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Lecture 8

Early Experience &
Later Life
Ching-Fen Hsu
2013/11/15
And the beginning, as you know, is always
the most important part, especially in dealing
with anything young and tender. That is the
time when the character is being molded and
easily takes any impress one may wish to
stamp on it.
~~~Plato, 1945
The Primacy of Infancy

• Primacy: early experiences can significantly
shape later development
• As the twig is bent, so grows the tree
• Children’s experiences during infancy
determine their future development
• 2y: too late about social skills & attitudes
educational development
• First attachments influence subsequent
relationships
• Infant’s experience have effects on later life:
reinforce? Counteract?
Modify Impact of Early
Experience

(1) Changes in E
Create discontinuities in children’s experiences
Set new path into future
Positive (supportive school E/ community-based
network)
Negative (outbreak of war/ death of a parent)
(2) Bio-social-behavioural shifts
Reorganize children’s physical & psychological
functions into qualitatively new patterns
Change the way children experience E
Developmental
Discontinuity
• Each life phase makes special demands,
and so each phase is accompanied by a
special set of qualities
• Developmental discontinuities == problems
in infancy do not inevitably lead to later
developmental problems
• Each new stage presents its own
opportunities
Transactional Models
• Trace the ways in which characteristics of the
child & characteristics of the child’s E interact
across time to determine developmental
outcomes
• Help understand how experience at one point
in time may have a dramatically different
effect than the same experience at another
point in time
• Time-sensitive development
Developing Attachment
• Securely attached at 12m
• More curious/ play more
effectively with agemates/
have better relationships
with their teachers at 3.5y
• Socially skillful/ form more
relationships/ display
more self-confidence/
more open in expressing
feelings at 10y or 15y
Continuity

• 20y-longitudinal study shows that adults’ &
infants’ attachment classifications (secure &
insecure) are the same
• Attachment with children & primary caregiver
== key factor
== model for all later relationships
== internal working model to behave toward
other people
== model to deal with new situation
• Cumulative outcomes of everyday transactions
bet children & E
Discontinuity
• Attachment patterns can change based on
children’s experiences
• Contribution of negative life events
loss of a parent
parental divorce
life-threatening illness of parent or child
parental psychiatric disorder
physical or social abuse by a family member
isolation
deprivation
Dynamic Interaction
•
•
•
•

100 children’s study
Correlation bet 1y & 18y
No relationship at all
Self-report/ teachers’
report didn’t show any
relationships with 1y
• Early infancy attachment
≠ template in adulthood
• Infants are highly
sensitive to Es/ change
all the time!
Out of Home Care:
A Threat to Attachment?

• Increasing # of 1y
nonparental child care in
US
(1) growing # of singleparent households
(2) increasing economic
need for both parents
to work full-time
• ≒20 hours/week
nonmaternal care in 1y 
aggressive interaction with
peers/ insecure patterns
Side Effects of Child Care

• Infancy child care on later development effect
• Children’s emotional attachment/ self-control/ mental
development/ language development/ compliance with
adult demands

Of Child Care
Effects of Deprivation
Children Reared in
Orphanages

• Children in orphanages = serious deprivation
• Under what circumstances = permanent damage?
• Under what conditions = a hope for recovery?
• Psychological trait plasticity?
• Living in institutions may vary in
(1) Nature of depriving conditions (physical, social,
cognitive)
(2) Intensity or severity of conditions
(3) Length of time for children staying in orphanages
(4) Quality of E after leaving orphanages
Orphanage Life
• Little attention paid
• 1 caregiver: 10 children
• Caregivers showed little
regard for children’s need
• Rarely talked to children
• Not responded to
infrequent vocalizations
• Seldom played with them
in bathing, dressing,
feeding
• Left babies lie on their
back in cribs & toddlers sit
in playpens with only a ball
Intelligence Development
• 2y: physically normal & half the normal rate
intellectually at the end of 1y
• Adopted before 2y: normal function at 4-5y
• Adopted bet 2-6y: slightly intellectual retardation
• Girls at 6y to institution: intellectual retardation
found at 12-16y & unable function in society &
barely read & inability to dial 7-digit telephone
number
• Boys at 6y to institution: more intellectual
stimulation & varied experiences & intellectual
recovery at 10-14y & able to function in society
Love Cures
• Romanian children adopted into
British families before 3.5y
• Functioning normally by 6y
• Romanian children adopted into
Canadian homes before 4m
• Indistinguishable from native-born
children there
• Orphans stayed in orphanages >
8m = emotional attachments to
adopted parents
insecure in strange environments
overly friendly to strangers
hungry for attention
Developing Brain & Orphans
• Whether early deprivation = damage to child’s
developing brain???
