HD 101 1st Edition Lecture 14Outline of Last Lecture 1. Sensorimotor skills 2. Sensorimotor subjects a. Reflexive scheme b. Primary circular reactions c. Secondary circulatory reaction d. Coordination of secondary circulatory reaction e. Tertiary circulatory reaction f. Mental representation3. Object permanence4. Mental representation 5. Deferred imitation a. Piaget b. New research 6. Evaluating sensorimotor stages a. Development when Piaget suggested b. Development earlier than when Piaget suggested 7. Core knowledge perspective8. Information processing improvements: a. Attention b. Memory c. Categorization 9. Vygotsky’s sociocultural theory a. Where learning occurs b. Zone proximal development 10. Developmentally appropriate child care 11. Getting ready to talk a. First speech sounds b. Becoming a communicator 12. Starting to talk a. First wordsb. Two-word utterance 13. Individual differences in language development a. Environment b. Gender c. Temperament d. Language style 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.Outline of Current Lecture 1. Supporting early language development:a. Infantsb. Toddlers 2. Psychosocial stages during infancy and toddlerhood: a. First yearb. Second year 3. First appearance of basic emotions a. Happiness b. Angerc. Fear4. Understanding emotionsa. Emotional contagion/ operant conditioning b. Recognizing facial expressions c. Social referencing 5. Self-conscious emotions 6. Emotion self-regulation 7. Emotional control: a. Effortful controlb. Children need: 8. Temperament: a. Reactivity 9. Structure of temperament: a. Easyb. Difficult c. Slow to warm up d. Unclassified 10. Stability of temperament a. Develops with age 11. Genetic and environmental influences on temperament: a. Genetic b. Environmental 12. Goodness-of-fit13. Types of attachment14. Multiple attachments 15. Father’s attachment 16. Secure attachmentCurrent Lecture1. Supporting early language development:a. Infants- Response to coos and babbles - Established joint attention- Use of child directed speech - Play social games- Read often and talk about it b. Toddlers - Play make-believe together - Have frequent conversations- Read often and talk about books 2. Psychosocial stages during infancy and toddlerhood: a. First year: - Erikson’s stage: basic trust vs mistrust - What is needed from caregiver: responsiveness b. Second year:- Erikson’s stage: autonomy vs shame and doubt - What is needed from caregiver: suitable guidance and responsible choices 3. First appearance of basic emotions a. Happiness:- Smile: from birth - Social smile: 6-10 weeks - Laugh: 3-4 months b. Anger: - General distress: from birth - Anger: 4-6 months c. Fear: - First fear: second half of first year - Stranger anxiety: (not every child goes through this) 8-12 months 4. Understanding emotionsa. Emotional contagion/ operant conditioning: - Early infancy b. Recognizing facial expressions: - 4-5 months c. Social referencing:- When a child figures out a situation based on another’s expression or emotion - 8-10 months - Caregivers can use social referencing to teach kids how to react to everyday events5. Self-conscious emotions:- Examples: shame, embracement, envy, pride - Self conscious emotions emerge during the second year- Children become aware of themselves as unique and separate from others - Need adult instruction in order to understand when to feel certain emotion 6. Emotion self-regulation:- Advising one’s own state of emotional intensity - Requires effortful control - Caregivers also contribute to child’s self-regulatory style - Gender roles: “girls are allowed to cry more” 7. Emotional control: a. Effortful control: - Inhibiting impulses- Managing negative emotions - Learning to behave acceptably: caregivers need to have reasonable expectations b. Children need: - Awareness of self as unique and separate - Confidence in directing own actions - Memory for constructions 8. Temperament: a. Reactivity: - Speed and intensity of: emotional arousal, attention, motor activity - Self-regulation: strategies modifying reactivity 9. Structure of temperament: (not super accurate science)a. Easy: fairly laid back- 40% of kids n USb. Difficult: easily upset- 10% of kids in the USc. Slow to warm up: sit back/watchful- 15% of kids in the USd. Unclassified: combination of all- 35% of kids in the US10. Stability of temperament a. Develops with age: - Early on: low/moderate stability - After age of 3: easier to identify 11. Genetic and environmental influences on temperament: a. Genetic: - Responsible for ½ of differences between people - Ethnic and sex differences b. Environmental: - Nutrition ( low function on poor diet)- Caregiver- Cultural variations (expectations) - Gender stereotype - Role of siblings 12. Goodness-of-fit: - Looks at how child-rearing matches the temperament of a child - Example: baby is “slow to warm up” but parents are laid back and social. This would be uncomfortable for child, parent adjust to temperament of child - Combines genetic and environmental factors13. Ethological theory of attachment (bolby) a. Pre attachment: - Early in infancy - Baby doesn’t care a ton as long as their needs are met b. Attachment in the making: - Baby starts to figure out that primary caregiver is always there c. Clear at attachment: - Development of separation anxiety d. Formation of principle relationships - give and take relationships 14. Types of attachments: - Secure: comfortable in relationships: 65% - Avoidant: child is upset when mom leaves, but holds a grudge when she comes back: 20%- Resistant: refuse to get attached: 5%- Disorganized/ disoriented: no consistency: 5%15. Multiple attachments: - Father - Siblings - Grandparents - Professional caregiver - Young children can easily form multiple attachments 16. Father’s attachment: - Fathers are more playtime: mother is more of the caregiver (generally)- Important factors: ability to be: sensitive, warm, and have a family attitude/relationship 17. Secure attachment: - Possible outcomes in preschool, middle childhood- Continuity of caregiving - Links that infant attachments later