Chapter 3
Birth to Thirty-Six Months: Social and Emotional Developmental Patterns
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Learning Objectives
3-1Determine typical patterns of emotional development between birth and thirty-six months of age.
3-2Sequence typical patterns of social development between birth and thirty-six months of age.
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Think About It
Think about your role as a student, employee or peer.
What it would take for you to be willing to take a risk in those respective settings?
What factors would need to be present?
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Think about it
Caregivers need to create a safe and secure space for the physical and emotional survival of the child.
High Quality child care centers = positive learning atmospheres where children are comfortable enough to take risks.
There is a correlation between the development of brains and the development of emotion.
*Children who are abused – learn their own feelings and feelings of others are not important – leading to a lack of self-awareness and insensitivity to others.
Patterns of Emotional Development
Erikson’s Psychosocial theory
Erickson believed that children develop emotionally by responding to life challenges and children must resolve 8 crises. PSYCHO (ONESELF) SOCIAL (OTHERS)
Basic trust versus mistrust (0 – 1 year old)
Autonomy versus shame and doubt (2 – 3 years old)
Initiative versus guilt (3 – 6 years old)
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Trust vs. Mistrust
Trust vs. Mistrust 0-1 year old Significant Source: Mother
Who can be trusted? When should I exercise caution? When is it safe to explore the world?
Developed through interactions and feedback from people in their lives
Learn to trust through responsive caregiving or learn to mistrust through harsh treatment and when needs are unmet
Develop trust through – atmosphere of acceptance and appreciation; routines; 3 A’s; responsive caregiving
When trust is established the child uses the adult as a trusted source.
Autonomy vs. Shame and Doubt
Autonomy vs. Shame and Doubt 2-3 years old Significant Source: Both parents
Marks the beginning of self-control and self-confidence
Choices allow children to develop autonomy
Begin to assume self-care responsibilities – parents should be protective but not overprotective
When parents are not reassuring and fail to reinforce the child’s efforts cause children to doubt their abilities and feel shame.
Erickson believed that in extreme cases, children will lack confidence in the abilities throughout life.
Some doubt is appropriate if task is too dangerous or difficult
Initiative vs. Guilt
Initiative vs. Guilt 3-6 years old Significant Source: Family Members
Balance between maintaining a zest for activity but learning to control impulses
When children are not allowed to do things on their own, they develop a sense of guilt – they believe that what they want to do is wrong
Patterns of Emotional Development
Two competing theories {Mahler and Stern} regarding the importance of bonding between parent and child and developing a sense of self
Separate and Together: Mahler
Margaret Mahler – “Separation – Individuation” – children are born with the idea that they are born fused to their mother and then go through a process of separating themselves from their mother
Importance of bonding between parent and child
Differentiation (4-10 months)
Practicing (10-15 months)
Rapproachment (15-36 months)
Libidinal Object Constancy (36 months – childhood)
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Differentiation
Differentiation 4-10 months
Baby begins to differentiate the mother from “everything else”
Pulls mom’s hair and clothes
Scans the world, looks back to mom to distinguish between mom and all other objects
Baby acts in more self-determined ways
Discriminate external sensations from internal sensations
Practicing
Practicing 10-15 months
Caregiver is used as a refueling station
Baby is now mobile and can practice separating themselves from mother
Moves short distance away and then returns for emotional nourishment
Develop an awareness of separateness
Rapproachment & Libidinal Object Constancy
Rapproachment 15-36 months
Sense of omnipotence is broken
Learn there are limits
Experiences frustration and separation anxiety
Libidinal Object Constancy 36 months – childhood
Stable concept of oneself (does not change) and stable concepts of others, places and things
Patterns of Emotional Development
Stern’s Theory
Bonding and separation process worked in the opposite direction of Mahler.
Theorized that infants are born alone and must learn to be with others.
Mother and infant in synchrony
Infant mirrors mother’s movements
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Patterns of Emotional Development
Emotional Development
The growth of children’s ability to express and regulate their feelings and they learn which feelings to express and how to express them
3 components
Temperament; emotional intelligence and self-esteem
Emotional development is the growth of children’s ability to express and regulate their feelings and they learn which feelings to express and how to express them.
Patterns of Emotional Development
Temperament
Influences actions, feelings; what children learn and the type of interactions one has with others
Environmental influences
3 basic types
Flexible and easy
Slow to warm
Difficult
9 temperament traits
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Basic Temperament Types
Easy and Flexible
Generally positive mood; adapt fairly easily to change; and are regular and predictable in their patterns of eating, sleeping and eliminating
Difficult
More negative mood; are easily frustrated and slow to adapt to change; have irregular patterns of eating, sleeping and eliminating
Slow to Warm
Milder reactions than difficult child (although with repeated exposure they will come around); more regular patterns of eating, sleeping and eliminating than the difficult child but less regular than the easy child
Patterns of Emotional Development
Nine behavioral categories of Temperament
Activity level – amount of physical movement
Regularity – patterns of sleeping, eating, elimination
Approach/Withdrawal – comfort in new situations
Adaptability – ability to manage changes in routine
Sensory threshold – response to sensory information
Positive or negative mood – amount of time in pleasant or unpleasant demeanor
Response to intensity- energy level of emotional response
Distractibility – how easily the child gets distracted
Persistence – how long a child will stay with a difficult activity before giving up
Patterns of Emotional Development
Goodness of Fit model
How well the caregiver’s temperament matches that of the child’s temperament
How well the caregiver understands, accepts and works with the child’s temperament
Caregivers must identify their own temperament and identify strategies to responsively and respectfully meet the needs of each child.
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Patterns of Emotional Development
Emotional Intelligence:
Knowing one’s emotions
Labeling feelings
Managing emotions
Self-soothing and self-regulation
Motivating oneself
curiosity
Recognizing emotions in others
Empathy
Handling relationships
Interactional synchrony
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Patterns of Social Development
Attachment Theory
The infant’s first years of life are dedicated to the development of strong emotional ties to the caregiver (Bowlby).
Attachment correlates to specific caregiver behaviors.
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Patterns of Social Development
Relationships with Peers
Children generalize knowledge gained in relationships with peers
Self-recognition test
Mark on nose of child, if the child rubs it off their own nose, this demonstrates self-recognition. If they rub the mirror have not yet developed this
Reciprocal relationships based on prior experiences
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Patterns of Social Development
Self-Esteem
Self-responsibility: caregivers should help children take responsibility for their own wants and needs appropriate to their developmental level.
Enlightened self interest: toddlers learn to balance awareness of own needs and feelings with the needs and feelings of others.
Positive attitude: caregivers help infants and toddlers internalize the moral values, beliefs and attitudes of people in their environment.
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Patterns of Social Development
Prosocial Behaviors
Provide feedback about appropriate, helpful behaviors, emphasize the impact of the child’s actions on another person, can lead to developing prosocial behavior.
Emotional Talk
Label and explain emotions
Intrinsic Motivation
Is a pro-social behavior
Sympathy
Learned by example and modeling
©2017 Cengage Learning.
All Rights Reserved.
©2013 Cengage Learning.
All Rights Reserved.
Emotions are universal so people all over the world display and understand emotional expression in the same way.
False
True or False?
