1 / 56

A Topical Approach to LIFE-SPAN DEVELOPMENT

A Topical Approach to LIFE-SPAN DEVELOPMENT. Chapter Ten: Emotional Development. John W. Santrock. Exploring Emotion. What are emotions? Feeling or affect in a state or interaction characterized by Behavior that reflects pleasure or displeasure Conscious feelings: specific, intense

totie
Télécharger la présentation

A Topical Approach to LIFE-SPAN 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. A Topical Approach toLIFE-SPAN DEVELOPMENT Chapter Ten: Emotional Development John W. Santrock

  2. Exploring Emotion • What are emotions? • Feeling or affect in a state or interaction characterized by • Behavior that reflects pleasure or displeasure • Conscious feelings: specific, intense • Physiological arousal

  3. Exploring Emotion • What are emotions? • Biological roots…but shaped by culture and relationships • Facial expressions of basic emotions • Biological nature; same across cultures • When, where, and how to express emotions are not culturally universal

  4. Exploring Emotion • Regulation of emotion • A key dimension of development • Effectively managing arousal to adapt and reach a goal • Involves state of alertness or activation • States (e.g. anger) can be too high for effective functioning

  5. Exploring Emotion • Regulation of emotion • External sources regulate in infancy, childhood • Shift to internal, self-initiated regulation with increasing age • Better at managing situations • Selects more effective ways of coping • Wide variations in children’s abilities; adolescents have difficulty managing emotions

  6. Exploring Emotion • Regulation of emotion • Parents’ roles in helping children • Emotion-coaching approach • Monitor child’s emotions • Negative emotion is a coaching opportunity • Emotion-dismissing approach • Deny, ignore negative emotions • Linked to poor emotional regulation in child

  7. Emotional Competence Skills • Has awareness of own emotional state • Detecting others’ emotions • Using the vocabulary of emotional terms in socially and culturally appropriate terms • Having empathic, sympathetic sensitivity to others • Recognizing inner emotions do not reflect outer ones • Adaptively coping with negatives; self-regulatory • Aware of emotions’ major impact on relationships • Seeing oneself as feeling the way one wants to feel

  8. Development of Emotion • Infancy • Primary emotions • Present in humans and animals • Humans: appears in first six months of life: surprise, joy, anger, sadness, fear, and disgust • Self-conscious emotions • Self-awareness; emerges at 18 mos. or earlier • Empathy, jealousy, and embarrassment

  9. Development of Emotion • Emotional expression and social relationships • Infants: two types • Crying – most important for communication • Basic cry: rhythmic pattern • Anger cry: variation of basic cry • Pain cry: long, sudden initial loud cry • Smiling: has powerful impact on caregivers • Reflexive smile: innate origins • Social smile: response to external stimuli

  10. Development of Emotion • Emotional expression and social relationships • Fear: first appears about 6 mos.; peaks at 18 mos. • Stranger anxiety: fear and wariness of strangers; intense between 9 and 12 mos. • Affected by social context, stranger’s characteristics • Individual variations • Separation protest— crying when caregiver leaves; peaks about 15 months of age

  11. Separation Protest in Four Cultures Fig. 10.4

  12. Development of Emotion • Emotional regulation and coping • Infants use self-soothing strategies for coping • Controversy: how caregivers should respond • By age 2: language allows defining of emotions • Contexts influence emotional regulation

  13. Development of Emotion • Early childhood • Young children experience many emotions • Self-conscious emotions • Pride, shame, embarrassment, and guilt • First appear about age 18 months • Ability to reflect on emotions increases with age

  14. Development of Emotion • Early childhood • Ages 2 to 4: increased number of ways and terms to describe emotions • Learn about causes, consequences of feelings • Ages 4 to 5: increased ability to reflect on emotions • Middle and late childhood • Marked improvement in understanding, managing emotions

