human development across the lifespan: chapter 6 (2008)

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Dacey−Travers−Fiore:

Human Development

Across the Lifespan,

Seventh Edition

III. Infancy 6. Psychosocial

Development in Infancy

© The McGraw−Hill

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PSYCHOSOCIAL

DEVELOPMENT IN INFANCY

Temperament 152

The Origins o Temperament 152

The Dimensions o Temperament 153

Early Emotional Development 155

Defning Emotion 156

Role o Emotions in Development 156

Emotion Regulation 157

Analyzing Emotional Expression 158

Conclusion & Summary 159

Key Terms 160

What Do You Think? 160

Chapter Review Test 160

Chapter Outline

The Meaning of Relationships 142

Characteristics o the Developing

Relationship 142

How Do Children Develop

Relationships? 143

The Role o Reciprocal Interactions 144

Parental Roles: Expectations or

a Relationship 145

Attachment 147

Bowlby’s Work 147 Attachment Research 148

Fathers and Attachment 151

Dierences in Mother/Father

Behavior 151

Chapter Objectives

After reading this chapter, you should be able to answer the following questions.

• What is the role of relationships in psychosocial development?

• How do children develop and control their emotions?

• How would you assess the importance of attachment in psychosocial

development?

• How does temperament affect the relationship between parents and their

children?

6

140

6c h a p t e r

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c h a p t e r 6 Psychosocial Development in Inancy 141

J Bwly kw. Bwly, u aac y,

zg a ac, ca alz w a a a’ la- a aacy a aly yccal vl. H wk

Wl Hal Ogaza llwg Wl Wa ll al

l a a w a cl aa a fgu.

Indeed, we held the view that the responses o protest, despair, and detach-

ment that typically occur when a young child aged over 6 months is sepa-

rated rom the mother and in the care o a stranger are due mainly to loss

o maternal care at this highly dependent, highly vulnerable stage o devel-

opment. (Bwly, 1969, . X111)

May Sal Aw kw. A -

wk Bwly’ la L,

wa gu y a a vu-

ally v a a ag

al w a cl.A lk ack wk, u-

az ac aac

a a’ l a llw.

The implication is that the way in

which the inant organizes his or

her behavior toward the mother

aects the way in which he or she

organizes behavior toward other

aspects o the environment, both

animate and inanimate. The organi-

zation provides a core o continuity

in development despite changes that

come with developmental acquisi-tions, both cognitive and socioemo-

tional. (Aw, 1979, . 936)

I, aac y av uw ly a

yclgy:

But whatever the lingering controversies over attachment theory, it’s now chart-

ing new directions or both mental-health practice and policy. New research in

the neurobiology o bonding has put the

theory on ever-stronger empirical ooting.

(Kall, 2003, . 3, 5)

Cl la wa xc

cau, a w av ,

a a a cgv vl

al ak a

a, a a-

au w , cally a-

, a . Alug y ay

ga vyg a’ gg au

, cl ua qualy

a: cag/cl, lvg/

l. These initial relationships, then,

are the oundation or a child’s social

development .

T a ya a Ek

lv ul a u

u. Ia vl lg a

The reciprocal interactions between

parents and their children are at the

heart o the attachment process. What

aspects o development is this mother encouraging?

Beginning at about 6 months o age,

inants show signs o distress when

approached by a stranger. How do you

explain this baby’s ear o a stranger?




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142 p a r t 3 Inancy

wl a a a cu av a lac w a cfc

v acqu, ucg ucay au l a .T l u uagl a wk, w f cu ag a

ac la (uc a acv l a a lay

w vl). Nx, w’ll xl cal la—aac—a

a aac uc a a w ya. W’ll xa w

a cl a a ucu k la y

. Fally, w’ll w c ac ac al vl.

L’ g y lkg a val ac a au la.

THE MEANING OF RELATIONSHIPS

Inancy implies beginnings, the early ormation o characteristics, skills, and dispositions

that may last a lietime.

