I' Infancy and Toddlers

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I. Infancy and Toddlers

• Infant Neurological Development
• BSID
• DQ
• Temperament
• Attachment and Bonding
• Evolutionary Views
• John Bowlby
• Mary Ainsworth
• Harry Harlow

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Infant Neurological Development
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Infant Neurological Development

• Bayley Scales of Infant Development
• Diagnosis for ages 2 to 42 months.
• 3 ½ years
• Two main areas of development
• Mental abilities
• Senses
• Perception
• Memory
• Learning
• Problem Solving
• Language
• Motor abilities
• Fine (use of fingers)
• Gross (walking)
• Cant go beyond 42 months (future prognosis)
• Helps teachers and parents and shows problem
  areas.

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Infant Neurological Development

• Developmental Quotient (DQ)
• Arnold Gesell (1880-1961)
• Single score designed to show how your child
  compares to the average child.
• Relates to performance in four domains
• Motor Skills
• Language Use
• Adaptive Behavior
• Personal-Social
• Standardized Score of 100 means that the child
  is average and does not deviate from the norm in
  either direction.
• Does factor in your age.
• May be biased toward Americans.

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Infant Neurological Development

• Temperament
• Easy Babies-
• Have a positive disposition.
• Body functions operate regularly.
• Adaptable.
• Difficult Babies-
• Have negative moods.
• Slow to adapt to new situations.
• When confronted with a new situation, tend to
  withdraw.
• Slow-to-warm Babies-
• Inactive.
• Showing relatively calm reactions to their
  environment.
• Moods are generally negative.
• Withdraw from new situations, adapting slowly.

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Attachment Theory

• Attachment
• Positive emotional bond that develops between a
  child and a particular individual.
• Evolutionary Perspective on Attachment
• The infant is born with the fathers facial
  characteristics so that he will know that the
  child is his.
• Infants do inherit more facial characteristics
  from their father.
• Infants smile often in the early years.
• Is this a reaction to their parents smiling?
• Are they rewarded when they smile after us?
• Is it a survival tactic to make sure that they
  are well taken care of?

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Attachment TheoryJohn Bowlby (1907-1990)

• We can understand human behavior only by
  considering its
• environment of adaptedness
• Became concerned about the disturbances of
  children found in institutions.
• Children seemed unable to love later in life
  because of
• malformed attachments early in life.
• Mother/Infant Bond is very important to
  development.
• Imprinting-Theory rests on the ideas set in
  motion by ethologists.
• __________________________________________________
  ___________________________________

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Attachment TheoryJohn Bowlby (1907-1990)

• Phases of Attachment
• Phase 1- (Birth to 3 months)
• Indiscriminate responsiveness to humans.
• The infant will respond positively to anyone.
• Phase 2- (3 to 6 months)
• Focuses on familiar people.
• Babies responses become more selective.
• Phase 3- (6 months to 3 years)
• Intense attachment and active proximity seeking.
• Increased and intense attachment to very select
  people.
• Separation anxiety.
• Phase 4- (3 years to the end of childhood)
• Partnership behavior.
• Child is more willing to let the parent go, or
  leave the relationship as long as they come back.
• The child basically becomes a partner in the
  relationship.

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Attachment TheoryMary Ainsworth

• Ainsworth Strange Situation
• Sequence of staged episodes that illustrate
• the strength of attachment between a child and
  their mother.
• Eight Stage Process
• Mother and baby enter an unfamiliar room.
• Mother sits down, leaving the baby free to
  explore (3 minutes).
• Adult stranger enters the room and converses
  first with the mother
• and then with the baby.
• Mother exits the room, leaving the baby alone
  with the stranger
• (up to 3 minutes).
• Mother returns, greeting and comforting the baby,
  and the
• stranger leaves (3 minutes).
• Mother departs again, leaving the baby alone (3
  minutes).
• Stranger returns (3 minutes).
• Mother returns and the stranger leaves (3
  minutes).

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Attachment TheoryMary Ainsworth

• Discovered four types of attachment styles
• They show how well the child will form
  relationships in adulthood.
• Most are the result of the way the parents rear
  the child.
• I. Secure
• II. Avoidant
• III. Ambivalent
• IV. Disorganized-Disoriented

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Attachment TheoryMary Ainsworth

• Secure Attachment
• Children use the mother as a home base and are at
  ease when she is present.
• When she leaves-
• Become upset and go to her as soon as she
  returns.
• Represent a balance between over-involvement with
  the environment or with the mother.
• Might explore the environment but as the strange
  situation proceeds, their balance of behavior
  will increasingly tip towards
• Proximity-seeking behavior.
• Contact-maintaining behavior.
• Child will form relationships later in life with
  ease.
• Result of good parenting practices.

