Erikson: the balance of infant care includes
sympathetic and loving, the psychological conflict of the first year- basic trust versus mistrust is resolved on the positive side
Erikson: the trusting infant expects the world to be
to be good and gratifying so he feels confident about venturing out and exploring it, counts on kindness and compassion of others
Erikson: autonomy versus shame and doubt is resolved favorably when parents
provide children with guidance and reasonable choices
Erikson: when the parent do not criticize or attack the child when he fails the child will feel
self- confident and secure
Erikson: when the parent is over- or under-controlling the child feels
forces or shamed or who doubts his ability to control his impulse or act completely on his own
Erikson: if the child emerges from the 1st few years without sufficient trust in care-givers they feel
a sense of individuality it can show adjustment problems
Emotional development Fear:
happens during the second half of the 1st year. older infants hesitate playing with new toys and crawling infants fear heights, and unfamiliar faces as stranger
If the stranger sits still or acts warmly and playful and parent is nearby the infant will
be positive and have curious behavior
once warmness develops with caregiver infants feel
secure and want to venture out and explore the environment and then returning for emotional support
Emotional self-regulation
refers to the strangers we use to adjust our emotional state to a comfortable level of intensity so we can accomplish our goals
Emotional self-regulation requires
voluntary effort full management of emotions, a capacity that improves gradually, as a result of development of the cerebral cortex and assistance of caregivers
in early months infants often feel
overwhelmed by intense emotions try depend on the soothing interventions of caregivers EX lifting them onto shoulder when in distress
by 4-6 months infants, the ability to shift attention away from what
unpleasant events, helps infants to control emotions
by the end of the 1st year
crawling, and walking enable infants to regulate by approaching or retreating from various stimulation
parents who respond contingently and sympathetically to infant emotional cues tend to be
less fussy, to express more pleasure emotion to be more interested in exploration, and to easier to soothe
parents who respond impatiently or angrily or who wait to intervene the infant
will be agitated and increase intense distress
temperament early appearing
stable individual differences in reactivity and self-regulation
reactivity
quickness and intensity of emotional attention and motor activity
self-regulation
strategies that modify that reactivity
temperament: early child
40% quickly establishes regular routines in infancy is generally cheerful and adapts easily to new experiences
temperament: difficult child
10% is irregular in daily routines is slow to accept new experiences, and tend to reach negativity and intensely
temperament: the slow-to-warm-up child
15% is inactive, slow mind, low key reactions to environmental stimuli is negative in moos and adjusts slowly to new experiences
what % of children don't fit these categories and what are they
35% show unique blends of temperamental char.
difficult children are at high risk for
adjustment problems both anxious withdraw and aggressive behavior and middle childhood
slow-to-warm-up children present fewer problems and they tend to
show excessive fearfulness and sow constricted behavior in the late preschool years and when they are expected to respond actively and quickly in classroom and peer groups
Rothbart thought
individuals deffer not just in their reactivity on each dimension, but also in the self-regulatory dimensions of impermanent effortful control voluntary support suppresses dominate response to a more adaptive response
The stability of temperament is
only low to moderate
if toddlers with irritable temperament who experience patient and supportive parents will
will be better at managing reactivity
how do parents see their kids? these stereotypes can lead to temperament
see sons as stronger, more alert, and coordinated where as they see their daughters as softer
goodness-of-fit
involves creating child-rearing environments that recognize the child's temperament child encouraging more adaptive functioning
difficult child experience parents
that resort to angry and punishment causing the child to react and making the parent more stressed
difficult and shy children benefit from parents who are
warm and accepting whos demands are reasonable
attachment in the first year
infants become familiar to people who met their needs
preattachment phase
birth-6 weeks, built in signals-grasping smiling, crying, and gazing into the adults eyes-help bring newborn babies in close contact with other humans who comfort them
attachment-in-the-making
6-8 weeks infants respond to familiar faces they learn there own actions affect others around them. develop a sense of trust, dont protest when separated from caregiver
clear-cut attachment
6-8 months to 18months-2 years display separation anxiety, become upset when caregivers leave climb on preferred others, use secure base to explor
formation of a reciprocal relationship
18months-2 yrs language permits understanding some factors of the parents comings and goings and predict there return
internal working model (bowlby)
set of expectations about availability of attachment figures, proving support in stressful times
internal working model works toward the
childs personality serving as a guide for all future and close relationships**
secure attachment
infants may cry when separated they prefer parent to a stranger. when the parent returns they seek contact and their crying is reduced
avoidance attachment
infants seem unresponsive to parent and when they leave they are not distressed. when the parent returns they are slow to greet the parent and fail to cling to parent
resistant attachment
before separated infants seek closeness to parent and fail to explore. when she leaves they are usually distressed and on her return they combine clinging with angry
if children who are adopted made an attachment between 4-6 years age they often show
attachment diffuseness including an excessive desire for adult attention"over-friendliness" to unfamiliar adults and peers
when the Romanian orphanage children were adopted at 7 months they showed
reduced ERP brain waves in response to facial expressions- outcomes that suggest disturbed formation of neural structures involving "reading" emotions
self-awareness contributes to
strengthening of "effortful control" children must have the ability to think for themselves as seprate autonomous beings who direct own actions
self-control occurs in
12-18 months toddlers are compliance they are aware of adults expectations and can obey simple commands
assert their autonomy
doing the opposite, but they are just adapting to the new caregiver and their own directions.