Santrock Life-span development 16th edition slides.

1. LIFE-SPAN DEVELOPMENT
Sixteenth Edition
Chapter 6
Socio-emotional
Development in
Infancy
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the
prior written consent of McGraw-Hill Education.

2. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the
prior written consent of McGraw-Hill Education.
Chapter Outline
• Emotional and personality development
• Social orientation/understanding and
attachment
• Social contexts

3. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the
prior written consent of McGraw-Hill Education.
Emotional and Personality
Development
• Emotional development
• Temperament
• Personality development

4. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the
prior written consent of McGraw-Hill Education.
Emotional Development (1 of 6)
• Emotion: Feeling, or affect, that occurs when a
person is in a state or interaction that is
important to him or her
– Characterized by behavior that reflects the
pleasantness or unpleasantness of the state a
person is in or the transactions being
experienced
– Play important roles in:
 Communication with others
 Behavioral organization

5. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the
prior written consent of McGraw-Hill Education.
Emotional Development (2 of 6)
• Biological and environmental influences
– Certain brain regions play a role in emotions
– Emotion-linked interchanges
 Provide the foundation for the infant’s developing
attachment to the parent
– Social relationships
 Provide the setting for the development of a rich
variety of emotions
– Relationships and culture provide diversity in
emotional experiences

6. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the
prior written consent of McGraw-Hill Education.
Emotional Development (3 of 6)
• Early emotions
– Primary emotions:
Present in humans
and other animals
and emerge early in
life
– Self-conscious
emotions: Require
self-awareness,
especially
consciousness and a
sense of “me”

7. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the
prior written consent of McGraw-Hill Education.
Emotional Development (4 of 6)
• Emotional expression and social relationships
– Crying
 Basic cry: Rhythmic pattern usually consisting of:
o A cry
o Briefer silence
o Shorter inspiratory whistle that is higher pitched
than the main cry
o Brief rest before the next cry
 Anger cry: Variation of the basic cry, with more
excess air forced through the vocal cords
 Pain cry: Sudden long, initial loud cry followed by
breath holding

8. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the
prior written consent of McGraw-Hill Education.
Emotional Development (5 of 6)
– Smiling
 Reflexive smile: Smile that does not occur in
response to external stimuli
 Social smile: In response to an external
stimulus
– Fear
 Stranger anxiety: Fear and wariness of
strangers, appears during the second half of
the first year of life
 Separation protest: Distressed crying when
the caregiver leaves

9. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the
prior written consent of McGraw-Hill Education.
Emotional Development (6 of 6)
• Emotional regulation and coping
– Caregivers’ actions and contexts can influence
emotional regulation
– Soothing a crying infant helps infants develop a
sense of trust and secure attachment to the
caregiver

10. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the
prior written consent of McGraw-Hill Education.
Temperament (1 of 2)
• Individual differences in behavioral styles,
emotions, and characteristic ways of responding
– Describing and classifying temperament
 Chess and Thomas’ classification
o Easy child: Generally in a positive mood
 Quickly establishes regular routines in infancy
 Adapts easily to new experiences
o Difficult child: Reacts negatively and cries frequently
 Engages in irregular daily routines
 Slow to accept change
o Slow-to-warm-up child: Low activity level
 Somewhat negative
 Displays a low intensity of mood

11. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the
prior written consent of McGraw-Hill Education.
Temperament (2 of 2)
 Kagan’s behavioral inhibition
o Shy, subdued, timid child
 Rothbart and Bates’ classification
o Extraversion/surgency
o Negative affectivity
o Effortful control

12. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the
prior written consent of McGraw-Hill Education.
Personality Development (1 of 2)
– Biological foundations and experience
 Biological influences
o Contemporary view - Temperament is a biologically
based but evolving aspect of behavior
 Gender, culture, and temperament
o Parents may react differently to an infant’s
temperament depending on gender
o Cultural differences in temperament were linked to
parent attitude and behaviors
– Goodness of fit: Match between a child’s
temperament and the environmental demands
the child must cope with

13. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the
prior written consent of McGraw-Hill Education.
Personality Development (2 of 2)
• Trust
– According to Erikson the first year is
characterized by trust-versus-mistrust
• Developing sense of self
– Self-recognition
• Independence
– Autonomy versus shame and doubt

14. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the
prior written consent of McGraw-Hill Education.
Social Orientation/Understanding and
Attachment
• Social orientation/understanding
• Attachment and its development
• Individual differences in attachment
• Caregiving styles and attachment
• Developmental social neuroscience and
attachment

15. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the
prior written consent of McGraw-Hill Education.
Social Orientation/Understanding
• Social orientation
– Face-to-face play
 Still-face-paradigm
• Locomotion
• Intention and goal-directed behavior
• Social referencing: Reading emotional cues in
others to help determine how to act in a
particular situation
• Infants’ social sophistication and insight

16. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the
prior written consent of McGraw-Hill Education.
Contact Time with Wire and Cloth
Surrogate Mothers

17. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the
prior written consent of McGraw-Hill Education.
Attachment and Its Development
(1 of 3)
• Attachment: Close emotional bond between two
people
– Freud - Infants become attached to the person
that provides oral satisfaction
– Harlow - Contact comfort preferred over food
– Erikson - Trust arises from physical comfort and
sensitive care

18. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the
prior written consent of McGraw-Hill Education.
Attachment and Its Development
(2 of 3)
– Bowl by - Four phases of attachment
 Attachment to human figures
 Focus on one figure
 Specific attachments develop
 Become aware of others’ feelings

19. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the
prior written consent of McGraw-Hill Education.
Attachment and Its Development
(3 of 3)
– Bowlby - Four phases of attachment
 Phase 1: from birth to 2 months
o Infants direct their attachment to human figures
 Phase 2: from 2 to 7 months
o Attachment becomes focused on one figure (primary
caregiver)
 Phase 3: from 7 to 27 months
o Specific attachments develop. With increased
locomotion, babies actively seek contact with
regular caregivers
 Phase 4: from 24 months on
o Children become aware of others feelings and goals
and account for them in their own actions

20. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the
prior written consent of McGraw-Hill Education.
Individual Differences in Attachment
(1 of 4)
• Strange situation: Observational measure of
infant attachment that requires the infant to
move through a series of:
– Introductions, separations, and reunions with the
caregiver and an adult stranger in a prescribed
order

21. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the
prior written consent of McGraw-Hill Education.
Individual Differences in Attachment
(2 of 4)
• Securely attached babies: Use the caregiver as
a secure base from which to explore the
environment
• Insecure avoidant babies: Show insecurity by
avoiding the caregiver
• Insecure resistant babies: Cling to the caregiver,
then resist the caregiver by fighting against the
closeness

22. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the
prior written consent of McGraw-Hill Education.
Individual Differences in Attachment
(3 of 4)
• Insecure disorganized babies: Show insecurity
by being disorganized and disoriented
• Evaluating the Strange Situation:
– Does the paradigm capture important differences
among infants?
 Maybe culturally biased
 Differences between German and Japanese infants

23. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the
prior written consent of McGraw-Hill Education.
Caregiving Styles and Attachment
• Maternal sensitivity linked to secure attachment
• Caregivers of insecurely attached infants tend to
be:
– Rejecting
– Inconsistent
– Abusive

24. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the
prior written consent of McGraw-Hill Education.
Social Contexts
• Family
• Child care

25. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the
prior written consent of McGraw-Hill Education.
Interaction Between Children and
Their Parents: Direct and Indirect
Effects

26. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the
prior written consent of McGraw-Hill Education.
Family (1 of 3)
• Constellation of subsystems
• Transition to parenthood
– Adjustment of parents during infant’s first years
 Infant care competes with parents’ other interests
 Overall increase in marital satisfaction

27. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the
prior written consent of McGraw-Hill Education.
Family (2 of 3)
• Reciprocal socialization: Bidirectional
– Children socialize parents, just as parents
socialize children
– Scaffolding: Parents time interactions so that
infants experience turn taking with the parents
• Managing and guiding infants’ behavior
– Being proactive and childproofing the
environment
– Engaging in corrective methods

28. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the
prior written consent of McGraw-Hill Education.
Family (3 of 3)
• Maternal and paternal caregiving
– Maternal interactions center on child-care
activities
 Feeding, changing diapers, bathing
– Paternal interactions tend to be play-centered

29. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the
prior written consent of McGraw-Hill Education.
Child Care (1 of 3)
• Many U.S. children today experience multiple
caregivers
• Most do not have a parent staying at home
• Parental leave
– Currently over 2 million children receive formal,
licensed care and many more children are cared
for by unlicensed babysitters

30. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the
prior written consent of McGraw-Hill Education.
Child Care (2 of 3)
• Variations in child care
– Factors that influence the effects are:
 Age of the child
 Type of child care
 Quality of the program

31. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the
prior written consent of McGraw-Hill Education.
Child Care (3 of 3)
– Strategies parents can follow
 Quality of parenting is a key factor in child’s
development
 Monitor child’s development
 Take some time to find the best child care

32. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the
prior written consent of McGraw-Hill Education.
Primary Care Arrangements in the
United States for Children Under 5
Years of Age with Employed Mothers