Chapter 10 Emotional Development Reviewed in class NEED to know Emotions For many years emotion was neglected in the study of children s development Overshadowed by cognition Emotion Rapid approval of personal significance of a situation Feeling Triggered because important to individual Functionalist Approach Energize behavior Prepare for action Central to personal goals o How and why we attain them Functions of emotions First Appearance of Basic Emotions Earliest emotional life consists mainly of two global arousal states o Attraction to pleasant stimulus o Withdrawal from unpleasant stimulus Middle of first year become well organized Facial expressions offer most reliable cues of infant emotions Across cultures interpret same emotions Basic emotions o Can be directly inferred from facial expressions Happiness Interest Surprise Fear Anger Know section from book Sadness Disgust o Evolutionary history promote survival Basic Emotions Happiness Smile from birth Social smile 6 10 weeks Laugh 3 4 months Fear First fears 6 12 months Stranger Anxiety 8 12 months o Wariness to unfamiliar adults Not universal Depends on o Social smile Broad grin evoked by the stimulus of a human face Temperament Past experience with strangers Current situation Anger From 4 6 months into the second year angry expressions increase due to o As they become capable of controlling own behavior which causes them to change undesirable situations o Also more persistent on obtaining objects o Less easily distracted from goals o New motor activities allow for fending for themselves o Especially sensitive to certain caregivers causing discomfort when usually gives warmth Anger motivates caregivers to relieve stress and baby s distress in separation discourages baby from leaving Self Conscious emotions Involve injury to or enhancement of our sense of self Self Conscious Emotions Shame Embarrassment Guilt Envy Pride o Emerges at the end of the second year o Need adults instruction about when to feel them Adults feedback is strongly related to self evaluation Emotional Self Regulation Emotional self regulation Strategies for adjusting our emotional state to a comfortable level to accomplish our goals Requires voluntary effortful management of emotions Well developed emotional self regulation Emotional self efficacy in young Improves gradually with brain development people o The feeling of being in control of their emotional experiences Favorable self image Optimistic outlook Understanding Responding to Others emotions Begins early By 3 4 months have expectations for caregiver responses for emotional exchange Social Referencing Social Referencing Relying on another person s emotional reaction to appraise an uncertain situation Facial expression voice especially important Can use is to teach children how to react Temperament Temperament Early appearing stable individual differences in reactivity self regulation Reactivity Quickness and intensity of emotional arousal attention and motor action Cornerstone of personality Thomas Chess New York Longitudinal Study 1956 First influential model Impacts psychological adjustment o Increase chances of psychological problems OR o Protect from negative effects of stress Parenting practices Structure of Temperament Easy 40 o Adapts easily cheerful Difficult 10 Slow To Warm Up 15 Unclassified 35 Stability of Temperament o Slow to accept new experiences negative and intense reactions o Future risk o Adjusts slowly to new experiences inactive and fearful Develops with age Not very stable Overall low to moderate stability Prediction after age 3 o Emotion attention and action better established o Brain development frontal loves Experiences influence Temperament Parenting Goodness of fit Model Temperament child rearing environment Good fit More adaptive functioning Poor fit Adjustment problems Positive sensitive increase emotion regulation Matching temperament child rearing earlier is better The best outcome for a child is when parenting style matches the child s The parent s can also adjust the parenting style in order to have a better fit with temperament the child s temperament Effortful Control Effortful control Voluntary suppress dominant response in order to plan and execute a more adaptive response Cookie Marshmallow Experiment Attachment Attachment Strong affectionate tie with special people in our lives which leads to Pleasure when we interact with them Comfort by their nearness during stress Second half of 1st year Early bond important but influenced by continuing parent child relationship Important of Emotional Development Experiments with rhesus monkeys Food or security o Maternal care and attachment depends on emotion o Attachment does not depend on hunger satisfaction The Strange Situation Attachment Strange situation Measures attachment of a child to caregiver Separation reunion episodes Response is measured especially during reunion Separation Anxiety A good attachment style is when a caregiver leaves and child fuses and cries for a little bit but when the caregiver comes back the child is easily soothed by that person Secure Attachment Tends to increase between 6 15 months Types of attachments Secure o 60 Explore freely in caregiver s presence Often visibly upset when caregiver leaves Greet caregiver warmly at reunion Shows separation anxiety Insecure o Avoidant 15 Show little or no distress upon separation Avoid contact with caregiver upon reunion May show more positive behavior with strangers Shows separation anxiety o Resistant 10 Thoroughly distressed by separations Don t settle easily upon reunion Mix proximity seeking and angry behaviors Shows separation anxiety o Disorganized disoriented 15 Confused contradictory behaviors Dazed fearful facial expressions Frozen postures Does not show separation anxiety Based on Middle SES attachment Secure score slightly lower for Low SES Stability of attachment o Usually stable for Middle SES o Due to favorable life conditions o Low SES o Many daily stresses o Security insecurity OR o Change one insecure pattern to another o Most stable types o Secure o Disorganized disoriented Cultural Variations in Attachment o Cultural expectations o Secure pattern most common Chapter 11 Self Social Understanding Emerging Self Awareness Newborns intermodal perception 3 months distinguish their own visual image 4 months prefer images of others over selves Self Recognition Self recognition Basic awareness of self Perception of self as separate
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