3.06 Social-Emotional Development Across the Lifespan

Essential knowledge)

Explain how social development relates to behavior and mental processes
3.6.A.1 = the ecological systems theory explores how the social environment influences development. The five systems in this theory)
1. microsystem = groups that have direct contact with the individual
2. mesosystem = the relationships between groups in the microsystem
3. exosystem = indirect factors in a individual’s life
4. Macrosystem = cultural events that affect the individuals and others around them
5. chronosystem = the individual’s current stage of life
  - 3.6.A.2 = Research has identified different parenting styles of caregivers, authoritarian, autrhoritative, and permissive. Cultural differences exist in ways these parenting styles affect outcomes in caregivers and children.
  - 3.6.A.3 = Research has identified different attachment styles demonstrated by infants and children, which vary by culture. The types of attchment infants and children display include secure and insecure( avoidant, anxious, and disorganized). Temperament is related to how children attach to caregivers.
  - Seperation anxiety = when a children express heightened anxiety or fear when away from a caregiver or in the presence of stranger.
  - studies with monkeys demonstrate the importance of comfort over food in attachment
  - 3.6.A.4 = Developmental psychologist study how peer relationships develop over time.
  - Children engage with peers via play (parallel and pretend)
  - Adolescents gradually rely on peer relationships as they age. As asolescents interact with peers, they demonstrat a type of egocentrism that is often demonstrated via the imaginary audience and the personal fable.
  - 3.6.A.5 = developmental psychologists study how adults develop socially over time.
  - culture plats a role in determining when adulthood begins and when major life events occur (social clock). Some cultures allow for a time of emerging adulthood as a transition from adolescence to adulthood.
  - relationships with other adults result in adults forming families or family-like relationships that should provide mutual support and care. Childhood attachment styles can affect how adults form attachments to other adults.
  - 3.6.A.6 = psychosocial development proposes taht people must resolve psychosocial conflicts at each stage of the lifespan. The stages are as follows:
  - Trust and mistrust
  - autonomy and shame and doubt
  - intiative and guilt
  - industruy and inferiority
  - identity and role confusion
  - intimacy and isolation
  - generativity and stag

erik erikson proposed the psychosocial theory of development
jean piaget developed cognitive theory of developement
lev vysgotsky developed sociocultural theory of development
lawrence kohl berg developed moral theory of development

ecological systems theory	proposes that our development as an individual is influenced by a series of interconnected environmental systems, from our immediate family environment to the broader soietal/cultural environment
microsystem	things that have direct contact with the child in thier immediate environment. ex) child’s most immediate relationships: parents, siblings, teachers, neighbors
mesosystem	system in which the child’s microsystem are interconnected and influence one another. ex) open communication between the child’s parents and teachers	interactions between two microsystems
exosystem	does not directly interact with the child but influences how other systems interact with the child.	ex) a parent’s stressful work environemnet affects their availability, mood, and resources, so it wields and indirect influence on the child.
macrosystem	focuses on how cultural elements affect a child’s development already established society and culture in which the child is developing.
chronosystem	refers to the changes or shifts in environment that occur over the child’s lifetime.	ex) beginning a new school could faill into this system historical changes that affect their specific environment