• Accompanied factors: increased illness,
malnourishment, maltreatment, ongoing
changes in caregivers & length of time in
orphanages
• Longer stay > earlier adoption = poorer
outcome
• High levels of hyperactivity & attention deficits
• Early deprivation = neurological damage = brain
damage (limbic system: stress-related)
Influential Environment
• 65 English children with working-class background
• High quality care > 2y
(1) Children returned to biological families after 2y:
raising attitudes matter (younger child needed
attention/uninterested stepfather,
(2) Children adopted bet 2-8y: higher intellectual
scores in development, advanced reading, mutual
attachment to adoptive parents, good attention on
them, better finance
(3) Children remained in institutions: develop well
Emotional attachment has no critical period
New World Challenge

• 12 million children orphaned for
AIDS in sub-Saharan Africa
• Parents died from AIDS
• Extended families
overburdened
• Children developed as in
orphanage situations
Isolated Children
• Czechoslovakia in 1960
• Twin boys found at 6y
• Abnormally small, suffered
from vitamin-lack disease,
barely talked, cannot
recognize objects, terrified
of new sights & sounds
• Genie found in 13y
• Isolation: physical,
• Couldn’t walk, amazing
emotional, intellectual
ability in perceiving spatial
influence
relationships
How do E conditions during • Developed language &
& following isolation
attachment
interact with each other?
Recovery from Deprivation

• Institutionalization during infancy & early childhood =
long-term effect
• 42% pregnancy rate before age 19 (39% were not
living with children’s fathers) vs. 5% in control group
(all were living with fathers)
• 14% serious breakdown in caring children vs. none
experienced serious breakdown in caring children
Child-Care Behaviours of
Institutionalized Mothers

• Institutional care
= lack of strong attachments during infancy &
childhood
= difficulties in forming good relationships with peers
= teenage pregnancy increase
= reduce likelihood of further education or job
training
= disadvantaged economic environment
= create stresses
= lead to poor parenting
Questions Remained
• Supportive husbands make parenting effective
• Men > women find supportive spouse & raise
children in a intact family
• Removal damaging E = key to repair
developmental damage
• What conditions are necessary to foster more
complete recovery from early deprivation?
• Is it possible that there are some undiscovered
environmental conditions to regain normal
functioning?
• Did their deprivation start too early & last too long to
permit them to recover completely?
Harlow’s Monkeys Revisited
• The first 3m isolation =
overwhelmed at first &
accepted within 1m
• The first 6m isolation = rocked,
bit, scratched themselves
compulsively when placed in
cage with other monkeys,
unable to mate at 3y
• The second 6m isolation =
aggressive, fearful with other
monkeys, able to mate in right
age
• The entire 1y isolation = target
of peers’ aggression
Recovery from Isolation
• The first 6m == critical
period for social
development?
• Painful shock punishment
• Abrupt introduce from
isolation to busy activity
• Therapy #1: maternal
behaviours---if the baby did
live, the mother changes
• Therapy #2: mother-infant
type of relationship
Human Recovery
• Interactions with younger children benefit isolated
children to initiate & direct social activity
• Therapeutic intervention comes from E
• 24 (2.5-5y) socially isolated children
• (1) play with 1-1.5y doubled peer interaction rate
• (2) play with agemates Some improvement, no
difference with control group
• (3) control group
• 20 minutes x 10 sessions / 6 weeks
• Blocks, puppets, clothes, toys one-on-one play
• Practitioners should make concerted effort as
therapeutic E
Emotion Development
Teaching
Implications
L8 early experience & later life
Questions?