—Ross Thompson

Rac l la vl a ca uaally

c vu k, ly w ga a-cl la-

u al w ga aly (Eg, 2006). T xl

a ca v acac uu a ulc aca

ula agaz a uu a k (Ru, Bukwk, & Pak, 2006).

T a u u aaly, k a la a a pattern o intermittent inter-

actions between two people involving interchanges over an extended period o time

(H, 1993). A cl’ la ca ay ac vl: physical

aspects uc a walkg, ug, a layg w a ; language aspects, wc al

yug a lv; cognitive aspects, wc allw ua

a; emotional aspects, wc ak a c a ;

a social aspects, wc c calza a vua. I w, ala a u xal uc biopsychosocial interactions.

Ia a ay cal ula, u ’ ju a a

g avly. Ia w way a cal cac. May

ac (uc a ug wa gug c) a

cuca. H (1993), , a cag w a a

v a acv . T au a y aac a,

u a acvly lc aul ac. I w, a g

ucu w la accg vual a. Ty

w aly cx. T ac ccug ag aly

—a-a, a- cl, lg-lg—uc a l

c a cl a-cl la. Maal cc, xal, valy

ll v la w a a cl a ay uc

uxc ul uc a ycal ll cl (a ay v ac

la; Eg, 2006). Cquly, au law a a cl g a a caacc

ac, a ac a ccu (Ru, Bukwk, & Pak, 2006).

For most people, relationships with other people are the most important part o

their lives.

—Robert Hinde

Characteristics o the Developing Relationship

I clac a “al la” (a-a), Bazl

a Ca (1990) l val caacc a y gc a

uccul la:




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1. F synchrony, wc aly a aju

av a a a. Ialy a , a a lyccu y gula uc y a ag a a

a, wc a gy a a. Oc a cg-

z — ay’ “laguag” (Bazl & Ca, 1990)—y

ca u w av—alkg ly, kg— l a

aa val ul. T uual gula av f

ycy.

2. A c caacc symmetry, wc a a a a’ caacy

a a yl g uc ay ac. I

w, w cl ac w a c a.

A Bazl a Ca (1990, . 122) , a yc algu a-

cgz a a’ l, a , wa a w uc ul a

a ca la.

3. A caacc entrainment, wc f y a al w a a’ a a a’ av. F xal, w

a ac wa , ay g lk “O,

y, Ty.” T quc vlv a la layg ga,

uc a akg a ac a ay a a yg

laly.

4. Fally, c a alz a y av a a cllg ac-

(au 6 ag), y g vl a autonomy.

W ac, a a gg la a la

au lv.

W u w a wc a g vl la.

How Do Children Develop Relationships?

Ia quckly cu a y cgz a uc l

a aac. M, u, aly ca a’ c: u-

g, a, g. Tu a la c a ,

a a a ac al. Hw w xla vl?

T v a wk:

• Bodily needs—, xa-

l—la a -

ac a c a

cal ac.

• Psychological needs ca cau

a u

a uc, uca g. Cl, ,

k vly; y

qu cagly callgg

ula. F a, aul

c uc a-

a uc a uc

ly aac.

• Adult response needs. Aul

ay , v ula-

, a a cuca-

, u alg a

uu cal ac.

synchrony

Aly a aju av a a a.

synchrony

Aly a aju av a a a.

symmetry

Ia’ caacy a; yl

g uc

ac.

symmetry

Ia’ caacy a; yl

g uc

ac.

entrainmentT u c y

a al w a

a’ a a a’ av.

entrainmentT u c y

a al w a

a’ a a a’ av.

autonomy

Ia’ alza a y av a

a cllg

ac w .

autonomy

Ia’ alza a y av a

a cllg

ac w .

Inants immediately begin to take in

inormation rom their environment, and

mothers are an important source o this

inormation. From mothers, inants begin

to develop a sense o how the world

will treat them. Can you identiy the

multiple stimuli this mother is using?




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Hw uc—a wk ug a’ aly ay—ac

vl la?

