infant social & emotional dev. chapter 9. attachment e. erikson’s theory security: feeling the...
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INFANT SOCIAL & EMOTIONAL DEV.
Chapter 9
ATTACHMENT
• E. Erikson’s theory
• Security: feeling the world is a safe, predictable, nurturing place
• Necessary stage for healthy emotional dev
ATTACHMENT
• Forming an emotional bond with at least one other person
• A bidirectional process
• Infants generally form attachments to multiple caregivers
STRANGER ANXIETY
• Occurs at about 6-8 months
• Difficult time to start new child care
SEPARATION ANXIETY
• Begins at about 6 months• Effects are less if child has multiple caregivers at
home• At child care:
parental trust and positive attitude
parents don’t stay to play
child told when parent is leaving
established routine
ATTACHMENT
• Secure (see p. 175)
• Insecure: – Insecure/avoidant: ignore mom’s return– Insecure/ambivalent: alternate between upset
and rejection
• Disorganized
INSECURE ATTACHMENTS
Attachment behaviors are relatively fixed over time but are able to change
Insecure/avoidant attachments may lead to aggressive, impulsive, uncooperative behavior in later years
Insecure/ambivalent attachments may lead to timid, dependent, whining, inhibited behaviors in later years
CULTURAL VARIATIONS
• Attachment theory may not be universally true
• In some cultures (ex. Japanese, Chinese) cultural and parental attitudes and expectations and child’s temperament may affect attachment behaviors of children
• SECURE ATTACHMENT IN BABIES REQUIRES RESPONSIVENESS AND WARM PHYSICAL CONTACT within a “cluster” of culturally appropriate behaviors such as nursing, snuggling, carrying
INFANT CARE AND ATTACHMENT
• There is no evidence that quality infant care leads to attachment problems
• There is evidence that poor quality care may contribute to attachment problems– Staff turnover– Stressed, overworked caregivers– Lack of individualized attention– Lack of respectful. loving care
AUTONOMY
• E. Erikson’s second stage of development: Autonomy V Shame and doubt
• Begins at about 1 year of age
• Toddlers assert their individuality through exploration, experimentation, self-determination (“no”)
AUTONOMY, cont’d
Aids in the development of autonomy
• Physical skills, such as walking and grasping
• Thinking skills, such as cause-and-effect planning
AUTONOMY ISSUES
• Toileting
• Dressing
• Food
• Transitions
TRYING TIME FOR CAREGIVERS
• Caregivers need to support autonomy and discourage shame and doubt by setting clear, age-appropriate boundaries without being harsh and punitive
• Children need to feel loved and supported despite tantrums and difficult behaviors
CULTURAL VARIATIONS
• Asian and other cultures stress interconnectedness, not autonomy
• Many societies stress dependence for girls/women
• There is debate about how to apply Erikson’s theory
TEMPERAMENT
• Three personality types:• Easy: friendly, happy• Difficult: easily upset, have difficulty in
unfamiliar situations• Slow to warm up: shy, reluctant to separate
from parents, less overtly emotional• Temperament seems to be stable throughout
life
TEMPERAMENT
• Seems related to genetics and culture
African-Americans: tend to be emotionally expressive; “verve”
Asians: calm, reserved, slow-to-warm-up
EMOTIONS
Emotions are universal
• Social referencing: infants refer to adult emotional reactions to determine how they should feel
• Infants appear to feel the basic emotions: happy, sad, pain, surprise, fear, anger
ABUSIVE PARENTS
• Seem to have a poor ability to “read” their children’s emotional expressions (through body language, facial expressions, and vocalizations)
EMOTIONAL REGULATION
• Children have relatively little ability to control one’s (negative) emotional feelings
• Caregivers can help through:– Soothing touch– Distraction
EGOCENTRISM
Piaget says kids perceive themselves as central to all that happens (egocentric)
• But kids can be empathetic and can consider the needs of others
• Some children are naturally more empathetic; others need to be trained
SPECIAL NEEDS CHILDREN
Some special needs interfere with healthy bonding
• Hearing:
• Abused:
INTERVENTIONS
• Nurturing, responsive care
• Quiet, safe, predictable environment
• Positive social interactions
• Modeling by adults of social interactions