Developmental

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Developmental
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Child Development

• Fads traditions science is limited
• Medicine physical development
• Cognitive vs. Social
• Cognitive neuroscience
• Child psychiatry, child clinical psychology very
  difficult--autism, schizophrenia, etc.

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Developmental

• Often cant do the same kinds of experiments
  lack of random assignment
• Need long-term (longitudinal) data
• Can use animal models
• Can study different cultures

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Normal Development

• Normal wide range
• All cultures Responsive to needs. Fed,
  protected from scary things, warm, etc.
• Reciprocal interaction with caregiver
• Held, talked to, carried, rocked
• Varied stimulation need to see, hear, touch
  different things
• Maybe need attachment desirable

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Social Development

• Bonding (mom or others to baby)
• Attachment (baby to mom or others)
• Effects of early isolation separation
• Harlows Monkey studies

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Social Development

• Stage theories Freud, Erikson, Piaget,
  Kohlberg
• Bonding What influences emotional bonding of
  mother to infant?
• Rats goats sensitive periods
• Marshall Klaus, John Kennell, (1970), 1976)
• Methodological problems with their studies
• Immediate contact probably not that important,
  but why not do it anyway?

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Attachment

• A new form of emotional relationship is evidence
  when infants begin to crawl (7-9 mo.)
• Eleanor Maccoby (1980) lists 4 signs of
  attachment
• 1. Seek to be near their caretaker
• 2. Show distress if separated
• 3. Happy when reunited
• 4. They orient their actions to the caretaker

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Attachment

• Probably universal
• Evolutionary reasons?
• Effect of the quality of attachment on later
  social development
• Three major explanations
• Freud, Erik Erikson, John Bowlby
• Need for food, trust, firm foundation for
  exploring the world.

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Attachment Hypotheses

• The quality of the relationship with the mother
  (attachment) becomes the prototype for all love
  relationships with both sexes (Freud)
• The quality of attachment determines not only the
  above but also our relationships to others

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Patterns of Attachment

• 1. Securely attached infants. Use their caregiver
  as a base for exploring a new room but often
  return to the caregiver for comfort. These
  children become visibly and vocally upset when
  their mothers leave, want to climb into their
  arms when they return, and quickly calm down.
  Ainsworth believes that mothers of securely
  attached infants are responsive to their infants
  signals from the very beginning and enjoy contact
  with their infants. They respond quickly to their
  babies cries early on. 65 U.S.

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Patterns of Attachment

• 2. Avoidant infants. Sometimes called
  anxious/avoidant. Insecurely attached, do not cry
  when their caregiver leaves, nor do they approach
  the caregiver in the room. Appear indifferent to
  where their mothers are sitting. Others are
  effective at comforting them. Caregivers have
  been found to be impatient and frustrated with
  child rearing. 23 of U. S. children

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Patterns of Attachment

• 3. Anxious/resistant. Insecurely attached.
  Appear very upset when their caregiver leaves or
  returns but are not comforted by her return. They
  may alternately seek out contact and resist the
  caregivers efforts to hold or comfort them.
  Appear anxious even when the mothers are near. Do
  not readily resume playing. Caregivers tend to be
  inconsistent, misinterpret the childs signals.
  12 U. S. Neglectful and abusive mothers tend to
  produce 2 and 3.
• Also, overly intrusive, over stimulating mothers.
  The key quality seems to be a high degree of
  synchrony between mother and infant.

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Harlows Monkey Studies 1

• 1. Test of drive-reduction theory--(Harlow
  Harlow, 1969 et al)
• Separated 8 monkeys from their mothers shortly
  after birth
• Individual cages one wire surrogate mom, one
  terry cloth
• 4 received milk from wire mom 4 from terry cloth
  mom
• The "feel" of the moms differed
• Over 165 days, all monkeys showed clear
  preference for terry cloth mom, even if all food
  came from the wire mother.
• Harlow concluded that bodily contact and the
  immediate comfort it supplies is extremely
  important for attachment

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Harlows Monkey Studies 2 Does attachment affect
exploration? Test of Bowlbys theory

• Normal human and monkey babies run to their
  mothers for comfort in strange or scary
  situations.
• Placed mechanical toys (teddy bear, cooties) in
  the cages of monkeys raised with wire mothers who
  supplied milk and terry cloth moms who did not.
• Frightened monkeys ran to the terry cloth mom for
  comfort. After fear subsided somewhat, they would
  venture out to touch the mechanical toys and then
  run back to the terry cloth mom. Secure base from
  which to explore new things.

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Harlows Monkey Studies 3

• 3. Monkeys demonstrated their attachment to the
  terry cloth mothers even after a year of
  separation.
• Learned to press lever to raise barrier to view
  the terry cloth mother, wire mother, and an empty
  box. Time spent viewing was the dependent
  variable. Spent more time viewing terry cloth
  mom. No difference between empty box and wire
  mother.

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Harlows Monkey Studies 4

• 4. (a) Soothing tactile sensations seem to
  provide sense of security
• (b) Necessary for healthy development but not
  sufficient for normal social development
  indifferent or abusive to other monkeys as they
  grew older could not copulate normally

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Harlow cont.

• --Terry cloth moms cant cuddle, communicate
  sounds, gestures, punish, or break the
  attachment. Supports Bowlby. Need interaction
  for proper regulatory system to develop. All the
  adjusting here was left to the baby monkey.
  Harlows later studies indicated that movement of
  the surrogates helped. In hospitals today, babies
  are rocked. and incubators are made to rock.

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THE PRIMACY OF INFANCY

• When very young children have to deal with
  extremely abnormal life circumstances, especially
  for an extended period of time, it should be
  expected that the negative experiences will have
  detectable effects on their later development. 
  Denniss Tizards studies 
• Bad orphanages -----------depressed intellectual
  ability 
• Good orphanages ---------- social adjustment
  problems   
• As the twig is bent, so grows the tree 
• If the sapling is bent long enough, the tree will
  be forever misshapen.  If intervention occurs
  early, there may be only a slight bend in the
  trunk. 
• Sometimes recovery is remarkable, even from
  severe deprivation, but there will also probably
  be residual effects.

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Children of the Creche 1Wayne Dennis (1973)   
Lebanon 

• The babies were left to lie on their backs in
  their cribs all day toddlers sat in small
  playpens with only a ball to play with.  They
  were not talked to or played with. 
• If adopted before age 2, approached normality
• If adopted before age 6, slightly retarded
• If stayed in institution, very retarded  

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Children of the Creche 2Barbara Tizard
(1975-1989) England

• High quality although high turnover of staff.
  Compared to control group. Did well
  intellectually, social problems.  
• Those who stayed in the institution did the
  worst.
• Those who were adopted fared best formed
  attachments to adopted parents social
  relationships still odd--overly friendly,
  difficulty with peers.
• Those who returned to their homes had high rate
  of antisocial behavior
• Adopting before age 2 produced the best results,
  but many older children still formed attachments
  to their adoptive parents.
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