PHYS 220

Basic Trust vs. Mistrust (Infancy)

Success: Needs are met 

 Failure: Needs are not met, not consistent parents, cant rely on care giver

 Autonomy vs. Shame and Doubt (1-3 Years Old)

Success: control over actions and act independently 

Failure: feel ashamed of their capabilities and doubt them

 Initiative vs. Guilt (3-5 Years Old)

•  Success: play different roles and explore possibilities 

•  Failure: when children placed in conflict with others

attachment as a Critical role in child development

Secure attachments to at least 1 caregiver sets up positive relationships in the future

 Father-infant relationships

Attachment to fathers tends to follow that with mothers 

Fathers spend more time playing and rough housing

mom vs. dad playing

social, reading, learning play

rough housing

Ethological Theory of Attachment (Bowlby)

Attachment in the making

• 2-7 months

•  signal to more familiar people

• Internal working models- expectations to how people respond to them

Clear-Cut Attachment

• 7 mos to 2-3 years

•  Strong preferences for attachment figures

• Stranger anxiety emerges

•  Secure base

Goal-Corrected Partnership

• 2-3 years +

• partners in the attachment relationship

• Easier to understand why parents leave

• Take initiative in interactions and negotiate with parents

Measuring Attachment Security

• Strange Situation (Ainsworth)

• 1 and 2 years

•  Episodes of separations and reunion with the paremt

•  Child and parent occupy an unfamiliar room filled with toys

Types of Attachment

• Secure (65%)

•  Secure base. May or may not cry. Actively seek contact.

•  Avoidant (20%)

•  Unresponsive to parent. no crying. avoid or slow parent.

• Resistant (10%)

•  Fail to ex[plore. cry. Angry, resistive, and punishing.

• Disorganized (5-10%)

 greatest insecurity. contradictory behaviors. Odd, frozen postures.

Emotion Regulation 

• Grows over the first year-difficult up until age 2/3

• Development of Emotion Regulation (kopp)

• Shift from external  to internal

•  Importance of caregivers

•  Critical component of early socioemotional development- decreasing negative outcomes

Types of emotion

• Happiness- smiling (birth), social smile (6-10 weeks), laughter (3-4 months)

•  Anger- general distress (birth), anger (4-6 months), 

•  Fear- 1st fears (6-8 Months), stranger anxiety (8-12 mos), 

Complex (18-24 mos)

• Guilt

• Embarrassment

• Pride

• Must have sense of self

basic emotion definition

Different emotions develop at different points when they are most needed.

Emotions (our own and others) help us interpret and serve a communicative function.

 Emotion regulation develops from external to internal, so from relying on other people to regulate to yourself regulating

Temperament

innate individual differences - Emotional, Behavioral, Reactivity/Regulation 

biologically base

Emerges early in life

Relatively stable

Role of Genetics and Environment

genetic influences	Half of individual differences
Environmental  influences	caregiving
goodness-of-fit	genetics & environment

Temperament: Take Home Message

Temperament predisposes babies to react in a certain way.

One temperament style is not better than another. 

regulation is key.

 parents matter!

Gender-related differences

• Verbal ability- girl toddlers have larger vocab, read, write, and spell earlier on, boy toddlers don't as early  

• Math- no difference?

• Spatial ability- boys are more accurate and rapid in visual spacial problems, 

• Compliance- girls are more likely to reply

• Aggression- differs by type, girls are more verbal aggressive earlier on

Development of Gender-Typed Behavior and Identity

Development of Gender-Typed Behavior and Identity

• Gender Appropriate Toys (14-22 months)- toy preference like princesses, boys to trucks etc.

•  Gender Segregation (2 vs. 3 years) - 2- girls prefer girls, boys prefer boys-3

•  Gender Labeling (2.5-3 years old)- starting to identify self as boy or girl or labeling other people

 Gender Constancy (5-7 years old)- changing clothes or situations doesn’t change if ur a boy or girl

Take-Home Message: Gender

• There are gender-related differences apparent even in early childhood.

•  Interpret these differences with caution.

•  Young children are even aware of gender stereotypes!

•  Gender roles have changed over the last 50 years, but some gender stereotypes are still present.

 Importance of parenting.- teaching kids how to navigate

Physical Development: Growth

Boys and girls are about the same size during elementary school years

Girls are more likely to enter puberty toward the end of the elementary school years (10.5) vs. boys (13).

Piaget’s Stages

Sensorimotor	Birth-2yrs
Preoperational	2-7yrs
Concrete operational 7-11 years  Cognitive mental operations Conservation-capable of decentering  reversibility  Limited to real or tangible experience	7-11yrs
Formal operational 11-12+ Deductive reasoning inductive reasoning  Going from specific observations to generalizations Thought is rational, systematic, and abstract	11+yrs

Theory of Successful Intelligence (Sternberg)

• Analytic- distinguish if ideas are good or bad

• creative-individual needs to be creative to form novel and useful ideas

•  successful intelligence

•  Wisdom-based- able to ensure implementation of the ideas will help ensure a common good through the mediation of positive ethical principles 

• practical - apply ideas and convince others of their value

• Successful intelligence→One’s ability to set and accomplish personally meaningful goals in one’s life, given one’s cultural context

• Know one’s strengths and weaknesses in 4 areas

Intelligence Testing: Stanford-Binet

intelligence Quotient or IQ

 IQ= (Mental age/chronological Age) X 100 (100 is average)

Updated Stanford-Binet

Based on representative samples of people (6 years old through adults)

mental age is no longer used to calculate IQ

Individuals now receive deviation IQ scores

An IQ of 100 is still average

 The higher (or lower) the IQ score an individual attains, the better (or worse) her performance is compared to age-mates

The Impact of Ethnicity and Socioeconomic Status

IQ Tests are Biased Against Low SES and Minority Samples

Why?  Genetics-no, environment-yes, experience with taking tests, test taking skills, stereotype threat

What can be done? Remembering that tests need to be made culturally fair

1. Authoritarian

Strict and demanding, with little warmth.

Authoritative

Firm but warm, with clear rules and communication

Permissive

Laid-back and indulgent, with few rules

Uninvolved/Neglectful

Little emotional involvement or supervision