Human Bio (Chapter 6)

Emotions and Expression of the Infant

v Subjective reactions to experiences that are associated with physiological and behavioral changes
 

v Emotions differ across cultures

v Crying:

oHunger, angry, pain, frustration

v Emotional states become more complex overtime

Self – awareness

Realization that one’s existence and functioning are separate from those of other people and things

Self – conscious emotions

Emotions, such as embarrassment, empathy, and envy, that depend on self-awareness

Self – evaluative emotions

Emotions, such as pride, shame, and guilt, that depend on both self-awareness and knowledge of socially accepted standards of behavior

Smiling

Earliest smiles: little meaning

Social smiling – infants gaze at their parents and smile at them, signally positive participation in the relationship (intentional smiling) (Around 2 months)

Laughter develops

Clowning (Mess around to make parents smile)

 Anticipatory smiling – infant smiles at an object and then gazes at an adult while still smiling

Altruistic Behavior

v Activity intended to help another person with no expectation of reward

v Collaborative behavior (Working together to get a task done)

o9 – 12 months of age

Temperament

vCharacteristic disposition or style of approaching and reacting to situations

v Think of this as how children behave rather than why they do it or what they do

v Although temperament is present at birth, raising a child a certain way can shape their temperament as well

v Relatively consistent

v Relation to empathy

oAbility to put oneself in another person’s place and feel what the other person feels

1.“Easy” children

Positive disposition,  body functions operate regularly, easily adaptable

Happy, accepting of new experiences, positive, bodily functions were normal, easily adapted to new experiences.

40% of infants fell into this

1.“Difficult” children

Negative moods, tend to withdraw, slow to adapt

More negative moods, irritable, hard to please, irregular with their bodily functions, slow to adapt, don’t like change, more intense with emotions

10% of infants fall in this

Slow to warm” children

Inactive, calm reactions to their environment, slow to adapt and can withdraw

could withdraw from situations, took time to get to know them, their emotions were more negative

15% of infants fall into this

35% of infants

These infants fall into a mixture of the categories

Stability in Temperament

v Stability in temperament from 2 to 13 months is quite high

v Strong links between infant temperament and childhood personality at age 7

v Temperament at age 3 closely predicts aspects of personality at ages 18 and 21

v Relatively stable

v Culture may influence temperament

v Goodness of Fit - Appropriateness of environmental demands and constraints to a child’s temper

Gender differences at birth

oBoys: longer, heavier, slightly stronger, more active, larger brains

oGirls: less reactive to stress and better at regulating their distress, more cuddly, better at discriminating facial expressions,

Behavior differences

oPreference for toys

oPlay activities

oPlaymates of the same sex (Like the same thing, normally similar with the same sex)

Parental Influences on Gender Differences

vParents tend to stereotype baby boys and girls
 

v Gender – typing – socialization process by which children, at an early age, learn appropriate gender roles
 

v Children tend to watch their parents’ behavior carefully

v Gender preferences are typically reinforced by parents (Their parents take the monster truck away from the baby Girl)

Trust vs. Mistrust

Birth to 12-18

vThis stage is a period of time where he believed that infants form this basic personality trait based on how well the caregivers meet their needs

v If the infant feels their needs are met, they will feel a sense of hope, which will shape their view of the world in a more positive light

v If the infant feels their needs are not met, they will have a more negative view of the world

If needs are not met, the child will have a negative reaction to how they interact with others in the future.

Autonomy(Freedom) vs. Shame and Doubt

12-18 months to 3 years

v During this period, the infant will begin to develop an increased sense of independence and autonomy if the parents encourage exploration and freedom [within safe boundaries]

 However, if the child is sheltered and discouraged from exploration, they will begin to feel shame, self doubt, and unhappiness

Attachment

v Reciprocal, enduring tie between two people (especially between infant and caregiver) each of whom contributes to the quality of the relationship

v Attachment to Mothers
Will be different

v Attachment to Fathers

Ainsworth Strange Situation

vMary Ainsworth

v Study:

oMeasures the attachment patterns between an infant and an adult

oInfants = 10 to 24 months old

o20 minute observational study

oIncludes an 8 step program

Ainsworth Strange Situation(4 Patterns)

v Secure attachment pattern – mother is viewed as a “home base”. The child is comfortable when she is present, and may or may not be upset when she leaves. Will immediately go to her when she returns(60% to 70% of children)

v Avoidant attachment pattern -  unaffected by a caregiver leaving or returning, continue to play in the room, when the mother returns, the child will avoid her(15% to 25%of children)

v Ambivalent attachment pattern -  is a combination of positive and negative patterns. Child is in close proximity and when the mom leaves they are in great distress. When she returns, they will seek her out and attempt to hit or kick her, displaying their unhappiness.(10% to 15% of children)

v Disorganized disorientated pattern – pattern when child will show inconsistent or contradictory behavior such as approaching the mother when she returns, but not looking at her.(Discovered Much later on)(5% to 10% of children)

