy and not in distress
But persistent crying can have negative effects on parentsSBS (Shaken Baby Syndrome)Parents frustrated with persistent crying shakes infantAffects 25 to 31 out of 100,000 infants under 1 year oldSBS can result in severe brain injuryLifelong neurological damageIn 25% of the SBS cases, brain injury is fatalPURPLE project:Stresses that persistent crying is normalHelps parents understand and cope with persistent cryingSlide30
Younger, Adler, Vasta/Child Psychology, Third Edition, Chapter 12Copyright ©
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