Emotional expressions reflect both emotional experiences and
help the regulation of emotions themselves
Stranger anxiety
Caution & wariness shown by infants when encountering
someone unfamiliar
Separation anxiety
Distress infants display when the usual caregiver leaves
Social Smile
Smiling in reference to other persons
3. 3 Types of Crys
Basic cry
Starts softly, then gradually becomes more intense &
usually occurs when a baby is hungry or tired
Mad cry
More intense version of basic cry
Pain cry
Begins w/sudden, long burst of crying, followed by a long
pause, & gasping
Determine why baby is crying: hunger, wet, physical
discomfort
If crying persists, physical contact can help; pick up to
shoulder & rock and walk
Being upright, restrained, & in physical contact helps calm
babies
Swaddling is also helpful
4. Experiencing Others Feelings
Social Referencing
Looking to the emotional responses of caregivers or other
adults when in an unfamiliar setting for cues to interpret the
situation
Search others facialexpressions & imitates it
Occurs in ambiguous oruncertain situations
5. Recognizing & Using Others Emotions
Infants Recognize Others Emotions by 4 Months
By 6 months can distinguish facial expression associated with
particular emotions
Infants often match their own emotions to other peoples
emotions
6. Temperament
Consistent style or pattern of behavior
3 Primary Dimensions
Emotionality
The strength of an infants emotional response to a situation,
the ease w/which it is triggered, & the easewith which the
infant returns to a nonemotional state
Activity
The tempo & vigor of a childs activity
Sociability
A preference for being with other people
7. Hereditary & Environmental Contributions to
Temperament
Recent research sees morphological connection:
Infants & toddlers w/narrower faces are upset by novel
stimulation
Often they become shy preschoolers
Brain & facial skeleton originate in the same set of cells
in prenatal development
Genes influence levels of hormones that affect both facial
growth & temperament
Environment also contributes to temperament
Positive emotional experiences produce a generally happy
child
8. Stability of Temperament
Temperament somewhat stable in infancy & toddler
Active fetus likely to be active infant & likely to be
difficult, unadaptive infant
Some infants predisposed to be sociable, emotional, or
active
Others act this way due to parental influences
Infants temperament may determine parental experiences
9. Categorizing Temperament
Easy Babies
Positive disposition & adaptable
Difficult Babies
Negative moods & slow to adapt
Slow-to-warm Babies
Inactive & relatively calm in their reactions to the
environment & slow to adapt
Moods are generally negative & withdraws from new
situations
Shy Babies
Withdraws from social situations & is anxious in new
situations
Importance of Temperament
Some temperaments are more adaptive than others
Some temperaments are weakly related to attachment
Cultural differences have a major influence on certain
temperaments
Biological Basis of Temperament
Temperament excites the limbic system, especially the
amygdala
10. Development of the Self
Self-Awareness
Knowledge of oneself
Begins around 12 months
Culture affects self-recognition
Theory of Mind
Knowledge & beliefs of how the mind works & how it
influences behavior
Capacity to understand anothersintentions grows during
infancy
Empathy
Experiencing anothers feelings
11. Growth of Attachment
4 Types of Attachment:
Secure Attachment -
Baby may or may not cry when mother leaves, but when she
returns, baby wants to be with her & if crying, he stops
Avoidant Attachment -
Baby is not upset when mother leaves, when she returns, may
ignore by looking or turning away
Ambivalent Attachment -
Baby is upset when mother leaves & remains upset or even
angry when she returns, & is difficult to console
Disorganized (Disoriented) Attachment -
Baby seems confused when the mother leaves & when she
returns, as if not really understanding whats happening
12. Trust & Attachment
Eriksons Psychosocial Development
Basic Trust vs Mistrust (Birth 1 year)
Sense of trust in oneself & others is foundation of human
development
With proper balance of trust & mistrust, infants acquire
hope
Openness to new experience tempered by wariness that discomfort
& danger may arise
13. Trust & Attachment
Autonomy vs Shame & Doubt (1 to 3 years)
Child begins to understand he can control his own actions
Begins to strive for autonomy (independence) from others
Autonomy counteracted by doubt about ability to handle
demanding situations that may result in failure
Blend of autonomy, shame, & doubt produces will
Knowledge that, within limits, he can act on his world
intentionally
Initiative vs Guilt (3 5 years)
Begins identification w/adults & parents
Play begins to have a purpose as children explore adult
roles
Begins to ask questions re: the world & look at
possibilities for himself
Initiative moderated by guild as child realizes initiative may
place him in conflict w/others & cant pursue goals without
considering others
Realizes a sense of purpose
balance between individual initiative & willingness to
cooperate w/others
14. Vygotskys Theory
Zone of Proximal Development
Difference between what a child can do with assistance &
what he does alone
Cognition develops first in a social setting & gradually
comes under the childs independent control
Scaffolding
Teaching style in which adults adjust the amount of assistance
they offer, based on the learners needs
Early in learning a new task much assistance is needed
Defining characteristic of scaffolding: Giving help but not
more than is needed
15. Reciprocal Socialization
Bidirectional socialization where children socialize parents,
just as parents socialize children
Scaffolding occurs in the parents interactions with their
children
16. Gender Roles & Gender Identity
Images of Men & Women
Gender stereotyping:
Beliefs & images about males & females that may or may
not be true
By elementary school gender stereotypes are learned
17. Variations in Childcare
Many children have multiple caregivers
Parental Leave
Maternity, Paternity, Parental, Child rearing, &
Family
Patterns of Use
Socioeconomic factors are linked to the amount & type of
childcare
Quality of Care
Group size, child-adult ratio, environment, caregiver
experience & behavior