This document summarizes key points from a chapter about socio-emotional development in infancy. It discusses emotional and personality development in infants, including temperament, attachment, and caregiver influences. Important milestones include emotional expression through crying and smiling, the development of trust versus mistrust in the first year, and Bowlby's four phases of attachment from birth to age two as infants form close emotional bonds with caregivers. Individual differences in attachment are also examined using Ainsworth's Strange Situation experimental paradigm.

1. LIFE-SPAN DEVELOPMENT
Sixteenth Edition
Chapter 6
Socio-emotional
Development in
Infancy
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prior written consent of McGraw-Hill Education.

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Chapter Outline
• Emotional and personality development
• Social orientation/understanding and
attachment
• Social contexts

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prior written consent of McGraw-Hill Education.
Emotional and Personality
Development
• Emotional development
• Temperament
• Personality development

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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

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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

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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”

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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

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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

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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

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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

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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

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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

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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

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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

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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

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Contact Time with Wire and Cloth
Surrogate Mothers

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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

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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

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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

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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

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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

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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

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Caregiving Styles and Attachment
• Maternal sensitivity linked to secure attachment
• Caregivers of insecurely attached infants tend to
be:
– Rejecting
– Inconsistent
– Abusive

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prior written consent of McGraw-Hill Education.
Social Contexts
• Family
• Child care

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prior written consent of McGraw-Hill Education.
Interaction Between Children and
Their Parents: Direct and Indirect
Effects

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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

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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

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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

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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

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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

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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

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Primary Care Arrangements in the
United States for Children Under 5
Years of Age with Employed Mothers