Nurturing Emotional Development in Infants and Toddlers

1. Chapter 7: Social Behavior and Personality in Infants and Toddlers • 7.1 Emotions • 7.2 Relationships with Others • 7.3 Self-Concept • 7.4 Temperament

2. 7.1 Emotions • Basic Emotions • Complex Emotions • Recognizing and Using Others’ Emotions • Regulating Emotions

3. Basic Emotions • Happiness, sadness, anger, fear • 3 components: feeling, physiology, behavior • Common across cultures 7.1 Emotions

4. Complex Emotions • Guilt, embarrassment, and pride • Don’t emerge until 24 months, because they depend upon cognitive development • Differ across cultures 7.1 Emotions

5. Recognizing and Using Others’ Emotions • Infants often match their own emotions to other’s emotions • Social referencing: in unfamiliar or ambiguous environment, infants look to parents for cues to interpret situation 7.1 Emotions

6. Regulating Emotions • Regulation of emotions begins in infancy • For example, infants will look away when they encounter something frightening or confusing • With age, children develop even more effective strategies 7.1 Emotions

7. 7.2 Relationships with Others • The Growth of Attachment • Quality of Attachment • Onset of Peer Interactions

8. The Growth of Attachment • Attachment: enduring social-emotional relationship • Relies upon infant’s growing perceptual and cognitive skills. • By about 7 months, have identified a single attachment figure. 7.2 Relationships with Others

9. Quality of Attachment • Types: secure, avoidant, resistant, disorganized • Positive consequences of secure attachment in later social relationships • Predictable, responsive parenting is important for secure attachment • Characteristics of child care and mother affect quality of attachment 7.2 Relationships with Others

10. Strange Situation

11. Cross-cultural Data on Attachment

12. Onset of Peer Interactions • Begins around 6 months • Around 12 months, start to see parallel play • Around 15-18 months, youngsters engage in simple social play • Around 24 months, cooperative play begins 7.2 Relationships with Others

13. 7.3 Self-Concept • Origins of Self-Recognition • Moving Beyond Self-Recognition

14. Origins of Self-Recognition • When do children know they exist? • Mirror-task suggests it’s between 18 and 24 months. • Other evidence: preference for photos of self and use of pronouns such as “I” or “me” 7.3 Self-Concept

15. Moving Beyond Self-Recognition • 20-28-month-olds who are more self-aware are more likely to say “mine” while playing with toys with other children • As toddlers grow, self-concept moves beyond possessions 7.3 Self-Concept

16. 7.4 Temperament • What is Temperament? • Hereditary and Environmental Contributions to Temperament • Stability of Temperament • Temperament and Other Aspects of Development

17. What is Temperament? • Consistent mood or style of behavior, like personality • Different dimensions (e.g., emotionality, activity, sociability) 7.4 Temperament

18. Hereditary and Environmental Contributions to Temperament • Twin studies show genetic influence • Children more likely to have difficult temperaments when mothers are abrupt and lack confidence 7.4 Temperament

19. Stability of Temperament • Temperament is modestly stable throughout infancy and the preschool years • An active fetus is more likely to be a difficult, unadaptive infant • Newborns who cry under moderate stress tend to cry as 5-month-olds when stressed 7.4 Temperament

20. Temperament and Other Aspects of Development • Various aspects of temperament are related to school success, peer interactions, compliance with parents, accidents, and helping others • Influence of temperament depends on environmental influences 7.4 Temperament

21. Temperament and Helping Behavior