child development final

emotions

collections of responses to stimuli, usually responses to situations that affect well being

valence

the pleasantness of a stimulus ranging from negative to positive

arousal

the intensity of emotion, ranging from calm to excited

orgins of emotions

• biological capability for emotionality

• neurobiological components for emotional responses and regulation very early

functionalist approach

emotions emerge and are expressed in response to environmental demands and social interactions that the child is in and is used to communicate , regulate behaviors and social exchanges

emotional competence

the ability to express, understand and regulates emotions within the self and others

emotional development: infancy

• primary emotions: present at birth

• crying is primary communication tool that infants have

• signal specific needs like pain, hunger and anger

emotional development: early childhood

• increase their capacity to identify their emotions

• learn to regulate emotions/ develop concern for others

emotional development: middle/ late childhood

• increased emotional understanding + complex emotions

• regulation skills improve, redirection of suppression of negative emotions

strategies to support SEL

• creating a caring community

• explicitly teaching children social emotional skills (emotional understanding, regulation and social engagement)

• helping students set goals and learn problem solving skills

social competence

social and emotional skills that lead to positive social outcomes

theories of temperament

• easy: adapts well to slight changes to circumstances or routines, positive mood most of the time

• difficult: frequent crying, negative mood, slow to accept disruptions to routines

goodness of fit

refers to the match between a child’s temperament and the environmental demands the child must cope with

attachment

enduring emotional ties that unites child to caregivers

displays of attachment in early years

• phase 1 - preattachment (birth - 2 months): using social signals to elicit care

• phase 2 - attachment in the making (2-7months): singling out special person or people who regularly provide care

• phase 3 - clear cut attachment (7-24 months): protest at seperation, seek out comfort/shows anxiety towards strangers

• phase 4 - ongoing attachment (24+months): become aware of others emotional states and develop expectations of behaviors of others and themselves

strange situation behavior

freezing, dazed, signs of fear, confusion, attachment behavior directed to strangers, odd behaviors

secure attachment

confidently explore the space while mom is present, using her as a “secure base” to check in with periodically / shows distress at departure, joy at reunion

insecure - avoidant attachment

explores the room but little engagement or social referencing with mom when in the room / oblivious: may not notice departure or respond at reunion

insecure - resistant attachment

clings to mom in the room, no exploration / distressed at departure may show rejection of mom at reunion

insecure - disorganized

no coherent style of responding / extreme fearfulness in presence of caregiver

quality of care

• sensitivity and high responsiveness = secure attachment

• insensitivity and low responsiveness = insecure attachment

• physically distant, rejecting, emotionally unavailable = avoidant

• inconsistent sensitivity, low synchrony = ambivalent/ resistant

development of sense of self : infancy

• rely heavily on behavioral cues about visual representation

• difficultly to determine whether they simply recognize “a baby” or if they genuinely recognize themselves

• infants will look for a long time at their image in a mirror by 3 months

sense of self: early childhood

• descriptions of self are often physical and based on the physical comparisons to others “I’m taller than my brother” or concrete “I have a dog”

• overly positive competence bias: “I’m the fastest runner in the world” - can’t engage in social comparisons of skill or tendency yet

sense of self: later childhood

• by mid elementary school, self evaluations are more realistic

• able to distinguish between real and ideal self

• can engage in more social comparisons

• more negative self evaluations

• more psychological characteristics to self descriptions “kind friend” “helpful”

sense of self: adolescence

• increase in self consciousness along with adolescent egocentrism

• social comparisons increases

• development of looking glass self - how others see you

• possible selves develop - what or who a person might become

social cognition

• how we understand other peoples actions and behaviors

• how we relate to others

theory of mind and perspective taking

the process of considering the world through the eyes of someone else, taking on their internal mental states

how egocentrism impedes perspective taking

egocentrism is a barrier to effective to social cognition and perspective taking, as it limits the ability to understand others' viewpoints.

distinctions between self concept and self esteem and identity

• self concept: the perception an individual has about him/herself

• self esteem: evaluation of an individuals components of him/herself

• identity: represents an integrated picture of many components of self

identity development in adolescence

• exploration: experimentation, consideration of values and morals

• commitment: decisions about one’s role, family obligations, religion, politics, worldviews

• peer relationships, romantic partners and how these progress

eriksons psychosocial theory

• development influenced by social and psychological challenges

• eight developmental stages

identity statuses

• identity diffusion: the status of individuals who have not yet experienced a crisis or made any commitment.