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L8 early experience & later life

  • 1. Lecture 8 Early Experience & Later Life Ching-Fen Hsu 2013/11/15
  • 2. And the beginning, as you know, is always the most important part, especially in dealing with anything young and tender. That is the time when the character is being molded and easily takes any impress one may wish to stamp on it. ~~~Plato, 1945
  • 3. The Primacy of Infancy • Primacy: early experiences can significantly shape later development • As the twig is bent, so grows the tree • Children’s experiences during infancy determine their future development • 2y: too late about social skills & attitudes educational development • First attachments influence subsequent relationships • Infant’s experience have effects on later life: reinforce? Counteract?
  • 4. Modify Impact of Early Experience (1) Changes in E Create discontinuities in children’s experiences Set new path into future Positive (supportive school E/ community-based network) Negative (outbreak of war/ death of a parent) (2) Bio-social-behavioural shifts Reorganize children’s physical & psychological functions into qualitatively new patterns Change the way children experience E
  • 5. Developmental Discontinuity • Each life phase makes special demands, and so each phase is accompanied by a special set of qualities • Developmental discontinuities == problems in infancy do not inevitably lead to later developmental problems • Each new stage presents its own opportunities
  • 6. Transactional Models • Trace the ways in which characteristics of the child & characteristics of the child’s E interact across time to determine developmental outcomes • Help understand how experience at one point in time may have a dramatically different effect than the same experience at another point in time • Time-sensitive development
  • 7. Developing Attachment • Securely attached at 12m • More curious/ play more effectively with agemates/ have better relationships with their teachers at 3.5y • Socially skillful/ form more relationships/ display more self-confidence/ more open in expressing feelings at 10y or 15y
  • 8. Continuity • 20y-longitudinal study shows that adults’ & infants’ attachment classifications (secure & insecure) are the same • Attachment with children & primary caregiver == key factor == model for all later relationships == internal working model to behave toward other people == model to deal with new situation • Cumulative outcomes of everyday transactions bet children & E
  • 9. Discontinuity • Attachment patterns can change based on children’s experiences • Contribution of negative life events loss of a parent parental divorce life-threatening illness of parent or child parental psychiatric disorder physical or social abuse by a family member isolation deprivation
  • 10. Dynamic Interaction • • • • 100 children’s study Correlation bet 1y & 18y No relationship at all Self-report/ teachers’ report didn’t show any relationships with 1y • Early infancy attachment ≠ template in adulthood • Infants are highly sensitive to Es/ change all the time!
  • 11. Out of Home Care: A Threat to Attachment? • Increasing # of 1y nonparental child care in US (1) growing # of singleparent households (2) increasing economic need for both parents to work full-time • ≒20 hours/week nonmaternal care in 1y  aggressive interaction with peers/ insecure patterns
  • 12. Side Effects of Child Care • Infancy child care on later development effect • Children’s emotional attachment/ self-control/ mental development/ language development/ compliance with adult demands Of Child Care
  • 14. Children Reared in Orphanages • Children in orphanages = serious deprivation • Under what circumstances = permanent damage? • Under what conditions = a hope for recovery? • Psychological trait plasticity? • Living in institutions may vary in (1) Nature of depriving conditions (physical, social, cognitive) (2) Intensity or severity of conditions (3) Length of time for children staying in orphanages (4) Quality of E after leaving orphanages
  • 15. Orphanage Life • Little attention paid • 1 caregiver: 10 children • Caregivers showed little regard for children’s need • Rarely talked to children • Not responded to infrequent vocalizations • Seldom played with them in bathing, dressing, feeding • Left babies lie on their back in cribs & toddlers sit in playpens with only a ball
