Social and
Emotional
DevelopmentCHILDHOOD
Wednesday, September 13th
Good morning!
Welcome Back – I hope everyone weathered Tropical
Storm Irma okay!
Please turn in any signed Progress Reports for bonus points!
As you enter, please pick up a Schema Practice Sheet off
the Front Table.
1. Look up the definitions
2. Then work with your Quadmates to figure out how the
situation might play out if the new information is:
Assimilated
Accommodates
Class Updates Good news – we had two days off for Hurricane Irma!
Bad news – we just lost two days off our Unit Four Overview.
So here’s our revised timing:
Day What’s Up
Today Childhood Development
Unit 4 Study Guide – complete as we go over
material – no Review Day
Th, 9/14 Childhood Development
Fri, 9/15 Adolescence
Mon, 9/18 Adolescence
Tue, 9/19 Adulthood & Senior Years
Wed, 9/20 Adulthood & Senior Years
Th, 9/21 Unit 4 Test (still trying to test a day early to avoid last day
before Fall Break test overload)
Fri, 9/22 Summative Activity
Class Updates
Signed Progress Reports – today’s the day!
Don’t forget about your Soundtrack of Your Life
Project – time is slipping by!
Remember it’s due November 17th
Fall Break would be a great time to work on it!
Any questions??
Childhood Development
https://study.com/academy/lesson/what-is-child-
development-definition-theories-stages.html
Cognitive Development
Experiments
1. On your smartphone, go to your favorite web browser
and then download the free Aurasma app
2. Then sign up for aurasma account
3. Students should follow username: kshemin. The bar
that says follow should turn from gray to purple.
4. The students then are going to use the puzzle pieces
and the Aurasma app to infer the definitions that apply
to each stage.
Social and Emotional
Development
Social Development:
The gradual acquisition of attitudes,
relationships, and behaviors that
enable a person to function as a
member of society
Emotional Development:
The gradual increase in the capacity
to experience and express the full
gamut of emotions
Attachment
Attachment: an enduring
emotional tie that binds one person
to another
Shown in young children by:
Attempting to maintain contact or
nearness with caregiver (familiar and
comfortable)
Showing anxiety or distress when
separated
Attachment
Stranger Anxiety: the fear of strangers that infants commonly display, beginning at about 8 months
Separation Anxiety: distress upon being separated from primary caregivers, beginning around 8-12 months
By 8 months, children have schemas for familiar faces when they can’t assimilate a new face into these remembered schemas, they become distressed
Origins of Attachment—
Body Contact U of WI psychologists Harry Harlow and Margaret Harlow bred
rhesus monkeys for learning studies in 1950s
Separated baby monkeys from mothers after birth and raised
them in sanitary individual cages to equalize their
experiences and isolate them from disease
Gave each monkey a cheesecloth baby blanket monkeys
became distressed when blankets taken to be laundered
The Harlows recognized that this intense attachment to the
blankets contradicted the prevailing idea of the time that
attachment derives from an association with nourishment
Designed experiments to pit the drawing power of a food source against the contact comfort of the blankets
Origins of Attachment—
Body Contact Created 2 artificial mothers
Bare wire cylinder with attached feeding bottle
Terry cloth wrapped cylinder
When raised with both, monkeys overwhelmingly preferred the comfy cloth mother
Used her as a safe haven would cling to her if anxious
Used her as a secure base to venture forth from and explore the environment
Harlow’s Monkey Experiments
Food or Security
Origins of Attachment—
Body Contact Contact-Comfort: a hypothesized primary
drive to seek physical comfort through
contact with another or a soft, warm object leads to attachment
Human infants, too, become attached to
parents who are soft and warm and who rock,
feed and pat
Much parent-infant emotional communication
occurs via touch and body language
Origins of Attachment—
Familiarity In many animals, attachments based on
familiarity form during a Critical Period:
An optimal period shortly after birth when an organism’s exposure to certain stimuli or experiences produces proper development
Goslings, ducklings, and chicks form attachments to the first moving object they see (typically mother) shortly after hatching once formed, such attachments are difficult to reverse
Called Imprinting: process by which certain animals form strong attachments during a critical period very early in life
Origins of Attachment—
Familiarity Imprinting explored by psychologist Konrad Lorenz
(1937)
Lorenz present at the hatching of geese
Young geese followed Lorenz around everywhere because they are genetically predisposed to follow the first moving organism they see (usually mother) during a critical period following their hatching
Attachment Differences
Attachment differences in young children
explored by psychologist Mary Ainsworth
(1979) using the “Strange Situation” Method:
Attachment Differences
Ainsworth evaluated the level of security and insecurity between the mother and child
Sensitive, responsive mothers who noticed their babies needs and responded appropriately had babies who became securely attached
Insensitive, unresponsive mothers who attended to their babies when they felt like doing so and ignored them at other times had babies who became insecurely attached
Attachment Differences
Four Styles or Types of Attachment:
Avoidant: infant shows little to no distress by mom’s departure; play by themselves without fussing; ignore mom’s return
Secure: infant mildly protests mom’s departure; seeks interaction with mom and is easily comforted by her upon her return
Ambivalent/Resistant: infant sends mixed messages—wants to be held by mom but then resists when mom attempts to do so
Disorganized: a newer category where infant appears confused and disoriented by, or even fearful of, mom
IDEAL60% of
children
Attachment Differences
Secure Attachments provide baby with a
Safe Haven: safe place to go when distressed
Secure Base: safe place from which to venture out and explore the environment
Children that are securely attached tend to be:
More self-reliant
More sociable
More cooperative
Less impulsive
Better problem solvers
Have longer attention spans
Psychosocial
Development Theory Psychologist Erik Erikson (1902-1994)
believed securely attached children
approach life with a sense of basic trust:
A sense that the world is predictable and
trustworthy (rather than something to be feared)
Formed during infancy by appropriate
experiences with responsive caregivers
Psychosocial Theory of Development consists
of 8 stages over the lifespan, each
characterized by the primary conflict
needing to be resolved during that age
Psychosocial Development
Theory
Trust v. Mistrust
0-1 years of age (Infancy)
Infant needs must be dependably met by others in order to develop a sense that their environment is predictable, reliable and good
If needs are met form trusting relationship with caregiver
If needs are neglected or inconsistently met form sense of mistrust
Important needs: food, safety, comfort
Psychosocial
Development Theory
Autonomy v. Self-Doubt (Shame) 1-3 years of age (Toddler)
Children develop the desire to make choices and the self-control to exercise those choices, or they doubt their abilities
Children learn to do simple tasks by themselves without parental help (eating, walking, talking, potty training)
If independence is encouraged develop a sense of autonomy and self-confidence
If independence is discouraged or they are overly criticized and controlled develop a lack of self-esteem and a sense of shame or doubt in their own abilities
Psychosocial
Development Theory
Initiative v. Guilt
3-6 years of age (Preschool)
Children learn to initiate tasks and
carry out plans, or they feel guilty
about their efforts to be independent
If children are NOT allowed to do things
on their own or are constantly punished
for doing so, they may come to believe
what they want to do is always wrong
Psychosocial
Development Theory
Industry v. Inferiority
6-12 years of age (Elementary School)
Children learn the pleasure of applying themselves to tasks, or they feel inferior
Children want to be productive and do work independently
May compare their progress on tasks to others
Sense of self-worth and self-confidence develop
SCHOOL is an excellent place to practice this
Cognitive Growth
Crash Course - the Growth of Knowledge
Khan Academy & Psycho Social Theory
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