• identity foreclosure: individuals who have made a commitment but not experienced a crisis (adolescents whos parents hand them commitments before a chance to explore)

• identity moratorium: individuals who are in the midst of a crisis but commitments are either absent or are vaguely defined

• identity achievement: individuals who have undergone a crisis and made a commitment

sex vs gender

• sex: biological (chromosomes, hormones, genitals)

• gender: socially defined catergories of masculine and feminine behavior and presentation

gender identity

sense of self with a presentation and adoption of membership of a particular gender

gender roles

societal expectations of presentation and performance of gender based on sex

gender typing

exhibiting behaviors that are stereotypically masculine or feminine

biological theories of gender development

• estrogens: influence development of female genitals, secondary sex characteristics and reproductive organs

• androgens: influence development of male genitals, secondary sex characteristics and reproductive organs

• theories that suggest gender typing can be attributed to hormone levels

social cognitive theories of gender

• social context provided by parents

• role models in home, media and social environments

• school: more role models, socialization

environmental influences

• gender dynamics in families

• parents express their own gender identity and typing that children carefully observe

• parenting practices vary by child’s sex

• early childhood, peers enforce gender expression - women are expected to follow women roles and vice versa for men

• patterns of bias treatment to girls and boys in schools

cognitive theories

• gender schema: strong empirical support

• gender labeling: kids identify their group membership and show preferences

• stability: by age 3-4 recognize that gender identity will not change overtime

• constancy: identity will remain the same regardless of adherence to gender norms

gender stereotypes vs actual gender differences

• gender stereotypes: ex: men are aggressive, powerful; women are nurturing and sensitive

• actual gender differences: ex: men score higher on mental rotation of objects, physical aggression, motor skills

women score higher on language, reading/writing and emotional expression

dimensions of parenting styles

• responsiveness: the degree of parental warmth, support and acceptance vs parental rejection and lack of affection

• control: the degree of limitations, strictness and demandingness

authoritarian parenting

limits are sets and rules are enforced yet the emotional connectedness is lacking. (my way and nothing else)

authoritative parenting

limits are set and rules are enforced but parents are flexible when necessary. parents and children exhibit a high level of emotional connectedness

permissive parenting

parents either don’t set rules for behavior or don’t enforce established rules. However parents do have a close connection to their children

uninvolved parenting

parents lack both control and responsiveness. parents typically are unaware of their child’s behavior, friends, difficulties or achievements

authoratarian parent and child characteristics

parent: non responsiveness, parental power and punishments, obedience, compliance without question or explanation

child: low in social and academic competence, boys more negatively affected, unhappy and unfriendly

authoritative characteristics

parent: clear standards, allows autonomy, attentive and responsive, respect and consider child’s perspective

child: control their own behavior, high in social and academic competence, popular

permissive characteristics

• parent: few limits sets, don’t require their children regulate themselves or act in appropriate or mature ways

• Children: impulsive, lack of control, low school achievement, school misconduct/drug use

neglectful characteristics

• parent: no limits or monitoring, not supportive and rejecting, focused on their own needs

• children: attachment problems, poor peer relationships and anti social behavior, poor self regulation, low academic/social competence

examples of parenting styles

• authoritarian: the von Trapp family

• authoritative: the Tanner family from Full House

• permissive: Regina george’s mom

• neglectful: Matilda’s parents

historical & societal influences on parenting

• increased public understanding of developmental psychology

• free range childhood vs stranger danger, increased extracurricular scheduling, decreased autonomy

• emphasis on self esteem in 1980s & 90s gave way to emphasis on self regulation in the early 2000s

