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Psychosocial Development in the first two years - Coggle Diagram
Psychosocial Development in the first two years
Emotional development
Early emotions
Developing emotions
Birth
Distress and contentment
6 weeks
Social smile
A smile evoked by a human face
3 months
Laughter and curiosity
Discovering new things, social events that balance familiarity and surprise
4 months
Full, responsive smile
4-8 months
Anger
Triggered from frustration and is healthy
Sadness causes physiological stress and is not healthy
9-14 months
Fear of social events
Strangers, separation from caregiver
Separation anxiety
Distress when caregiver leaves
Normal at age 1, intensifies at age 2, subsides after
If remains after age 3, it impairs a child's ability to leave home, go to school, or play with other children
1 more item...
Stranger wariness
Concerned, quiet stare while clinging to a familiar person or look of fear when a stranger appears
12 months
Fear of unexpected sights and sounds
18 months
Self-awareness, pride, shame, embarrassment
First there is comfort and pain
Newborns are happy and relaxed when fed and drifting to sleep
Newborns cry when hungry, tired, or frightened by loud noises or sudden loss of support
In the first two years, infants progress from reactive pain and pleasure to complex patterns of social awareness
Toddlers' emotions
Emotions strengthen as memory and mobility advance
Anger and fear become less frequent but more focused
Temper tantrums
Laughing and crying are louder and more discriminating
Social awareness
Temper, pride, shame, jealousy, embarrassment, disgust, and guilt require social awareness
Occurs from family interaction
Disgust is influenced by other people and maturation
Self-awareness
The realization that he or she is a distinct individual whose body, mind, and actions are separate from others
Temperament
The inborn difference between one person and another in emotions, activity, and self-regulation
Measured by a person's typical response to the environment
Not the same as personality but can lead to personality differences
Personality traits are learned
Temperament traits are genetic
Biologically based core of individual differences in style of approach and response to the environment that is stable across time and situations
Development of social bonds
Synchrony
Early parent-child interation
A coordinated, rapid, and smooth exchange of responses between a caregiver and infant
In every interaction, infants read others' emotions and develop social skills
Begins with adults imitating infants with tone and rhythm
Adults respond to barely perceptible infant facial expressions and body movements
Helps the infant connect their internal state with behaviors understood within their family and culture
Neglected synchrony
Synchrony is experience-expectant
Still-face technique
An experimental practice that an adult keeps their face unmoving and expressionless in face to face interaction with an infant
When adults stare quietly, infants are upset by unresponsiveness
Responsiveness aids psychosocial and biological development
Heart rate
Weight gain
Brain maturation
Socially engaged
Babies remain active, looking around at other things, quickly reengaged when still face was over
Disengaged
Became passive and took longer to return to normal
Negatively engaged
Angry and crying, even when still face was over
Attachment
An affectional tie that an infant forms with a caregiver
A tie that binds them together in space and endures overt time
Stages of attachment
Birth- 6 weeks
Preattachment
When newborns signal that they need others, positive response brings comfort and learns to seek more interaction
Primed by brain patterns to recognize familiar voices and faces
6 weeks - 8 months
Attachment in the making
Infants respond to familiar people by smiling, laughing, and babbling
Caregiver's voice, touch, expressions, and gestures are comforting and override the impulse to cry
8 months - 2 years
Classic secure attachment
Infants greet primary caregiver, play happily when present, and show separation anxiety when caregiver leaves
Infant and caregiver seek to be closer to each other and frequently look at each other
2 years - 6 years
Attachment as launching pad
Young children seek caregiver's praise and reassurance as social world expands
Children expect caregiver to comfort and entertain
6 - 12 years
Mutual attachment
Children seek to make caregiver proud by learning what adult wants them to learn
12 - 18 years
New attachment figures
Teenagers explore and make friendships independent from parents
18 years +
Attachment revisited
Adults develop relationships with others
Past insecure attachments can be repaired rather than repeated
Signs of attachment
Proximity-seeking
Approaching or following caregiver
Contact-maintaining
Touching, snuggling, holding
Patterns of attachment
Insecure-avoidant
An infant avoids connection with caregiver
Secure
Infant obtains comfort and confidence from presence of caregiver
Insecure-resistance/ambivalent
An infant' anxiety and uncertainty are evident, becomes upset when separated from caregiver, resists and seeks contact on reunion
Disorganized
Inconsistent reactions to caregiver's departure and return
Social referencing
Seeking information about how to react to an unfamiliar or ambiguous object or event by observing someone else's expression or reaction
Reassuring glance, cautionary words, facial expressions of alarm, pleasure, or dismay
Toddlers search for clues in gazes, faces, and body position, paying close attention to emotions and intentions
Theories of infant psychosocial development
Psychoanalytic
Freud
Oral stage
First year of life
Pleasure from mouth
Oral fixation
Eats, drinks, chews, bites, or talks excessively to seek mouth related pleasure
Anal stage
Second year of life
Pleasure from anus
Anal personality
Seek self-control with an unusual strong need for regularity and cleanliness in all aspects of life
Erikson
Trust vs mistrust
Infant learns basic trust if the world is a secure place where basic needs are met
Suspicious and pessimistic
Autonomy vs shame and doubt
Toddlers either succeed or fail in gaining sense of self-rule over their actions and bodies
Easily shamed
Behaviorism
Emotion and personality are molded as parents reinforce or punish a child
Toddlers express emotions in various ways as their parents or older siblings do
Parents unwittingly encourage certain traits
Proximal parenting
Being physically close to baby with frequent holding and touching
Obedient to their parents but less likely to recognize themselves in the mirror
Distal parenting
Remaining distant from baby and providing toys, food, and face to face communication with minimal holding and touching
Cognitive
Thoughts determine a person's perspective
Working model
A set of assumptions that the individual uses to organize perceptions and experiences
The crucial idea is that an infant's early experiences themselves are not necessarily pivotal but the interpretation of those experiences are
Evolitionary
Survival
Infant emotions are part of survival
Newborns are dependent and must attract adult devotion
Emotions of attachment keep toddlers near caregivers who remain vigilant
Reproduction