HDFS 401 1st Edition Lecture 9Outline of Last Lecture II. Nature and Quality of Attachmenta. Secure Attachmentb. Insecure attachmentc. Insecure-Avoidantd. Insecure-Ambivalent e. Insecure - DisorganizedIII. Parents Role in Infant Attachmenta. Parental Behavior Characteristicsb. Family Context c. Internal Working ModelOutline of Current Lecture IV. Parent’s Role in Attachment Continued..a. NICHD Study b. Temperament & Quality of Attachmentc. Consequences of AttachmentV. Emotions a. Primary Emotionsb. Secondary Emotions VI. Perspective on Emotional Developmenta. Biological b. Learningc. FunctionalistVII. Development of EmotionsCurrent LectureParent’s Role in Attachment Continued.. NICHD Study of Early Child Care- If childcare impacts attachment: tested 1,300 infants, 10 sites, 15 years - Controlled parent education, income, attitudes- Parents behavior is going to have an affect on the attachments that forms with the infant- Generally: Secure parent = secure children These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.- Another big factor affecting attachment is the quality of childcare (Good Quality vs. Poor Quality) o Having good quality care can help develop secure attachment for a baby who hasnot developed a secure attachment with their parents, this will benefit the childTemperament & Quality of Attachment - Newborns who are irritable are more likely to develop insecure attachment o However, babies who are irritable can also show links moderated by other factorso Support for parents/Professional intervention – are areas of support that help children better interact with parents to develop a secure attachmentConsequences Of Attachment - Associations with Exploration & Cognitive Developmento Children with Secure Attachment  They exhibit more complex exploratory behavior  Are more interested, persistent, & effective when solving a problem  Children with secure attachment feel as though they have a secure base (their parents) and are more comfortable with exploring Their parents are their talking with them, modeling things for them Children display less frustration, less crying, and less whining They are also able to regulate their emotions better  They engage in more symbolic and pretend play- More ahead in language development because they are talking through their play - - “pretend that we are in a castle and I am a princess”  Display more advanced cognitive abilities to age 7  Are more attentive in the classroom and had higher grades in 9-12th grade(Insecure attachments had a harder time with these factors) Emotions – Chapter 5 What are Emotions?- Subjective reaction to something in our environment- Generally accompanied by some form of physiological arousal - Often communicated to others by some expression or actionPrimary Emotions- Developed in the 1st year of life, the reactions to a direct stimulus, do not have to think about this emotion because it is a innate reaction- Ex: Anger, Fear, Happiness, Sadness, JoySecondary or “Self-Conscious” Emotions - Ex: Guilt, Shame, Embarrassment, Pride- Require awareness of self, awareness of other peopleWhy is Emotions Important?- Allows children to communicate how they are feeling, what they like or dislike- Allows communication with the world around them - When you understand emotions – you can express them correctly, and interpret other peoples emotions - - linked to children’s social success - Linked to children’s mental & physical health Perspectives on Emotional Development - Biological Perspective – “what’s common among humans”o Emotional expressions are innate and universal, rooted in human evolution, & based on anatomical structureso Facial expressions of basic emotions are the same in different cultures(Looked at muscles in the face and we all the same ones when we react using certain emotions) (Areas in the brain are the same as well)- Learning Perspective – “how we are different”- Useful for explaining individual differences in emotional expression o Classical Conditioned to fear:o Ex: fear of the vacuum, going to the doctor – negative associationo Caregiver Response – how parents are responding to babies emotions and how the parent response to their own emotions as wello Operant Conditioning - results vs. punishment  Can be “punished” from the environment How parents respond to emotions – manage your emotions they way your parents do Observe – watch how people deal with emotions- Functionalist Perspective – - The purpose of emotions is to help people achieve their social and survival goals - Ex: happiness – smile – create a friendship- Emotional signals provide feedback that guides other people’s behavior - Memories of past emotions shape how people respond to new situations (reaction to music, smells)Development of EmotionsPrimary Emotions- Joy – develops around 6 weeks - Response smile vs. reflex smile o Response smile: a smile from responding to someone, maybe hearing a high pitched voiceo Reflex smile: smile while sleeping because they passed gas and are able to relievethemselves- Between 3-8 weeks, infant smiles in response to external stimuli - By 2-6 months infant displays a social smile- Duchenne Smile – all face smile, saved for those that are closest to