The Developmental Sequence

Bly aac, a ac vly, a aul a’

vu a a aaac cal ac la l-

lwg quc.

• During the frst three weeks l, a a ac uc y a aul’

aaac. T ly xc, a , ug g .

• From about the beginning o the ourth week, a g c ac

wa aul. Eal ac al aa a , w vu g

lau a g a u aul, cally al.

• During the second month, clx a v ac g, uc

a lg a vcalza c a , lu aa avug ac.

• By 3 months o age, a a a cal ac. T

cu gw a u y aul ul c

gg ya, w a ac vl

(H, 1987, 1992).

T. B. Bazl a B. Ca (1990).

Yu ul jy ag The

Earliest Relationship.

(Rag, MA: A-

Wly), a xcll,

aal accu w

la vl, a ac

a a ycaalyc cv.

Guided Review

1. A la a a .

2. Ia quckly g la.

3. a a uc vlg la.

4. T au a la g a.

5. A la a xcll xal ac.

Answers 1 . i n t e r a c t i o n s 2 . s t r u c t u r e 3 . F a m i l y c o n t e x t 4 . c h a r a c t e r i s t i c s

5 . b i o p s y c h o s o c i a l

W ca uually lal la, ug ajcv uc a wa, cl, jc-

g, a l. Bu w u cauu. Ay la ay ak y

aaly cacy ac. A ay av a wa la w

cl a vc y uggg a kg, u ay al cl w cl-

g cl’ c. To understand the relationship, we must

understand the interactions.

The Role o Reciprocal Interactions

W alz ay a cl a a av g; y aly

k ula v a instantly interpret, and react to, how

they are being treated, a c call reciprocal interactions. Tk

way: Yu ac a acula a a I cag. A a ul cag

a ccu , yu cag. Back-a-, -a- g, caly cagg

reciprocal interactions

Iac a ul uual

cag

reciprocal interactions

Iac a ul uual

cag




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la. Cquly, w ca w xa a a’ yccal vl-

a ally w a xcg cv. N ly a a ak wl a y vl cgvly, y al “u ”

cal a al a uug a aly g a

la w .

Tkg au y ac a av w cl l

yu aca w la a vl. F xal, c

k g a w cl a way y —all vlv-

g ac. Ty lay. Ty cl. Ty xla. Ty v cc

a ack. Ty aw qu. I w, y’ xcg a-

al l all ac w cl. Aalyzg ac l

yu alz a a cag a a ul cl’ av, a

cl cag u cau a’ ac. T reciprocal interac-

tions a cuy v a a a wul c vl

la (Fag al., 1996).

Bu a al xc cl v ac. W, a aul, a aly cau way a y u. A a’

ag, cg, lg, a kckg ca all ly aa ac-

. Tu aly ac al au la w

a a cl, gvg a acula yl.

T ua vlg la w a a a, -

a a “u ” v . Tu y ac a

a a’ av; y ac way a al ,

vc a a u, a layul au ac. Cquly,

qualy ac aly g al au la-

(T, 2006).

Parental Roles: Expectations or a RelationshipFally, a g ac ccv a au l y ul lay

la w cl. Tccally, role uually av,

ca xcac au av, aca w a acula

cy. M a a av ca xca au w a ul

ac. How they exercise that power and how their children react to their suggestions

and encouragements, their demands and commands, ultimately determine the suc-

cess o the relationship. I a al wl, a, xca, a

l a a a ul cly w cl’ aly

a al (C & Ta, 1999).

Ghosts in the Nursery

L’ au a a c uc xca au

aal l. Sla Fag, a wll-kw cl yca, a

c ghosts in the nursery, wc ca av ay cquc (1987). D

a l w a lkg v ul, llg w g

u cl, a a y ay wll av jc v ll aga?

D cl a, a y g ac

a y a ? D y a a w y

a? O av y y a “x” y av a

au av lv?

W a a awa a g a ay uc , y

uually a vc lc a v v la w

cl. May qual, wv, ac au la, uc

Parents’ own experiences and their

expectations o their children’s behavior

help to shape the relationships they

develop with their children. Can you

summarize the experiences and the

expectations that shape parental

behavior?




