Emotional and Social Development in Infancy and Toddlerhood

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Emotional and Social Development in Infancy and
Toddlerhood
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Eriksons Theories of Personality Development

• Inner Conflicts that consist of polar opposites
• Trust vs Mistrust Frueds Oral Stage
• Autonomy vs Shame and Doubt Anal
• How do we build autonomy in Infants?

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Emotional Development

• Do infants come into the world showing signs of
  basic emotions?

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3 basic emotions have received the most attention.

• Happiness-first in smiles, later in laughter
• Infants smile within a few days of birth- while
  asleep, in response to touches, etc. Around 6-10
  weeks first social smiles occur. Laughter 3-4
  months.
• Anger and Fear- distress to unpleasant
  experiences.
• Hunger, pain, stress, medical procedures, too
  much or too little stimulation, changes in body
  temperature

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Temperament

• What is it?
• Types
• 3 basic
• Easy child
• Difficult child
• Slow to warm up child
• Other
• What type are you. Split up into groups and list
  characteristics of these people.

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Temperament

• What is it?
• Types
• 3 basic
• Easy child
• establishes routines, cheerful, adapts easily
• Difficult child
• irregular daily routines, slow to accept new
  experiences, reacts negatively, cries often
• Slow to warm up child
• inactive, low-key reactions, negative in mood,
  adjusts slowly to new situations, clingy

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Other temperaments

• Active- wiggles, moves constantly
• Bold- takes initiative
• Fearful-easily afraid
• Shy-quieter, less vocal
• Timid-wary of strangers, shows caution in play.

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Temperament

• Goodness-of-fit- how temperament and environment
  work together to produce favorable outcomes.
• Children with different temperaments have
  different child-rearing needs.

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Attachment

• Develops in 4 phases
• Preattachment- birth -6 weeks
• Grasping, smiling, crying and gazing help secure
  relationships with an adult. Recognize parents
  smell and voice. Generally dont mind being left
  with others.
• Attachment in the making- 6weeks to 8 months
• React differently to caregivers than strangers

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Attachment

• Clearcut attachment- 8 months to 2 years-
• Separations anxiety- becomes upset when adult
  they are used to leaves.
• Older infants and toddlers try to stay in their
  presence. Caregiver becomes secure base from
  which to explore.
• Formation of reciprocal relationships- 2 years on
• Separation protest declines. Tie themselves to
  caregiver as a substitute to parent.

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Types of attachment

• Secure- use parents as secure base for
  exploration/65 of babies
• Avoidant- unresponsive when parent is present,
  slow to greet parent and then dont cling. 20 of
  babies
• Resistant-seek closeness to parent and fail to
  explore, display anger when returns 10-15 of
  babies
• Disorganized-disoriented- greatest
  insecurity-show contradictory behaviors

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Attachment

• What would an infant/toddler look like at each
  stage?

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Anxiety

• Stranger
• Separation

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Self-awareness

• Infants exposed to a mirror at a young age do not
  know the image is different from themselves.
• Self-awareness leads to empathy- awareness of
  others feelings
• Also leads to self-control-resisting impulses

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Applications

• Respond quickly with warmth to infants cry
• Plan to spend time at the child care center
  before the infant begins
• Create a playspace that allows for choice,
  independence and exploration
• Model positive emotions
• Facilitate peer interaction
• Model prosocial behaviors
• Demonstrate play skills

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Social Emotional Development

• Preschoolers

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Erikson

• Initiative vs guilt

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Social Competence

• Sociometric Status
• Popular children
• Rejected children
• Neglected children

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Popular

• Socially active
• Highly directive
• Linguistically effective
• Positive in affect
• Diplomatic
• Skilled in conflict resolution
• Skilled in play group entry
• Competent in interpreting social situations

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Rejected

• Negative
• Whiny
• Unpredictably aggressive
• Unskilled at interpreting social situations
• Antisocial and isolated from peers

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Neglected

• Isolated from peers
• Shy
• Unskilled at entering play groups
• Unskilled in capturing peer attention
• Unskilled in play leadership

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Partens Play behavior

• Unoccupied play behavior
• Little interest in toys, persons, and activities
• Onlooker behavior
• Shows interest in peers, but engages in no social
  contact
• Parallel Play
• Engages in activities side by side with peers but
  rarely converses or interacts
• Associative Play
• Pursues individual play themes but interacts
  often
• Cooperative Play
• Adopts a single, coordinated play theme with
  peers.

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Aggression

• Verbal aggression
• Teasing name calling, verbal taunts
• Physical aggression
• Hitting, pushing, biting
• Reactive
• Aggression provoked by peers
• Proactive
• Aggression not provoked, unexpected
• Instrumental
• Proactive aggression that has a clear goal.
• Bullying
• Proactive aggression that has no clear goal and
  is often hostile in intent