1 / 36

Chapter 11 Emotional Development

Chapter 11 Emotional Development. Temperament – basic behavioral style Types: categories vs. dimensions. Thomas, Chess, & Birch – categories Easy (40%) - positive mood - regular body functions - low-moderate reactions - positive toward new situations - adaptable. Difficult (10%)

foxh
Download Presentation

Chapter 11 Emotional Development

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Chapter 11Emotional Development • Temperament – basic behavioral style • Types: categories vs. dimensions

  2. Thomas, Chess, & Birch – categories • Easy (40%) - positive mood - regular body functions - low-moderate reactions - positive toward new situations - adaptable

  3. Difficult (10%) - negative mood - irregular body functions - intense reactions - negative toward new situations

  4. Slow-to-warm-up (15%) - low activity level - somewhat negative mood - withdraws from new situations - slow to adapt • Mixed characteristics (35%)

  5. Buss & Plomin – dimensions • emotionality • activity level • sociability

  6. Biological basis • sympathetic vs. parasympathetic system in emotionality • moderate stability over infancy Thus, biology + environment

  7. Implications for Parenting • Parents treat siblings differently but have general styles

  8. Thomas, Chess, & Birch • Genetic differences in temperament influence 1. How children respond 2. How others respond to children

  9. Any given practice may produce different responses • Child’s response depends on genetics • Parental flexibility is important • Different parenting strategies with children of different temperaments

  10. Suggestions based on temperament: • Difficult child - consistent, patient, nonpunitive - clear guidelines with firm rules

  11. Slow-to-warm child - let adapt at own pace - do not tease or punish for being shy • Easy child - variety of approaches

  12. Temperament is changeable • Environment heightens or diminishes child’s behavior

  13. **“Goodness of fit” = easier development • Development is smoother when child’s temperament “fits” parenting style • Demands that conflict with child’s temperament -> stress • Higher potential for emotional/behavioral problems

  14. “Goodness of fit” varies - demands of different contexts

  15. => Neither temperament (nature) nor home environment (nurture) determines adjustment ** Goodness of fit

  16. Attachment • First important relationship

  17. Theories of attachment • Bowlby - Ethology - infant behaviors are biologically based & designed to elicit caregiving

  18. Bowlby: adaptive significance of crying 1) infants’ needs are met 2) increased contact -> attachment

  19. Attachment - reciprocal - cross-cultural - infants are actively sociable

  20. Learning theory - attachment is based on mutual reinforcement

  21. Current Perspective = Integration • Begins via sociobiological mechanisms • Maintained via reinforcement

  22. Growth of Attachment • Discriminate people-objects familiar vs. unfamiliar people primary caregiver vs. familiar others • By 6 months, selectively attend to caregiver

  23. Attachment StylesAinsworth’s Strange Situation • Mom, baby, observer 30 seconds • Mom, baby 3 minutes • Mom, baby, stranger 3 minutes • Baby, stranger < 3 minutes - 1st separation 5. Mom, baby > 3 minutes - reunion

  24. Baby 3 minutes - 2nd separation 7. Baby, stranger < 3 minutes - 2nd, cont. 8. Mom, baby 3 minutes - reunion

  25. Attachment Styles Secure (65-70%) • Upset when mom goes • Happy at reunion • Seek renewed contact • Explore/interact with strangers when she’s there

  26. Insecure-avoidant (20%) • No distress at separation • Ignore returning mom • Uninterested in exploring when she’s there • Wary of/ignore strangers • Depressed/neglectful moms?

  27. Insecure-ambivalent (10-15%) • Very upset during separation • Ambivalent at return (glad but angry) • Wary of strangers, even with mom • Anxious/nonexploratory with mom • Chaotic/inconsistent moms?

  28. Disorganized-disoriented (12?%) • No organized coping style • Contradictory behavior • Confused/anxious/depressed upon reunion • Abusive moms?

  29. Consequences of Secure Attachment • Attachment model for other relationships • Better peer relations • But not necessarily abnormal adjustment if insecure • D-D = probably worse outcome

  30. Working Moms & Daycare Negative Effects on Infants/Toddlers • None just because mom works - compensate with extra attention - same amount of “family time”

  31. Non middle-class, 2-parent homes - kids of single moms insecurely attached upon return to work - some middle-class kids affected if mom returned to work in 1st year - But: Not all kids are affected

  32. Determinants of Adjustment 1. Quality of alternative childcare - small child-to-staff ratio - warm, responsive caregivers - little staff turnover - age-appropriate activities - teacher interaction w/parents

  33. No detrimental effects of good care even as young as 3 months

  34. 2. Parent attitudes about maternal employment - moms = happier & sensitive to child if they get to choose + everyone is better adjusted if dad supports decision

  35. 3. Number of hours worked (less important) - > 40 hours/week = worse

  36. Effects on School-Age Children • Positive effects, especially for girls - better adjusted - more independent - less traditional sex-role beliefs • Depends on same factors as for infants

More Related