INFANT SOCIAL & EMOTIONAL DEV. Chapter 9. ATTACHMENT E. Erikson’s theory Security: feeling the...

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