child development chapters 6-8

sociomoral emotions (infancy 0-12 months)

babies display basic emotions (joy, anger) and form secure attachments with caregivers, which serves as the foundation for future social understanding

sociomoral emotions (toddlerhood 1-3 yrs)

children start showing early signs of empathy, recognize themselves in mirrors, and begin to grasp simple social rules and expectations

sociomoral emotions (early childhood 3-5 yrs)

theory of mind emerges, allowing children to realize that other people have distinct thoughts and feelings. the cognitive leap triggers complex sociomoral emotions like guilt and pride when rules are broken or followed

sociomoral emotions (middle childhood 6-10 yrs)

children internalize moral standards, understand intentionality vs accidents, and refine their ability to regulate emotions in social contexts

3 biological structures that support language in humans

vocal apparatus, brain (broca’s area & wernicke’s area), and specific genetic systems

behaviorism

children learn from interactions from environment (positive reinforcement, punishment, imitation)

innatist theory

children are born wit'h language acquisition device (grammar, overregulation=”ated” or “tooths”, cognitive theory=internal mental processes explain human behavior)

intersectionist/social theories

language is a tool for social and cultural purposes, learned from parents, peers, media

@2 months infants

produce cooing

@4-6 months infants

babble

@9 months infants

refine babbling (also add pragmatics - context)

@8-10 months infants

use gestures

first words occur around

1 year

words are added slowly until

about 18 months

words added rapidly

@ 18 months into adolescence

holophrases from 12-18 months

1 word like ball or up

12 - 18 month overextension

everything with 4 legs = dog

12 - 18 month underextension

“teddy” = their stuffed animal only

naming explosion or vocab spurt

many more words 18-24 months

fast mapping

a mental shortcut that allows young children to learn the rough meaning of a new word after hearing it just once or a few times, rather than needing endless repetition

at the end of 18-24 months these 3

morphology (how words are formed), telegraphic speech (connecting words, “more milk”, show syntax (understanding of why they are putting words together)

pragmatics begin before words and learning it doesn’t end til adolescence

“i don’t want to play” doesn’t mean never again

end of year 3

obtain more grammatical rules

by age 4

few grammatical errors

language brokering

immigrant children translate and interpret language/culture for adults

temperament

innate responses to the physical and social environment

categories of termperament

easy, slow to warm up, difficult

rothbart

added self-regulation as part of temperament measures and dropped others

kagan

looked at behavioral inhibition (slowing down) and its impact

goodness-of-fit

thomas and chess proposed that children develop best in an environment that fits their temperament

evolutionary theories

existence of discrete emotions shared by all humans (ekard and izard research)

differentiation theories

discrete emotions are not present @ birth but develop graduallty

functionalist theories

emotions serve social functions

internalization theory

emotion is guided by social and cultural norms

primary emotions

most basic emotions, evident in first year of life, distress, interest, and pleasure seen in early life; developmental patterns of primary emotions, anger, sadness, fear, surprise, happiness; social smiling may be dependent on caregivers

secondary emotions

require social and cultural learning (occurs in toddlerhood)

emotional contagion

unconscious phenomenon where a person automatically mimics and synchronizes their facial expressions, vocal tones, postures, and behaviors with those of another person, leading to a shared emotional state

at first infants are batter at perceiving emotions by

hearing than seeing

habituation method

gradually decreases or stops its response to a repeated, harmless stimulus over time

sociomoral emotions

guilt, envy, empathy

development of frontal cortex is linked

to better self-regulation

self-conceptualization (newborn-1yr)

demonstrate beginnings of sense of self (they are distinct from their surroundings), after a month or 2 they respond to others in environment, middle or 1st yr they respond to their name, 9 months children interact with environment

self-conceptualization (toddlerhood)

demonstrate self-regulation and self-reflection

self-conceptualization (early/middle childhood)

self-concept changes from external to internal and physical to psychological

self-conceptualization (adolescence)

actual self is your self-conception, possible selves are the diff people you imagine you could be (ideal or feared self)

false sense

self you present to others that does not represent what you are actually thinking or feeling

global self esteem (global=whole person)

extent to which a person generally feels positive about herself, 3 to 4 year olds tend to inflate their abilities, early childhood to middle childhood associated with declines in global self esteem; self-esteem becomes more differentiated, early adolescence is a time where it continues to drop and they evaluate their competence, late adolescence and emerging adulthood marks rise in global self-esteem

dweck said

it is better to praise process than person

biculturalism

involves developing a dual identity where the individual identifies with both majority and minority culture

assimilation

adopting the values of the majority culture while leaving the minority culture behind

separation

associating with only members of your own ethnic group and rejecting the ways of the majority

margionality

rejecting one’s culture of origin and feeling rejected by the majority culture

gendered self (early childhood)

end of 1st year: infancts perceive differences between male/female face; by age 2: toddlers associate female and male faces with gender-type activities; by age 3: attain gender identity; by ages 3-4: associate toys, games, clothes, with males/females; by age 6 or 7: attain gender constancy

gendered self (middle childhood)

gender attitudes are stereotypes in middle childhood, girls are more flexible in their attitudes toward gender stereotypes, boys more rigid in stereotypes

gendered self (adolescence)

gender-intensification hypothesis- socialization pressure leads to differences, argues that socialization is stronger pressure than bio of puberty, gender intensification is related to family context

3 elements of biological basis of gender development

evolutionary, ethological (actions evolve to enhance survival and reproduction), and hormonal