Results of Strange Situation

vQuality of attachment between infants and their caregivers has significant consequences for relationships at later stages of life

v Children who are securely attached as infants tend:

o To be more socially and emotionally competent later

o To have larger vocabularies

o Display less stress in adapting to child care

o Have more positive interactions with peers

o More joyful

o Get along better with other children

vStranger Anxiety

oCaution and wariness displayed by infants when encountering an unfamiliar person

 Degree of stranger anxiety is also different

vSeparation Anxiety

oDistress displayed by infants when a familiar caregiver leaves

oCommon across cultures

oBegins at about 7 or 8 months and will lessen after 14 months of age

Mutual regulation

process by which infant and caregiver communicate emotional states to each other and respond appropriately

 Infants take an active part in mutual regulation by sending behavioral signals 

Social Referencing

v Defined as the intentional search for information about others’ feelings in order to explain unfamiliar situations or events(Child or adult trying to figure out how to do handle a situation through someone they trust)

v Begins to occur around 12 months

Infant’s Sense of Self

v Self – concept: sense of self

oDescriptive and evaluative mental picture of one’s abilities and traits

v 3 months = pay attention of mirror image

v 4 – 9 months= show more interest in images of others than of themselves

v Self – awareness: conscious knowledge of the self as a distinct, identifiable being

 Socialization

development of habits, skills, values, and motives shared by responsible, productive members of society

Internalization

during socialization, process by which children accept societal standards of conduct as their own

Self – regulation

a child’s independent control of behavior to conform to understood social expectations

Conscience

– Internal standards of behavior, which usually control one’s conduct and produce emotional discomfort when violated

Siblings

v The earliest, most frequent, and most intense disputes among siblings are over property rights or access to their parent

oConflict increases when younger child reaches 18 months

v Affection, interest, companionship, and influence are also prevalent in relationships

v Older siblings shape behavior of younger siblings

v Generally, same-sex siblings are closer and play together more peacefully

v Lessons and skills learned from interactions with siblings carry over to relationships outside the home

Peers

v Infants and toddlers show interest in people outside the home

oFirst few months = look, smile, and coo at others

o6 – 12 months = smile, touch, and babble to others

o~ 1 year = pay less attention to others

•Focus on walking and playing with objects

o~1.5 – 3 years = show growing interest in others

v Learn by imitation

vPhysical abuse

oAction taken deliberately to endanger another person, involving potential bodily injury

Punching

Beating

Burning

Kicking

vNeglect

oFailure to meet a dependent’s basic needs

Eating

Love

Water

Attention

Shelter

Clothing

vSexual abuse

oAny sexual activity involving a child and an older person

vEmotional maltreatment

Rejection, terrorization, isolation, exploitation, degradation, ridicule, or failure to provide emotional support, love and affection

Never an isolation, usually accompanies one of the other three abuses

Maltreatment in Infancy

v Highest rates of victimization and death from maltreatment are for ages 3 or younger

Helping Children In Need

vState and local child care service

v Services for children & parents:

oShelters

oEducation in parenting skills

oTherapy

v Kinship foster care(family member takes care of the kid)

v Children who have been in foster care are more likely than other children to become:

oHomeless

oCommit crimes

oBecome pregnant

oSuffer from mental or physical health problems in adulthood

Resilience

v The ability to overcome circumstances that place a child at high risk for psychological or physical damage

v Key factors that these children display:

oOptimism, self – esteem, intelligence, creativity, humor, independence

v Social support from a caring adult

oStructural characteristics

What is the staff training or the caregiver training(Have they been working for years or couple days)(affects the type of care the child gets)
What is the ratio between staff/caregivers and the child

oProcess characteristics

How warm is the teacher/caregiver?

The responsiveness?

How age appropriate are the toys?

v Nonorganic failure to thrive

– slowed or arrested physical growth with no known medical cause, accompanied by poor developmental and emotional functioning

oRisk factors:

•Poverty

•Depression of caregiver

•Alcohol abuse (or other substance abuse) of caregiver

•Severe stress of caregiver

•Inability to show warmth and affection toward the baby

v Shaken baby syndrome

Factors for abuse

Large family

Drug abuse

Mental health issues