  15. Developmental Changes In Emotions During Middle and Late Childhood

  16. Development of Emotion • Coping with stress • Older children have more coping alternatives and use more cognitive coping strategies • Intentional shifting of thoughts • By age 10, most use cognitive strategies • Unsupportive families, traumatic events may lessen abilities

  17. Development of Emotion • Middle and late childhood • Recommendations for helping children cope • Reassure children of safety and security • Allow retelling and discussion of events • Encourage discussion of feelings • Help children make sense of events

  18. Development of Emotion • Adolescence • Time of emotional turmoil (“storm and stress”) but not constantly • Emotional changes instantly occur with little provocation • Girls more vulnerable to depression • Adolescent moodiness is normal • Hormonal changes and environmental experiences involved in changing emotions

  19. Self-Reported Extremes of Emotions by Adolescents and Their Parents Fig. 10.5

  20. Development of Emotion • Adulthood and aging • Adapt more effectively when emotionally intelligent • Developmental changes in emotion continue through adult years • Older adults have more positive emotions, report better control of emotions • Feelings mellow; fewer highs and lows • Positive connections with friends and family

  21. Changes in Positive & Negative Emotion Across the Adult Years Fig. 10.6

  22. Development of Emotion • Adulthood and aging • Socioemotional Selectivity Theory • Older adults become more selective about their social networks • Emotional satisfaction is highly valued, positive emotional experiences maximized • More frequent association with neighbors • More motivated to achieve; gain knowledge

  23. Model of Socio-emotional Selectivity Fig. 10.7

  24. Temperament • Temperament • Tendencies reflecting behavioral style and characteristic way of responding • Describing and classifying temperament • Chess and Thomas: three basic types • Easy child — generally positive mood • Difficult child — negative reactions, cries often • Slow-to-warm — low intensity mood and activity levels; somewhat negative

  25. Temperament • Describing and classifying temperament • Kagan’s behavioral inhibition • Inhibition to unfamiliar • Shy/avoidance, subdued, timid child • Extremely uninhibited • Extraverted, social, bold child • Inhibition shows considerable stability from infancy through early childhood

  26. Temperament • Describing and classifying temperament • Rothbart and Bates’ Classification • Extraversion/surgency • Positive anticipation, impulsivity • Negative affectivity • Easily distressed, fear and frustration often • Effortful control (self-regulation) • Attentional focusing, more cognition used

  27. Temperament • Biological Foundations and Experience • Physiological characteristics are associated with different temperaments • Heredity is aspect of temperament’s biological foundations (twin and adoption studies) • Attributes become more stable over time as self-perceptions, behavioral preferences, and social experiences form personality

  28. Developmental Connections

  29. Temperament • Developmental contexts • Gender may be important factor that influences fate of temperament • Many aspects of child’s environment encourage or discourage persistence of temperament characteristics • Goodness of Fit • Match between child’s temperament and environmental demands

  30. Temperament • Goodness of fit and parenting • Some temperament characteristics pose more challenges than others • Management strategies that worked for one child may not work for next one • Be sensitive to individual characteristics of child • Structure environment to be as good a fit as possible • Avoid labeling as “difficult child”

  31. Attachment and Love • Attachment • Close emotional bond between two people • Social orientation in infants • Face-to-face play: infant-caregiver interactions • Still-face paradigm: shows infants react differently to people than objects • Ages 1 to 2: more locomotion, social play with peers, independence, goal-directed motivation

  32. Attachment and Love • Social referencing • Child reads emotional cues in others, reacts • By second year of age: much better at this • Social sophistication and insight reflected in infant’s perceptions of others • Advanced social cognitive skills are expected to influence attachment awareness

  33. Attachment and Love • Theories of attachment • Freud: infants attach to person or object providing oral satisfaction • Harlow’s study proved otherwise • Erikson: first year of life is critical time for attachment development • Sense of trust or mistrust sets later expectations • Physical comfort plays a role in development

