3.6: social-emotional development across the lifespan

ecological systems theory

explores how the social environment influences development

microsystem

groups that have direct contact with the individual (home, school, community)

mesosystem

relationships between groups in the microsystem (parents/peers)

exosystem

indirect factors in an individual's life (parent's workplace)

macrosystem

cultural events that affect the individuals and others around them (values, beliefs, economic/political systems)

chronosystem

the individual's current stage of life or changes over time (moving, economic recession)

authoritarian parenting style

impose rules and expect obedience, high expectations with low emotional support

permissive parentig style

parents that are unrestrictive, make few demands and use little punishment, low expectations and high emotional support

authoritative parenting

mix of permissive and authoritarian, confrontations with high expectation and high emotional support, correlates with social competence and success in school

neglectful parenting

indifferent and uninvolved parenting, leading to negative behaviors and poor self-esteem

Ainsworth's "Strange Situation" Assessment

1. Parent and child are alone in a room

2. Child explores the room without parental participation

3. Stranger enters the room, talks to the parent, and approaches the child

4. Parent quietly leaves the room

5. Parent then returns and comforts the child

secure attachment

demonstrated by infants who comfortably explore environments in the presence caregiver, show only temporary distress when the caregiver leaves, and find comfort in the caregiver's return

insecure attachment

either anxious or avoidant attachment

anxious attachment

clinging attachment style with inconsistent behavior when separated from/reunited with caregivers

avoidant attachment

an attachment style that resists closeness

insecure disorganized

appear dazed, confused, and fearful when confronted with parent, consistent with children who have ben abused

temperament

characteristic patterns of emotional reactions and emotional self-regulation, may later predict disposition

easy temperament

good-natured, easy to care for, adaptable

diificult termpatne

moody and intense, react to new situations and people negatively and strongly

slow-to-warm-up temperament

inactive and slow to respond to new things, and when they do react, its mild

attachment

emotional tie with another person; seeking closeness/distress on separation

Harry and Margaret Harlow

removed monkeys from their mother during fancy and had them reared by surrogate "mothers." Determined that comfort was more important than feeding in attachment.

pretend play

fantasy or make-believe play that includes an "as-if" orientation with actions, objects, and peers. often involves playing a distinct role and taking a stance that is different from reality

parallel play

play in which a child is next to their peers and using similar objects but still engaged in their own activity

peer relationships

adolescents gradually rely more on ____ as they age

adolescence

transition from childhood to adulthood, demonstrating egocentrism powered by an imaginary audience and personal fable

personal fable

adolescent's belief that they are special/unique and that life's problems won't affect hem regardless of their behavior

imaginary audience

belief of an adolescent that others are constantly focusing attention on him or her, scrutinizing behaviors, appearance, etc.

social clock

a culturally preferred timing of social events such as marriage, parenthood, and retirement

emerging adulthood

typically late teens to mid-twenties, where individuals explore their identity, navigate education and career paths, and may not fully commit to adult responsibilities like marriage or parenthood yet

Erik Erikson

theory of psychosocial development, proposed that people must resolve psychosocial conflicts at each stage of the lifespan

autonomy vs. shame and doubt

toddlerhood (1-3 years) where toddlers learn to exercise their will and do things for themselves, or they doubt their abilities

initiative vs. guilt

preschool (3-6 years old) where preschoolers learn to initiate tasks and carry out plans, or they feel guilty about their efforts to be independent

industry vs. inferiority

elementary school (6 years-puberty) where children learn the pleasure of applying themselves to tasks, or they feel inferior

identity vs. role confusion

adolescence (teen-20s) where teenagers work at refining a sense of self by testing roles and then integrating them to form a single identity, or they become confused about who they are

intimacy vs. isolation

young adulthood (20-40) where young adults learn to form close relationships and gain the capacity for intimate love, or they feel socially isolated

generativity vs. stagnation

middle adulthood (40-60 where middle-aged people discover a sense of contributing to the world, usually through family and work, or they may feel lack of purpose

integrity vs. despair

late adulthood (60s or older) where people reflect on their lives and may feel a sense of satisfaction or failure

adverse childhood experiences (ACEs)

potentially traumatic events that can occur in a child's life, such as abuse, violence, neglect, or growing up in a family with substance use or mental health issues