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Attachment TheoryMary Ainsworth

• Avoidant Attachment
• Children-
• Do not seek proximity to the mother.
• Turn their attention to the environment.
• Wont react when the mother leaves the room
• Wont react when the mother comes back.
• Learned that nurturance will not be forthcoming
  from their mothers.
• Inconsistent mothering over the first year.
• Child will more likely be antisocial and have
  difficulty forming attachments.
• Caused by parents that do not love their
  child/spend little time with them.

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Attachment TheoryMary Ainsworth

• Ambivalent Attachment
• Children display a combination of positive and
  negative reactions.
• While most children may whimper or cry when their
  mother leaves the room, they
• will usually pacify themselves and begin to
  settle and play.
• Unable to disengage from the mother.
• When the mother returns, they may also begin to
  scream and rage.
• More likely be antisocial and have difficulty
  forming attachments.

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Attachment TheoryMary Ainsworth

• Disorganized-Disoriented
• Children show inconsistent/contradictory
  behavior.
• Mothers
• Inconsistent with their child.
• Smile and accept them sometimes, and push them
  away at other times.

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Attachment TheoryHarry F. Harlow

• Love Experiments
• Focus
• Maternal-deprivation and isolation experiments on
  rhesus monkeys.
• Demonstrated
• Importance of care-giving and companionship in
  the early stages of primate development.

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Attachment TheoryHarry F. Harlow

• Surrogate Mother Experiment
• Offered young rhesus monkeys a choice between two
  surrogate "mothers."
• Group 1-
• Terrycloth Mother provided no food.
• Wire Mother did.
• Group 2-
• Terrycloth Mother provided food.
• Wire Mother did not.

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Attachment TheoryHarry F. Harlow

• Findings
• Monkeys clung to Terrycloth Mother in both
  groups.
• Monkeys chose Wire Mother only when it provided
  food.
• Terrycloth Mother provided something more
  valuable than food.
• Provided Contact Comfort.
• Harlow's interpretation Preference forTerrycloth
  Mother demonstrated the importance of affection
  and emotional nurturance in mother-child
  relationships.
• The monkeys that had only a wire mother had
  trouble digesting the milk and
• suffered from diarrhea more frequently.
• Whenever a frightening stimulus was brought into
  the cage the monkeys ran.
• to the cloth mother for protection and comfort
  no matter which group they were in.

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Attachment TheoryHarry F. Harlow

• Unfamiliar Room
• Cloth Surrogate/Unfamiliar Room
• Monkeys clung to it until they felt secure enough
  to explore.
• Once they began to explore they would
  occasionally
• return to the cloth mother for comfort.
• Without Cloth Surrogate/Unvamiliar Room
• Acted very differently.
• Freeze in fear and cry, crouch down, or suck
  their thumbs.
• Some would even run from object to object,
  apparently
• searching for the cloth mother as they cried and
  screamed.
• Monkeys placed in this situation with Wire
  Mothers
• exhibited the same behaviors that the monkeys
  with
• no mother did.

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Attachment TheoryHarry F. Harlow

• Isolation Experiment
• Partial Isolation
• Involved raising monkeys in bare wire cages that
  allowed them to see, smell, and hear other
  monkeys, but provided no opportunity for physical
  contact.
• Total Social Isolation
• Involved rearing monkeys in isolation chambers
  that precluded any and all contact with other
  monkeys.

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Attachment TheoryHarry F. Harlow

• Findings
• Partial isolation
• Blank staring
• Repetitive circling in cages
• Self-mutilation
• Total isolation
• (left alone for 3, 6, 12, or 24 months of "total
  social deprivation.)
• Severely psychologically disturbed.
• No monkey has died during isolation.
• When initially removed from total social
  isolation
• Go into a state of emotional shock
• Autistic self-clutching and rocking
• 1 of 6 isolated for 3 months refused to eat and
  died 5 days later.
• The autopsy report attributed death to emotional
  anorexia.

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Attachment TheoryHarry F. Harlow

• 6 months of total social isolation
• So devastating and debilitating that Harlow had
  assumed initially that 12 months of isolation
  would not produce any additional decrement.
• This assumption proved to be false.
• 12 months of isolation practically obliderated
  the monkeys.