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a wa, ccy, culual a, a . Fgu 6.1 llua

quc y wc f ac, c w vlal cag,

gaually la cfc la.

A ac w a cl ca a c c-

lx, l’ w xa aac a vl w w.

A. Origin of interactions1. Organic needs2. Need for stimulation3. Social interactions (adult)4. Adult interactions: the basis

for peer interactions

B. Need for interactions: criteria1. Attention to adult2. Emotional display to adult3. Actions toward adult4. Evaluation of adult reactions

C. Developmental changes in need content1. Infancy: attention and care2. Toddlers (2–4): cooperation3. Early preschool (4–5): respect,

acceptance4. End preschool (5–6): understanding,

sympathy5. Middle childhood: peer acceptance

D. Developmental characteristics1. Physical2. Cognitive3. Social4. Emotional

(ages and stages)

E. Needs become motives1. Maslow’s hierarchy

2. Lisina’s motives

F. Specific interaction content1. Content

2. Diversity3. Quality4. Relative frequency and patterning

of interactions5. Reciprocity versus complementarity6. Intimacy7. Interpersonal perception8. Commitment

G. Emerging relationships1. Ages and stages

FIGURE 6.1

T g a vl

la.

A w av u cu c culu

vl, cl a x a a

y culu uug . T culual cx -

clu vyg lg aag a g

acc cl’ valu y, cl xc, a

al ac. Bu way wc cl’

a w culu va uly (Saa al., 2006).

Pa a acula culu a a c y

l, valu, acc, a av a

a culu. T l, u, la

a a k v cl ul x-

c. F xal, ac a claly a

a a Gay a x ava

a aac. A ac w, Ga

a a quly l al u a wl

y g . I Jaa, wv, -

a cl xy a. Jaa a a

aly aa . Culu al

ac y cac. I W c, lk-

g a ay’ y a “lkg a ay’ ul.”

I Aca c, wv, y cac cu-

ag. T aal acc cc -

aly llwg .

Bu ly yg cfc c ag

cl culu l u cv vl-. A Gaca Cll a (1996) av :

In addition, studies o children o color need to move

rom conceptualizing developmental outcome as either

negative or positive to a more balanced conceptualiza-

tion that reects both the strengths and weaknesses in

developmental processes and competencies o these

children (Gaca Cll al., 1996, . 1895).

(F a al a cv xaa ujc,

w c Scal Iu Rac, Ecy, a Culu

Cl Dvl, Child Development, 77(5), S/

Oc, 2006.)

A SOCIOCULTURAL V IEW Diferent Cultures, Diferent Interactions




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ATTACHMENT

Bcau uu la a ug f ay l,

w ay wll ak: Hw gfca -a la f

ay a wk a ? Ia w vl a cu attachment

av wllg a cfc k u uu la. A

T (2006) , aac fgu a cu a a cuag a

xl v u a lal a w a uc-

ay aa. Ag f ac cgz gfcac la-

a a’ l w J Bwly a May Sal Aw. (F a

xcll cu y a ackgu aac v,

R Ka [1994]. Becoming Attached. Nw Yk: Wa Bk.)

Bowlby’s Work

J Bwly wa a a aly g. W ck uuly w a,

cf a, a lla , wa a cag c al

ay aac al. Ealy al ca, Bwly a

ac y lg cl ug gav aly xc aly

l (uc a lg aa ).

Ug cc yclgy a ethology ( uy av au-

al g; H, 1993), Bwly ula ac : A wa, a

la w a a al al al, cau a

cl’ ’ c a ga a . A ’

cu ac ca ga a l a lg ag. (I 1969

clac, Attachment, Bwly a qu claly a a a’ cal aacfgu ca a aual .)

