Week 5 - Social & Emotional Development Infancy Toddlerhood Early Childhood_student slides.pdf

Social & Emotional Development: Comparing Infancy/Toddlerhood to Early Childhood PSY 323 – Professor Agbayani Class schedule reminders: Final project topics/articles Use your skills from today’s presentation to find your FIRST 2 articles on the topic you’re interested in –...

Social & Emotional Development: Comparing Infancy/Toddlerhood to Early Childhood PSY 323 – Professor Agbayani Class schedule reminders: Final project topics/articles Use your skills from today’s presentation to find your FIRST 2 articles on the topic you’re interested in – you’ll submit these BEFORE CLASS next week Last time: Discuss development from infancy to toddlerhood in the following domains: Physical: gross & fine motor development Cognitive: thinking & language Today: Social/emotional development in infancy/toddlerhood: ○ Attachment theories & temperament ○ Erikson’s psychosocial stages Connecting to social/emotional development in early childhood: ○ Comparing Erikson’s stages ○ Play ○ Personality  First, some review: build a room for an infant/toddler! What are some things that you might want to include, based on what you’ve learned about infant/toddler capacities and sensory developments? **Think about room color, toys, decorations, etc.** Use info from class to to justify & strengthen your choice of applicable colors/tones, textures, or recommended distance or placement of items. We’ll build it together on the screen!  Attachment – what is it? A strong emotional bond that forms between infants + caregivers – can measure it around 6 months * Attachment is important! * Has an apparent biological basis  Importance of social interactions Still face paradigm in typically developing infants: ○ Showing infants a still face results in a variety of sounds, gestures, and facial expressions from the infant Still face experiments Importance of social interactions Attachments with caregivers are not just for survival: comfort is also very important for babies ○ Harlow & Zimmerman (1959) conducted studies with Rhesus monkeys: an uncomfortable “wire mother” fed the baby monkeys (basic needs) while a “cloth mother” only provided comfort Importance of social interactions Attachments How do we know someone likes us/wants to spend time with us? How do we know we like someone/want to spend time with them? How do we form our attachments? Pre-attachment from birth to 2 months of age ○ Infants use innate signaling abilities (crying, grasping) to bring adults into close proximity ○ Infants show indiscriminate responsiveness: any adult will do! How do we form our attachments? “Attachment in the making” from 2-7 months ○ Discriminate responsiveness: starting to distinguish between familiar/unfamiliar adults, but attachment still isn’t specific! ○ There is still time for early attachments to form/change  How do we form our attachments? Clear cut attachment 7-24 months ○ Infant is attached to familiar caregivers: they act deliberately to maintain proximity, seek contact ○ The parent is a secure base while the infant explores the environment ○ Separation anxiety when separated from caregivers  How do we form our attachments? Reciprocal relationships 24 months and beyond ○ Goal-directed partnership: Infant realizes that others have feelings and goals, leading to cooperative exchanges/negotiations ○ Infants start having expectations for their caregivers’ routines and behaviors (and vice-versa!)  “The Strange Situation” – assessing attachment A lab-based assessment developed by Mary Ainsworth, ~20 minutes in 8 segments: 1. Mother & baby enter an unfamiliar room 2. Mother sits down, leaving baby free to explore: assessing “secure base” behavior “The Strange Situation” – assessing attachment 3. An adult stranger enters the room and converses first with the mother and then with baby: assessing stranger wariness 4. Mother exits room, leaving baby alone with the stranger: assessing separation anxiety “The Strange Situation” – assessing attachment 5. Mother returns, greeting and comforting baby, and the stranger leaves: assessing response to reunion 6. Mother departs again, leaving the baby alone: assessing separation anxiety “The Strange Situation” – assessing attachment 7. The stranger returns: assessing whether the infant can be soothed by a stranger 8. Mother returns and the stranger leaves: assessing response to reunion “The Strange Situation” – assessing attachment What were the researchers actually measuring? proximity-seeking contact-maintaining interaction at a distance proximity and interaction avoidance resistance to contact “The Strange Situation” “The Strange Situation” – assessing attachment 4 major patterns of attachment 1. Secure attachment (~65% of samples) Infant behavior: explore, seek reunion, easily comforted Maternal behavior: sensitive and responsive, prompt Children tend to be self-confident, autonomous, and socially competent “The Strange Situation” – assessing attachment 4 major patterns of attachment 2. Insecure-avoidant attachment (~25% of samples) Infant behavior: explore with indifference to parent, ignore them upon reunion Maternal behavior: insensitive and controlling “The Strange Situation” – assessing attachment 4 major patterns of attachment 3. Insecure-resistant attachment (~10% of samples) Infant behavior: fearful of the new environment, seek reunion but not easily comforted – “clingy” Maternal behavior: inconsistent sensitivity – may or may not respond “The Strange Situation” – assessing attachment 4 major patterns of attachment 4. Disorganized attachment (~less than 5% of samples) Infant behavior: dazed, apprehensive, unable to cope Maternal behavior: negative parenting, neglectful “The Strange Situation” – assessing attachment Secure Insecure- avoidant Insecure- resistant Disorganized “The Strange Situation” – assessing attachment Parent sensitivity is crucial!! For securely attached infants: respond well to infant’s cries, reading signals well Insecure-resistant: unpredictable Insecure-avoidant: emotionally unavailable, unresponsive Disorganized: neglectful  Attachment may also be related to infant temperament What is temperament? An enduring set of characteristics commonly including activity levels and responsiveness Research suggests that temperament is heritable at birth, and can be influenced by parenting style Looks at how children behave, rather than what they do or why How is temperament measured? Parent-report questionnaires Observations by researchers in naturalistic settings (e.g., the home, daycare, school) Laboratory assessments Psychophysiology – certain temperaments are associated with more stress reactivity (e.g., heart rate) How is temperament measured in the lab? How is temperament measured? 