• children used to be “seen not heard”

effects of use of corporal punishment (physical punishment)

• increased anti social behavior

• increased depression, anxiety and aggressive behavior

• negative relationship with parents

• low self esteem

• reduced cognitive function

behavioral learning theory

consequences for behaviors

bronfenbrenners ecological model of development

• microsystems: immediate environment

• mesosystems: links two or more microsystems

• exosystems: interaction among two more environments

• macrosystems: includes many of the broader cultural patterns such as beliefs, knowledge and morals

• chronosystems: chronological nature of development within the individual, along with the history of the surrounding environment

positive reinforcement

adding something good (candy, new toys)

negative reinforcement

taking away something bad (no chores for the weekend)

positive punishment

adding something bad (extra chores)

negative punishment

taking away something good (no video games)

two parents, one house

• tasks split by gender

• provides models for adult relationships

• finacial stability

• fathers engage in physical playfulness; mothers engage in physical care

two same sex parents, one house

• well adjusted with no differences in development compared to heterosexual coouples

• no differences in sexuality

• higher academic acheivement

• fewer behavioral problems

• benefical when happy; detrimental when conflicted

children living with single parents

• income levels vary

• parents busy with many responsibilities

• childcare costs

• more focus on childrens needs

• intimacy of small family

children living with divorcing parents

• children face a series of stressful events

• may have more academic, behavioral and emotional problems overall

• but effects are small, vast majority of kids adjust well eventually

• feel the betraying of one parent

importance of peers

• offer emotional support

• helps practice social skills

• contribute to sense of identity

• help each other make sense of their lives

development of social skills: infancy

• shared focus on attention, smiles, and imitation

• offer toys and assist each other

• seek and offer comfort, respond to others cries

• time spent in childcare increase these issues

development of social skills: early childhood

• play groups of 2 or 3 children

• same sex groups are heavily favored after age 3

• by 5 years can identify “friends” and “non friends”

development of social skills: middle childhood

• reciprocity becomes more important

• group activities: rule based games

• eagerness to conform to social norms

• managing conflicts and cooperation

• groups increase in size and time spent socializing increases

development of social skills: early adolescence

• mixed sex groups develop

• increased reliance on peers for support and recreation

• increased group divisions by race / ethnicity

development of social skills: late adolescence

• greater ability to view others as individuals

• fewer groups, more flexibility in selecting friends

roles of play

• play is a childs work - piaget & vygostsky

• play is the context in which children learn about the world develop social skills, problem solve, expend energy

• rich context for developing language, communication, self regulation and social interaction skills

unoccupied (sensorimotor) play

• grabbing, shaking, tossing toys

• playing with or interacting with an object or their environment without an apparent goal

pretend play

• using objects to pretend they are something else ( banana as a phone)

• includes playing with dolls, stuffed animals as babies, friends

constructive play

• building with blocks, children master “building up” and “build out” and create purposeful structure

• in academics as well

social play

turn taking, interaction, conversational, physical play (sports)

games

• rule based, group play

• spontaneous games developed by the group or a leader

• standard games introduced by an adult (board games, duck, duck, goose)

popular children

• well liked by peers, tend to be kind and trustworthy (high status in peer group)

• good communication skills, good leaders, confident, regulate emotions well

rejected children

• identified as not liked, tend to have poor social skills

• aggressive, immature, anxious, shy

• more significant adjustment problems

neglected children

• few intense feelings of like or dislike by peer groups

• tend to be quite and keep to themselves

controversial children

• well liked by some, intensely disliked by others

• often aggressive in some situations and cooperative / sensitive in others

average children

• liked by some, not liked by others but without intensity

• generally find comfortable social niche

cognitive distortions in aggressive children

• sociomoral development delay

• externalizing blame

• minimizing blame

• hostle attribution bias

bullying

• physical aggression: physical acts of bullying including, intimidation or physical harm

• relational aggression: manipulating social networks to cause harm or intimidation, rumors, gossip, threats