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| subjective reactions to the environment that are usually experiences cognitively as pleasant or unpleasant that are accompanied by physiological changes and often expressed in a visible form of behavior |
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| influenced by genetics, conditions of environment, interactions with family members and peers, three perspectives on emotional development: |
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| Genetic maturational perspective |
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| emotions best seen as product of biological factors |
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| explains individual differences in emotional expression (learning fears through operant con.) |
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| emotions serve us to help achieve our goals and adapt to our environment and maintaining social relationships, incorporates a lot of the learning perspective |
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| social nature of emotions |
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| (1) use info by others to guide our own behavior (2) use the feedback from others as a guide (3) memories of past serve as a guide to shape behavior |
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| special smiles for the mother |
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| reflect an internal stimulus than external such as a change in the infant’s arousal, smiling pattern: babies smile at the eyes, then mouth and then the entire |
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| around 9m, fear of strangers |
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| he process of ‘reading’ emotional cues in other people to help determine how to act in an uncertain situation |
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| : peaks at 15months, distress reaction from being separated from mother, separation anxiety |
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| their understanding of pride depends on their ablity to entertain multiple emotions such as pleasure and happiness |
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| only gradually that children develop and appreciation of the central role of responsibility in their behavior and an understanding of guilt |
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| as early as 1yr, infants jealous at whoever the mother is giving her attention to, the experiences and expression of jealousy depends on the nature of the relationship in which the emotion arises, the more secure the relationship the less jealousy occurs |
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| emotional scripts – complex scheme that enables a child to identify the emotional reaction that’s likely to accompany a particular sort of event |
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| familes influence emotional development in 3 ways |
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Definition
| (1) a family’s own pattern of emotional expressiveness serves as a model for their child (2) parents’ & siblings’ specific reactions to children’s emotions encourage/discourage certain patterns of emotional expressiveness (3) parents often act as emotional coaches |
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| strong emotional bond that forms in the second half of the first year b/w an infant and one or more of the child’s caregivers, can also be seen when a child stays near their parent in an unfamiliar situation or distress when parents leave them temporarily |
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| psychoanalytic theory of attachment |
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| babies become attached first to the mother’s breast and then to the mother herself as a source of oral gratification |
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| learning theory of attachment |
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Definition
infants become attached to the mother because she provides food, or primary reinforcement, and thus she acquires secondary reinforcement properties (secondary reinforcers is a person/stimulus that acquires reinforcing properties through repeated association with a primary reinforce)
o Explains that attachment isn’t automatic and that it develops over time as a result of satisfying interactions with responsive adults |
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| cogntive developmental theory of attachment |
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Definition
| in order to form attachments, infants must differentiate b/w mother and stranger and must understand that people exist independently of their interaction with them – must develop object permanence – kids handle better distress when the mothers give clear information when leaving |
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| ethiological theory of attachment |
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| attachment derives from the biological preparation of both infant and parents to respond to each other’s behaviors in such a way that parents provide the infant with care and protection |
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| process where birds and other animals develop a preference from the person/object to which they’re first exposed after birth |
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| attachment evolves in 4 phases |
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1. Pre attachment: 0-2m, social responses are indiscriminate
2. Attachment in the making: 2-7m, recognition of familiar faces
3. Clear-cut attachment: 7m-2yrs, separation protest, wariness of strangers and intentional communication
4. Goal corrected partnership: 2yrs+, relationships more two-sided, children understand the parents needs |
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| babies who are secure enough to explore novel environments, who are minimally disturbed by brief separations from their mothers and who greet them happily when they return; 60-65% |
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| insecure avoidanct attachment |
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| babies who seem not to be bothered by their mother’s absence but they avoid them when they return, looking visibly upset |
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| extremely upset when mother leaves, when she returns they seek contact with her but then they push her away |
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| babies seem disoriented and disorganized, freeze in the middle of their movements, engage in repetitive behavior, look dazed |
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| a caregiver judges the quality of a child’s attachment based on the child’s behavior in naturalistic situations, including brief separation from parents |
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| california attachment procedure (CAP) |
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| focuses on how mothers manage children’s fear and upset in response to stressful events such as loud noises, used with kids at 18m |
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| formation of secure attachments, caregiving that is consistent – mother always attends |
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| approach avoidance behaaviour |
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| tendency to show an alternative pattern of approaching a person/object and retreating or escaping from it |
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| mother constantly adjusts her behavior to that of her baby, responding and respecting his signals as to when he is ready for and wants interaction |
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| mental representations about oneself, one’s own parents and the styles of interaction that one experienced as a child – not the actual experience but how they reconstruct them |
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| at 4 ½ months babies gaze at themselves in the mirror but at 1yr realize that it’s them, child-parent attachment relationship affects the child’s developing self-concept |
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| children are cared for in a school like environment by professional caregivers, more likely to be insecurely attached |
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| individual cares for three of four children in her home |
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