Social Development

What is temperament

Biologically based levels of emotional and behavioural response to the environment, involving reactivity (emotional/motor response) and self-regulation (modifying reactivity)

Biologically based levels of emotional and behavioural response to the environment, involving reactivity (emotional/motor response) and self-regulation (modifying reactivity)

What is temperament

What did Thomas and Chess (1966, 1987) find in their New York longitudinal study?

Easy child (40%): regular routines, cheerful, adaptable; Difficult child (10%): irregular, negative, intense reactions; Slow-to-warm-up child (15%): inactive, low-key, adjusts slowly; 35% show blends of traits

Easy child (40%): regular routines, cheerful, adaptable; Difficult child (10%): irregular, negative, intense reactions; Slow-to-warm-up child (15%): inactive, low-key, adjusts slowly; 35% show blends of traits

What did Thomas and Chess (1966, 1987) find in their New York longitudinal study?

What were Kagan’s (2004) findings on temperament?

“Born shy” (cautious, reserved); “Born bold” (sociable, spontaneous)

“Born shy” (cautious, reserved); “Born bold” (sociable, spontaneous)

What were Kagan’s (2004) findings on temperament?

What do longitudinal studies show about temperament?

Low stability in infancy, moderate by preschool years; Temperament changes with age; Extremes may soften but rarely reverse; After age 3, temperament is more predictive of later personality

Low stability in infancy, moderate by preschool years; Temperament changes with age; Extremes may soften but rarely reverse; After age 3, temperament is more predictive of later personality

What do longitudinal studies show about temperament?

What is attachment

An emotional bond that leads a person to want to be with someone else and miss them when separated

An emotional bond that leads a person to want to be with someone else and miss them when separated

What is attachment

What is John Bowlby’s theory of attachment

Biological predisposition to form attachments; Creates lifelong schemas for relationships

Biological predisposition to form attachments; Creates lifelong schemas for relationships

What is John Bowlby’s theory of attachment

What are the stages in John Bowlby’s theory of attachment

Preattachment (birth- 6 wks): signals like crying/smiling, not distressed by separation; Attachment-in-the-making (6 wks- 6/8 mo): differentiate parent from stranger, trust develops; Clear-cut attachment (6/8-18 mo): separation anxiety evident; Reciprocal relationship: 18 mo/2 yrs onwards): understanding of parent leaving/returning, less separation anxiety

Preattachment (birth- 6 wks): signals like crying/smiling, not distressed by separation; Attachment-in-the-making (6 wks- 8 mo): differentiate parent from stranger, trust develops; Clear-cut attachment (6-18 mo): separation anxiety evident; Reciprocal relationship: 18 mo+): understanding of parent leaving/returning, less separation anxiety

What are the stages in John Bowlby’s theory of attachment

What was Mary Ainsworth’s Strange Situation

A study of 1-2 yr olds’ responses to separation and reunion with their parent in the presence of a stranger

A study of 1-2 yr olds’ responses to separation and reunion with their parent in the presence of a stranger

What was Mary Ainsworth’s Strange Situation

What attachment styles did Mary Ainsworth identify

Secure (60-70%): uses parent as base, distressed by absence, comforted on return; Avoidance (15-20%): unresponsive to parent, little distress, avoids on return; Resistant/Ambivalent (10-15%): clingy, distressed, ambivalent at reunion; Disorganised (5-10%): contradictory/confused behaviour at reunion

Secure (60-70%): uses parent as base, distressed by absence, comforted on return; Avoidance (15-20%): unresponsive to parent, little distress, avoids on return; Resistant/Ambivalent (10-15%): clingy, distressed, ambivalent at reunion; Disorganised (5-10%): contradictory/confused behaviour at reunion

What attachment styles did Ainsworth identify

How stable is attachment and how predictive is it

Secure attachment is often stable in childhood. Predictive validity is stronger in early years, weaker in adulthood

Secure attachment is often stable in childhood. Predictive validity is stronger in early years, weaker in adulthood

How stable is attachment and how predictive is it

What is socialisation

The lifelong process by which individuals acquire behaviour patterns, values, standards, skills, attitudes, and motives

The lifelong process by which individuals acquire behaviour patterns, values, standards, skills, attitudes, and motives

What is socialisation

What are the processes involved in socialisation

Reinforcement and punishment (Skinner); Observation and modelling (Bandura - social learning theory); Cognitive development (children’s understanding of right/wrong and social roles)

Reinforcement and punishment (Skinner); Observation and modelling (Bandura - social learning theory); Cognitive development (children’s understanding of right/wrong and social roles)

What are the processes involved in socialisation

Who influences socialisation besides parents

Siblings, peers, carers, cultural environment, and reciprocal interactions with children themselves

Siblings, peers, carers, cultural environment, and reciprocal interactions with children themselves

Who influences socialisation besides parents

What are Diana Baumrind’s three key dimensions of parenting

Acceptance and involvement, control, autonomy granting

Acceptance and involvement, control, autonomy granting

What are Diana Baumrind’s three key dimensions of parenting

Describe authoritative parenting

Warm, responsive, reasonable demands, consistent enforcement, encourages self-expression and autonomy

Warm, responsive, reasonable demands, consistent enforcement, encourages self-expression and autonomy

Describe authoritative parenting

Describe authoritarian parenting

Cold, rejecting, strict and power-assertive, high demands, low autonomy for child

Cold, rejecting, strict and power-assertive, high demands, low autonomy for child

Describe authoritarian parenting

Describe permissive parenting

Warm, indulgent, few demands, little discipline, too much autonomy

Warm, indulgent, few demands, little discipline, too much autonomy

Describe permissive parenting

Describe uninvolved parenting

Emotionally detached, neglectful, few/no demands, indifferent to child’s decisions

Emotionally detached, neglectful, few/no demands, indifferent to child’s decisions

Describe Uninvolved Parenting