CDFR 3002 1st Edition Lecture 9Outline of Last Lecture I. Supporting Children’s Growth and Development Part 2Outline of Current Lecture II. What Helps Eliminate Outbursts? III. Source of Meaning IV. 10 Key Components of AT V. Secure Attachment VI. Dismissing (Avoidant) Attachment VII. Preoccupied (Anxious) Attachment VIII. Fearful (Avoidant) Attachment IX. Physical and Neurophysiological Development X. Intellectual Development XI. Language Development XII. Emotional Development XIII. 4 Main Tasks for Parents of Infants XIV.Promoting Self-Regulation Current Lecture- What Helps Eliminate Outbursts? o Fewest Outbursts Tolerant, positive home Realistic expectations - Tantrums are expected  Children seen as independent and curious  Anticipated problems Helped children transition  Consistent daily routines  Firm when conflict arose o Most Outbursts  Critical and disapproving  Inconsistent  Unpredictable - Parents based decisions on their own wants  Ignored needs until there was a problem  Imposed a routine Forced child to act quickly - Source of Meaning 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.o Attachment Theory  “Many of the most intense emotions arise during the formation, the maintenance, the disruption, and the renewal of attachment relationships” - 10 Key Components of AT o Attachment is an Innate Motivating Force  Human beings have two needs: - The need to belong- The need to be unique o Secure Dependence Complements Autonomy o Attachment Offers an Essential Safe Haven  Come to in times of stress o Attachment Offers a Secure Base Base from which to explore o Emotional Accessibility and Responsiveness Build Bonds o Fear and Uncertainty Activate Attachment Needs Bowling alone - More and more pressure is being placed on couples to be a “community of two”  What do you do when the person who is supposed to protect you from the boogey man is the boogey man? o The Process of Separation Distress is Predictable o A Finite Number of Insecure Forms of Engagement Can Be Identified  Only so many ways to respond to the question:  “Can I count on you when I need you?” - Anxiety - Avoidance- Disorganized (child) or fearful avoidant (adult o Attachment Involves Working Models of Self and Othero Isolation and Loss are Inherently Traumatizing - Secure Attachment o “I am comfortable with both intimacy and autonomy. I view myself as healthy and others as capable of providing me with love. I feel comfortable experiencing a wide range of emotions.” o Model of Self (Low Dependence)  I am worthy of love I am capable of getting the love I need o Model of Others (Low Avoidance)  Others are willing and capable to love me  Others are trustworthy - Dismissing (Avoidant) Attachment o “I am self-reliant and self-sufficient. I don’t need others. I don’t know why everybody around meneeds so much lovey-dovey stuff, they must be weak and incapable of dealing with reality on their own. I am most comfortable having rational conversations with those who don’t need anything from me.” o Model of Self (Low Dependence) I am “completely” worthy of love  I am “completely” competent to get the love I need o Model of Others (High Avoidance)  Others are deficient and incapable of loving me  Others are not trustworthy and inconsistent - Preoccupied (Anxious) Attachment o “Do you love me? I will go to any length of intimacy to earn your love, because I secretly don’t believe I deserve it…I am not sure if you love me as much as I love you. Please love me…Please! You know what happens when I don’t feel loved…” o Picture of Self (High Dependence)  I am not worthy of love I am incapable of getting the love I need o Picture of Others (Low Avoidance)  Others are capable of loving me, but are unwilling because of my failures  They may abandon me - Fearful (Avoidant) Attachment o “Every relationship I have ever been in has ended in utter failure. It is best if I just close myself off. It is best for others if they stay clear of the mess that is my life.” o Model of Self (High Dependence)  I am not worthy of love. Completely unlovable I am not capable of love o Model of Others (High Avoidance) Others can’t love me  Others are unwilling to love me - Physical and Neurophysiological Development o 3 Periods of Major Reorganization  3 months - Increase in cortical and subcortical neural pathways - Improves senses and coordination - Voluntary behaviors replace reflexes - Babies are more awake  7-9 months - Increase in motor area - Helps babies sit, crawl, and walk  18-24 months - Rapid advances in language- Development of representational thought - Intellectual Development o 3 Periods of Major Reorganization  3 months- Learn from actions of their own bodies - Reach for objects in own environment  7-9 months - Object permanenceo Objects exist even if they can’t see them  18-24 months - Representational thought o Symbols and mental imageso Pretend, imaginary play - Language Development o 3 Months  Cooing, babbling, repetition of syllables (ma-ma, da-da) o 10 Months  Attach words to objects that interest them - Parents advance language by labeling these items o 18-24 Months  Pay attention to the speaker’s objects/interests - Clear labeling helps - Emotional Development o 3 Months 3 states of emotion- Contentment, alert interest, and distress/irritability o 7-9 Months  Fear develops (stranger anxiety)  Develop into distinct feelings - Contentment = joy - Distress = sadness- Frustration = anger o 18-24 Months  Toddlers often become defiant - Part of healthy development  Aggression similar for boys/girls - After 2: boys become more aggressive - 4 Main Tasks for Parents of Infants o Nurturant Caregiving Provide food, shelter, warmth, and affection o Material Caregiving  Provide baby with opportunities for exploration and stimulation o Social Caregiving  Interact with infants Hugging, playing, soothing o Didactic Caregiving  Provide information  Help child interact with outside world - Promoting Self-Regulation o Encourage Compliance  Model good behaviors  Establish daily routines Use preventative actions Talk about rules and reasons for them o Establish Rules o Understand Child’s Temperament