  • 16. Intelligence Development • 2y: physically normal & half the normal rate intellectually at the end of 1y • Adopted before 2y: normal function at 4-5y • Adopted bet 2-6y: slightly intellectual retardation • Girls at 6y to institution: intellectual retardation found at 12-16y & unable function in society & barely read & inability to dial 7-digit telephone number • Boys at 6y to institution: more intellectual stimulation & varied experiences & intellectual recovery at 10-14y & able to function in society
  • 17. Love Cures • Romanian children adopted into British families before 3.5y • Functioning normally by 6y • Romanian children adopted into Canadian homes before 4m • Indistinguishable from native-born children there • Orphans stayed in orphanages > 8m = emotional attachments to adopted parents insecure in strange environments overly friendly to strangers hungry for attention
  • 18. Developing Brain & Orphans • Whether early deprivation = damage to child’s developing brain??? • Accompanied factors: increased illness, malnourishment, maltreatment, ongoing changes in caregivers & length of time in orphanages • Longer stay > earlier adoption = poorer outcome • High levels of hyperactivity & attention deficits • Early deprivation = neurological damage = brain damage (limbic system: stress-related)
  • 19. Influential Environment • 65 English children with working-class background • High quality care > 2y (1) Children returned to biological families after 2y: raising attitudes matter (younger child needed attention/uninterested stepfather, (2) Children adopted bet 2-8y: higher intellectual scores in development, advanced reading, mutual attachment to adoptive parents, good attention on them, better finance (3) Children remained in institutions: develop well Emotional attachment has no critical period
  • 20. New World Challenge • 12 million children orphaned for AIDS in sub-Saharan Africa • Parents died from AIDS • Extended families overburdened • Children developed as in orphanage situations
  • 21. Isolated Children • Czechoslovakia in 1960 • Twin boys found at 6y • Abnormally small, suffered from vitamin-lack disease, barely talked, cannot recognize objects, terrified of new sights & sounds • Genie found in 13y • Isolation: physical, • Couldn’t walk, amazing emotional, intellectual ability in perceiving spatial influence relationships How do E conditions during • Developed language & & following isolation attachment interact with each other?
  • 22. Recovery from Deprivation • Institutionalization during infancy & early childhood = long-term effect • 42% pregnancy rate before age 19 (39% were not living with children’s fathers) vs. 5% in control group (all were living with fathers) • 14% serious breakdown in caring children vs. none experienced serious breakdown in caring children
  • 23. Child-Care Behaviours of Institutionalized Mothers • Institutional care = lack of strong attachments during infancy & childhood = difficulties in forming good relationships with peers = teenage pregnancy increase = reduce likelihood of further education or job training = disadvantaged economic environment = create stresses = lead to poor parenting
  • 24. Questions Remained • Supportive husbands make parenting effective • Men > women find supportive spouse & raise children in a intact family • Removal damaging E = key to repair developmental damage • What conditions are necessary to foster more complete recovery from early deprivation? • Is it possible that there are some undiscovered environmental conditions to regain normal functioning? • Did their deprivation start too early & last too long to permit them to recover completely?
  • 25. Harlow’s Monkeys Revisited • The first 3m isolation = overwhelmed at first & accepted within 1m • The first 6m isolation = rocked, bit, scratched themselves compulsively when placed in cage with other monkeys, unable to mate at 3y • The second 6m isolation = aggressive, fearful with other monkeys, able to mate in right age • The entire 1y isolation = target of peers’ aggression
  • 26. Recovery from Isolation • The first 6m == critical period for social development? • Painful shock punishment • Abrupt introduce from isolation to busy activity • Therapy #1: maternal behaviours---if the baby did live, the mother changes • Therapy #2: mother-infant type of relationship
  • 27. Human Recovery • Interactions with younger children benefit isolated children to initiate & direct social activity • Therapeutic intervention comes from E • 24 (2.5-5y) socially isolated children • (1) play with 1-1.5y doubled peer interaction rate • (2) play with agemates Some improvement, no difference with control group • (3) control group • 20 minutes x 10 sessions / 6 weeks • Blocks, puppets, clothes, toys one-on-one play • Practitioners should make concerted effort as therapeutic E