attachment bond	emotional attachment to a caregiver contact comfort is just as important to physiological needs
seperation anxiety	significant distress when a child is seperated from its primary caregiver or from its home.
attachment styles	behavior when a caregiver left baby with stranger	behavior when caregiver returned
secure	upset - cried when caregiver left and refused comfort from stranger	made immediate effort to physcially touch caregiver; returned to playing
insecure-anxious	very upset and distressed	ambivalent and resentful toward caregiver
insecure-avoidant	indifferent to caregiver leaving	indifferent toward caregiver return; may seek physical contact but then pull away
insecure-disorganized	confusing and inconcisstent behavior with caregiver; fearful at times.	inconsistent behavior; may freeze or avoid contact with caregiver
temperament	measure of a child’s activity level, sociability, and emotionality. Three styles of temperament easy temperament diffucult temperament slow-to-warm-up temperament
easy temperament	calm and predictable
diffucult temperament	less predictable and more irritable
slow-to-warm-up temperament	hesitant to interact with new people/situations, but eventually adapt.
parenting styles	authoritarian permissive authorative
authoritarian	dictatorial beacsue they enforce rules upon their children and expect obedience, primarly as a means of protecting them.	insecure-anxious
permissive	neglectful behavior toward their children, leaving children to “make thier own rules” or they may be indulgent, seeking friendships with their children and allowing them to set their own boundaries.	insecure-avoidant
authoritative	tend to combine the tendencies of the previous two styles. They set rules and boundaries upon children, but they are not as rigid and inflexuble as authoritarian parents. This parenting tsyle encourages open communication between parent and child.	secure
psychosocial development theory	erik erikson developed this stage each stage reperesents a crisis to be confronted and resolved and the resolution of teh stage allows an individual to progress ot the next.
trust vs. mistrust	( birth-1year) an infant must learn to depend on parents or a caregiver for support, comfort, and responsiveness to needs. If the caregiver dependably meets the infant’s needs, the infant learns a sense of “basic trust” and that the world is a safe, secure, and predictable place
automony vs. shame/doubt	( 1-3 yrs) children gain a sense of independnece from thier caregivers and being to complete activites such as feeding and dressing themselves
initiative vs. guilt	( 3-6 yrs) children begin to take on more indpenedent activties and explore their abilities. many children begin to explore their purpose as they intiiate activities that show them where they may excel.
industry vs inferiority	(6-12 yrs) children begin to understand how other view them and compare their performance to others. they idnetify tasks they excel at and lack
idnetity vs. role confusion	(12-18 yrs) this stage marks the transition form childhood to asolescence and is characterized by the adolescent struggle to disover thier own identity. In the midst of this struggle to forge an idnetity, adolescents must alkso determine which of the roles (studnet, sibling, employee, child, etc.) thye play feels most natural to them.
intimacy vs. isolation	(20-40 yrs) tends to affect young adults most they recently develop a sense of self and seek to establish intimate relationships with others. social isolation
generativity vs. stagnation	( 40-60 yrs) this stgae is mostly strongly associated with middle-aged adults who seek to find their “life’s work” and contribute to the development of others. This may involve raising one’s own children or mentoring others., Thos who struggle with this task may find thmselves stagnant, having no real conncection with other nor any desire for productivity or self-improvment.
integrity vs. depsair	(60- end of life yrs) reflection upon one’s life. feel a sense of accomplishment and purpose fulfilled or feel a sense of regret about what they did not accomplish.
adolescent identity formation theory	made by James Marcia Confusion forecolsure moratorium achievement
idnetity confusion/ diffusion	occurs when adolescents neither explore nor commit to an idneityt, potentially leading to a lack of purpose
identity foreclosure	occurs when an indiviudal commits to an identity without eploring other possible options.
identity moratorium	occurs when asolescents are actively exploring options but have not yet committed to an identity
achievemnt	occurs when individuals have explored their options, discovered their purpose, and committed to an identity; this is the goal associated with both Erikson’s and Marcia’s stages
peer relationship development	-
pretend play	in which each child takes on a role in an imaginary situation
parallel play	in which two or more children play side-by-side without interacting
adolescnece	adolescents may spend more time with peers than with their families. peer relationships are also affected by attachment styles.
egocenterism	preoccupied with what others think of them, creating an “imaginary" audience” that sees all of their faults and judge them for mistakes adolescnets increased anxiety
personal fable	belief that one is special and unique and that no one can understand how they fell.
adverse childhood experiences	potential traumatic events that occur in childhood and can include experiencing violence, abuse, neglect or having a family member die.
adults	fewer peer relationships but family-knit and more intimate