Dev. Psych. - Chp. 6

Erickson’s Psychosocial Theory

1. Trust vs. Mistrust

2. Autonomy vs. Shame & Doubt

Trust vs. Mistrust

if needs are fulfilled, they develop TRUST in caregivers & the world

• 1st yr

• caregivers are sympathetic & loving → trust

• if caregivers are neglectful/inconsistent → mistrust

Autonomy vs. Shame & Doubt

toddlers want to do thing for themselves & become independent

• encourage initiative → dev. autonomy

  • provide suitable guidance w/ reasonable choices

  • becomes self-reliant, confident, & have self-control

• overprotective → feel ashamed of their desire for autonomy

  • become passive observer

Sensitive Caregiving

helping kids regulate their neg. emotions

• ex. kids w/ insecure attachments in infancy who experience subsequent sensitive parenting show more positive social & behavioral outcomes than those who receive continuous poor quality care

Goodness of Fit

compatibility b/t a child’s temperaments & their environment (especially the parent’s temperament & childrearing methods)

• the greater degree of match, the more favorable the child’s adjustment

4 Temperaments

1. Easy (40%)

• regular routine, cheerful, adapts

2. Difficult (10%)

• irregular routine, reacts negatively & intensely

3. Slow-to-Warm-Up (15%)

• inactive, mild low-key reactions, adjusts slowly

4. Unclassified (35%)

Effect of Caregiving Style of Temperament

cyclic relationship - parent/child rearing style & the nb influence on one another’s behavior

*good parental health, marital happiness, & favorable economic circumstances matter here

Temperament

the way in which an individual approaches & reacts to ppl & situations

Attachment

strong affectionate tie w/ special ppl in our lives brining pleasure when interacting w/ them & comfort when stressed

Bowlby Ethological Perspective on Attachment - Phases

1. Preattachment

2. Early Attachments

3. Attachments

4. Reciprocal Relationships

Preattachment Phase

indiscriminate social responsiveness - responds to ANY responsive caregiver
*0-2mths

Early Attachment Phase

discriminating sociability - prefer familiar ppl

Attachments Phase

nb develop attachments to specific caregivers (the best ones)

Reciprocal Relationships Phase

act as partners, taking turns & initiating interactions w/n the attachment relationship

Separation Anxiety

distress when separated
*decline w/ reciprocal relationships

Secure Base

primary caregiver used as an anchor from which to explore

Internal Working Model

expectations for care influences the dev. of a sense of self
*ex. someone who didn’t grow up w/ physical touch will not be comfortable w/ it later on (this is NOT fixed)

Ainsworth’s Attachment Classifications

1. Secure (60%)

2. Insecure Resistant (15%)

3. Insecure Avoidant (20%)

4. Insecure Disorganized (5%)

Secure Attached

some upset when leave, explores, happy on return
*uses caregiver as secure base

Insecure-Reisistant/Abivalent

upset throughout separation & cannot be comforted (tearful/clingy when present & anger/distress upon return)
*may be both clingy & pushing away

Insecure-Avoidant

acts like does not care when leave & when come back or turns away (explores room w/o referencing caregiver)
*reacts to stranger as does to caregiver

Insecure-Disorganized

mix of ambivalent & avoidant
*shows fearful behavior w/ approach/avoidance behaviors

Stability of Attachment

depends on continuity & context
*insecure can be overcome by changing maladaptive behaviors

Effect of Culture on Attachment

1. autonomous goal = western cultures emphasize individualism & independence
   *ex. Germany Playgrounds

2. relational goal = eastern cultures emphasize relationships & connections w/ others

Stranger Anxiety (Wariness)

nb expression of fear of unfamiliar ppl

Emotional Contagion

match emotion of caregiver/other
ex. smile back at a waiter approaching your table

Basic Emotions (primary)

happy, fear, anger, sadness, interest, surprise, & disgust

Social Smiles

• basis of social interactions

• distinguishes happiness, anger, surprise, & sadness

Self-Conscious Emotions (secondary)

• empathy, pride, embarrassment, shame, & guilt

• depends on cognitive dev., observation, & self-awareness

Emotional Regulation

ability to control emotions

• nb center on self

  • ex. avert gaze, suck thumb, etc.

• as age increases they move to environment to soother (distraction)

Empathy

capacity to understand another person’s emotions & concerns
*improves through early childhood (cultural variations influence emergence)

Interactional Synchrony

special form of communication where the caregiver responds to infant signals in a well-timed, rhythmic, appropriate fashion
*both match emotional states

Social Referencing

seeking info from caregivers abt how to interpret unfamiliar events by observing their emotional expressions/reactions

• use emotions of other to interpret

Culture - Emotional Display Rules

unstated cultural guidelines for acceptable emotions/expression that are communicated to children via parents’ emotional behavior

Self-Awareness

nb are born w/ a capacity to distinguish the self from the surrounding environment

• I-Self = “born you”; active person

• Me-Self = “socialized you”; caterogircal self

Self-Recognition

• ability to recognize the self

  • mirror → picture → shadow

• allows for more complex social interactions

Categorical Self

self-description based on broad categories such as sex, age, & physical characteristics

Self-Control

ability to modify behavior in accordance with/ caregiver demands

• requires: attentional control, ability to inhibit behavior, & manage neg. emotion

• improves w/: secure attachment, warm parenting, encouraged autonomy

Compliance

• toddler show clear awareness of caregivers’ wishes & expectations

• need: self-assertion & autonomy