  34. Attachment and Love • Theories of attachment • Bowlby: stresses importance of attachment in first year and responsiveness of caregiver • Develops in series of phases • Phase 1: birth to 2 months • Phase 2: 2 to 7 months of age • Phase 3: 7 to 24 months of age • Phase 4: 24 months and older

  35. Attachment and Love • Individual differences in attachment • Ainsworth and the “strange situation” • Measure of infant attachment to caregiver • Requires infant to move through a series of introductions, separations, and reunions • Securely attached or insecure • Criticisms: • May not reflect real world behavior • Culturally-biased to Western children

  36. Ainsworth’s Attachment Categories

  37. Cross-Cultural Comparison of Attachment Fig. 10.11

  38. Attachment and Love • Interpreting differences in attachment • Secure attachment important in first year; provides foundation for healthy development • Some developmentalists believe too much emphasis on attachment bond in infancy • Ignores the diversity of socializing agents and contexts that exists in an infant’s world • Ignores highly resilient and adaptive infants

  39. Caregiving Styles and Attachment

  40. Attachment and Love • Mothers and fathers as caregivers • Dramatic increase in stay-at-home fathers • Many have career-focused wives • Fathers have ability to nurture, be as sensitive and responsive as mothers • Maternal interactions: mostly child-care centered • Paternal interactions: more likely to include play, engage in rough-and-tumble acts

  41. Attachment and Love • Child care • Most U.S. children have multiple caregivers • Parental concerns: reduced emotional attachment to parents, harm to cognitive development, improper socialization • About 2 million children currently receive formal, licensed child care • Types of child care vary extensively in United States

  42. Attachment and Love • Parental leave • Far more extensive in other countries than United States • Europe led the way: paid fourteen-week maternity leave • Most countries: restrictions as to minimal employment period before leave taken • In the United States: twelve weeks unpaid leave to care for newborns

  43. Attachment and Love • Parental leave • In most European countries: • Working parents get 70% or more of wages and paid leave averages 16 weeks • Gender-equality family leave policies in Nordic countries (Denmark, Norway, Sweden) • Sweden: most liberal of all — 18 month leave with benefits for full and part-time workers

  44. Attachment and Love • Five types of parental leave from work • Maternity leave: before and after birth • Paternity leave: more important if second child born • Parental leave: allows either parent • Child-rearing leave: supplements maternity leave but typically paid at much lower level • Family leave: covers reasons other than birth • United States does not have paid leave policy

  45. Attachment and Love • Variations in child care • Many factors affect child care: • Age of child • Type of child care • Quality of program — this makes a difference • Number of hours per week the child is in care • High quality may not erase negative effects • SES or families with few resources

  46. Attachment and Love • Variations in child care • Ongoing national study in U.S. (NICHD) • Patterns of use: infants being placed sooner • Quality of care: lower for low-income families • Amount of child care: extensive time lessened attachment sensitivity to mother, more behavioral issues • Family and parenting influences are important

  47. Attachment and Love • Variations in child care • Child care strategies for parents • Quality of parenting is key to child development • Make decisions that enhance good parenting • Monitor child’s development • Take time to find the best child care

  48. Attachment and Love • Adolescence • Secure attachment to both parents positively related to peer and friendship relations • Types of attachment to parents • Dismissing/avoidant: caregiver rejection • Preoccupied/ambivalent: inconsistent parenting • Unresolved/disorganized: high fear due to traumatic experiences

  49. Attachment and Love • Adolescence • Dating and romantic relationships • Spend lots of time dating or thinking about it • Form of recreation • Source of status or achievement • A way to learn about close relationships • Function for mate selection

  50. Attachment and Love • Adolescence • Dating and romantic relationships • Younger adolescents getting involved • Comfort in numbers; youth “hang out” in groups • More time in mixed-gender peer groups • Dating involvement linked to later adjustment • Sociocultural contexts influences dating and role expectations

More Related