1. “Easy Babies” have a positive disposition, their body functions operate regularly, and they are adaptable ~40% 2. “Difficult Babies” have negative moods and are slow to adapt to new situations; when confronted with a new situation, they tend to withdraw ~10% 3. “Slow-to-Warm Babies” show relatively calm reactions to their environment; their moods are generally negative, they withdraw from new situations, adapting slowly ~15%  Does temperament matter? Probably doesn’t matter much by itself– but it might influence the way the infant navigates the world! Goodness-of-Fit: match between children’s temperament and the nature/demands of their environment Certain temperaments are more adaptive – easy babies are more likely to develop secure attachment  What about emotions? Infants display facial expressions indicative of emotions Similar across diverse cultures Consistent among people of all ages What about emotions? Degree of emotional expressivity varies by culture (mirroring) Nonverbal expressions are thought to represent actual emotional experiences ○ May help regulate the emotion Repertoire of emotions expands as they age ○ Brain areas continuing to mature What about emotions? Evidence suggesting that babies can understand moral cues as well (right from wrong, good from bad) based on perceived emotions Not entirely clear if this is inherited/innate, or learned from observing parents and other caregivers Babies reacting to “right” versus “wrong”  Infant socialization - Smiling By 6 to 9 weeks babies smile reliably at the sight of stimuli that please them (see my nephew at 8 weeks here ->) Social Smile—smiling in response to other individuals ○ By 18 months, more frequent than other smiles Smiling decreases if an adult is unresponsive  Infants and OUR emotions Nonverbal decoding: infants can interpret facial & vocal expressions that carry emotional meaning Can discriminate happy and sad vocal expressions at 5 months ○ Around 6-8 weeks, they discriminate among different facial expressions of emotion, seem to respond to differences in emotional intensity Infants and OUR emotions Infants respond to unusual facial expressions By 4 months, they begin to understand the emotions behind our facial and vocal expressions Infants use these emotional cues to figure out who to trust/distrust THEORIES OF DEVELOPMENT Psychosocial stages What are Erickson’s psychosocial stages? Approximate Age Birth to 1 1-3 years 3-6 years 6-11 Adolescence year years Erickson (Psychosocial) Trust vs. Autonomy vs. Initiative vs. Industry vs. Identify vs. Mistrust Shame and Doubt Guilt Inferiority Role Confusion Babies either Children Children either Children busily Adolescents try trust that either want to learn to be to figure out others will become self- undertake many competent and “Who am I?” care for their sufficient in adultlike productive in They estabilish basics needs many activities or mastering new sexual, including activities internalize the skills or feel political, nourishment, including limits and the inferior, religious, and warmth, toileting, prohibitions set unable to do vocational cleanliness, feeding, by parents. anything as identities or and physical walking, They feel either well as they are confused contact, or exploring, adventurous or wish they about what develop and talking or guilty could roles to play mistrust about doubt their the care of own abilities others Artwork ©Worth Publishers 43 Psychosocial Development – Infancy Vs. Early Childhood Psychosocial Development ○ Changes in the understandings of self as members of society/a larger collective ○ Changes in their comprehension of the meaning of others’ behavior Psychosocial Development – Infancy Vs. Early Childhood In infancy: trust vs mistrust ○ What type of attachment do we see between infant & parent? ○ Can the infant trust their caregiver to provide nourishment, warmth, emotional closeness, etc? Psychosocial Development – Infancy Vs. Early Childhood How will this compare to as they age out of toddlerhood into early childhood? Social & Emotional Development: Moving on to Early Childhood (“preschool age”) Sense of Self - Resolving Conflicts Psychosocial Development ○ Changes in the understandings of self as members of society/a larger collective ○ Changes in their comprehension of the meaning of others’ behavior THEORIES OF DEVELOPMENT Psychosocial stages What are Erickson’s psychosocial stages? Approximate Age Birth to 1 1-3 years 3-6 years 6-11 Adolescence year years Erickson (Psychosocial) Trust vs. Autonomy vs. Initiative vs. Industry vs. Identify vs. Mistrust Shame and Doubt Guilt Inferiority Role Confusion Babies either Children Children either Children busily Adolescents try trust that either want to learn to be to figure out others will become self- undertake many competent and “Who am I?” care for their sufficient in adultlike productive in They estabilish basics needs many activities or mastering new sexual, including activities internalize the skills or feel political, nourishment, including limits and the inferior, religious, and warmth, toileting, prohibitions set unable to do vocational cleanliness, feeding, by parents. anything as identities or and physical walking, They feel either well as they are confused contact, or exploring, adventurous or wish they about what develop and talking or guilty could roles to play mistrust about doubt their the care of own abilities others Artwork ©Worth Publishers 49 Sense of Self - Resolving Conflicts Erikson’s stages: Initiative-versus-Guilt Stage Children 3 - 6 years experience conflict between independence of action and the sometimes negative results of that action Want to do things on their own, but feel guilty when they fail Sense of Self - Resolving Conflicts ○ Parents who react positively can help children resolve the opposing feelings ○ Providing children with opportunities to act independently, while giving direction and guidance supports children/their sense of initiative ○ Discouraging a child’s efforts contributes to the sense of guilt and affects self-concept Thinking About the Self Self-Concept: our identity or set of beliefs about who we are as a person Statements from children describing their own self- concepts are not necessarily accurate ○ They overestimate their own skills/abilities and knowledge Thinking About the Self Reflects culture ○ Collectivistic—promotes interdependence Tend to regard themselves as parts of a larger social network, where they are interconnected with and responsible to/for others ○ Individualistic—emphasizes personal identity, uniqueness See themselves as self-contained and autonomous Children focus on what sets them apart from others Friendships & Play Real friendships begin to develop around age 3 Based on desire for companionship, play, and fun As preschoolers age: Ideas about friendship evolve - friendship seen as a continuing state Quality and kinds of interactions change ○ Age 3: Focus is the enjoyment of shared activities ○ Older preschoolers: Pay more attention to concepts such as trust, support, and shared interests Play Helps preschoolers develop! ○ American Academy of Pediatrics (AAP) says it is essential for the cognitive, physical, social, and emotional well-being of children and youth ○ United Nations High Commission for Human Rights maintains that play as a basic right of every child Play Functional Play Simple, repetitive activities, typical of 3-year olds May involve objects or repetitive muscular movements ○ Ex: Playing with dolls, skipping, jumping, rolling and unrolling a piece of clay Doing something for the sake of being active rather than creating Declines with age Play Constructive Play Children manipulate objects to produce or build something Evident by age 4 ○ Ex: Building with Lego or putting together a puzzle Has an ultimate goal of producing something Provides opportunity to test developing physical and cognitive skills & practice fine muscle movements Play Parallel Play ○ Children play with similar toys, in a similar manner, but do not interact with each other ○ Typical during early preschool years Onlooker Play ○ Children simply watch others at play but do not actually participate themselves ○ May be silent or may make comments of encouragement or advice Play Associative Play ○ 2+ children interact by sharing or borrowing toys or materials, although they do not do the same thing Cooperative Play ○ Children genuinely interact with one another, taking turns, playing games, or devising contests These types of play are not common until the end of the preschool years ○ May be seen earlier among children with substantial social experience Play Pretend play also changes during the preschool period ○ Becomes increasingly unrealistic and more imaginative – children understand/use symbols more Pretend play is important for expanding cognitive skills ○ Able to practice activities that are a part of their culture Play Play helps the brain develop and become more sophisticated ○ Depriving animals of play affects the course of brain development ○ Deficiencies in the development of the prefrontal cortex (decision-making, higher order thinking) Culture affects styles of play Preschoolers’ Family Lives For most, the preschool years are not a time of upheaval and turmoil ○ This time encompasses a growing interaction with the world at large ○ Parents who provide a warm, supportive home environment encourage this Effective Parenting: Teaching Desired Behavior Effective Parenting: Teaching Desired Behavior Authoritarian Parents ○ Parents who are controlling, punitive, rigid, and cold ○ Value strict, unquestioning obedience from their children and do not tolerate expressions of disagreement Effective Parenting: Teaching Desired Behavior Permissive Parents ○ Parents who provide lax and inconsistent feedback ○ Have inconsistent expectations for children Effective Parenting: Teaching Desired Behavior Authoritative Parents ○ Parents who are firm, setting clear and consistent limits, but try to reason with their children ○ Explain why they should behave in a particular way Effective Parenting: Teaching Desired Behavior Uninvolved Parents ○ Parents who show virtually no interest in their children, displaying indifferent, rejecting behavior ○ In its most extreme form, it results in neglect Effective Parenting: Teaching Desired Behavior Children of authoritarian parents tend to be withdrawn, can be incredibly dependent or hostile Children of permissive parents tend to be dependent and have low social skills/self-control Effective Parenting: Teaching Desired Behavior Children of authoritative parents: generally independent, friendly, self-assertive, cooperative, motivated to achieve, able to regulate their own behavior ○ Some authoritative parents display supportive parenting: parental warmth, proactive teaching, calm discussion, and interest and involvement Effective Parenting: Teaching Desired Behavior Children of uninvolved parents tend to have disrupted emotional development; impedes physical and cognitive development Effective Parenting: Teaching Desired Behavior Classification systems are useful, but not a recipe for success ○ How we turn out is complicated ○ Parents are not always consistent Together: some examples of each parenting style In pairs/groups, come up with at least one example from movies, books, or other media for each type of parenting style