Background o Attachment Theory

Bwly a cllagu, cally Ja R, a a u

wc cl ag 15 30 w aa a. (Ty a

lac al al u.) A cal quc av-

llw. Protest, f a, ay g aly a au

wk. Lu cyg, x l, a jc all aul fgu ak

attachment

Bav k a cl

( aul) cl xy a

gfca .

ethology

Suy av aual g.

attachment

Bav k a cl

( aul) cl xy a

gfca .

ethology

Suy av aual g.

Guided Review

6. Ia’ ac w a va y cag

: , , .

7. aly a aju av a a

a.

8. T cal ac aa a au ag.

9. Ia’ caacy a a yl g a uc -

ac call .

10. T y a vl w a a’ a a’ av call

.

Answers 6 . b o d i l y , p s y c h o l o g i c a l , a d u l t r e s p o n s e 7 . S y n c h r o n y

8 . 3 9 . s y m m e t r y 1 0 . e n t r a i n m e n t

Both parent and child bring their own

characteristics to the relationship (acial

expressions, movements, vocalizations),

and as they do, the interactions

between the two become more

complex and an attachment slowly

develops between the two. Can you

discuss the many parental behaviors

that help to produce attachment?




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a a’ . Despair, c a, llw. T a’ av ug-

g a gwg l: u cyg, acvy, a ay wawal. Detachment, fal a, aa w a a lay w

uug—u a , a k . Bwly c

av fal a a aac, v aa.

F va ay la ca, Bwly f aac a llw:

Attachment behavior is any orm o behavior that results in a person attain-

ing or maintaining proximity to some other clearly identifed individual who

is conceived as better able to cope with the world. It is most obvious when

the person is rightened, atigued, or sick, and is assuaged by comorting

and care-giving. At other times the behavior is less in evidence. (1982, . 668)

Bwly al lv a alug aac vu acy a aly

cl, ca v ugu l cycl (Hal, 2000; K al.,

2000; Wa al., 2000). Tal 6.1 a clgy aac av.

Attachment Research

A cl’ av ca aac ly w y a cfcally c a

a w a a . W a f c a

, y a ag a a aa ac w

. Cl al a av aa a aac fgu,

aculaly ac w a gg ua (T, 2006; Wa &

Cug, 2000). Aac lv a a ’ (

aul’) vy l g a qualy a a’ cuy.

Bu, a w av u cu ccal ac, cl al

cu la.

Chronology o Attachment DevelopmentTA B L E 6.1

Age Characteristics Behavior

4 Pcual ca; Sl a vcalz w a

vual ackg ay l; w a aa

9 Saa axy; ag axy C w lav; clg a aaac

ag ( ay jc)

2–3 ya Iy a qucy aac Nc g au, cag a

av a ca uag uug wl

3–4 ya Gwg cfc; cy l Bg acc ’ ay ac;

cu a ag lac w ua lay with cl

aac fgu (lav)

4–10 ya L aac av, u May l a’ a wl walkg; ayg

ll g uxc cau cl u a

Alcc Wakg aac a; Bc aac gu a gu

a aul c a

Aul Aac ll cl I ul , aul u u ;

lly c a yug ga

Suc: F J Bwly, “Aac a L: Rc a Pc” American Journal o Orthopsychiatry, 52: 664–678. R w

American Journal o Orthopsychiatry. Cyg © 1982 y Aca Oycay Aca, Ic.

J. Bwly (1969). Attachment . Nw

Yk: Bac Bk. T

Bwly’ clac a

au aac. I’ vy

aal a a c

w wc yu ul

ala.




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The Strange Situation Technique

T a qualy aac, a u Bwly’, May Sal Aw,

v strange situation. Aw (1973, 1979; Aw & Bwly, 1991),

w acc Bwly’ cal a aac, v ag

ua cqu uy aac xally.

Aw a a a a ak a va . T cl

wa lac a allw lay w y. A ag (al)

a ga alk . Ov wac w

a ac ag a wa x cl u a

a cu a. T l cl al w ag;

v w cl ca. T u a

qualy cl’ ac ’ u wa a. Nx a

wa l clly al, llw y ag’ ac, a a

. T av av u clay cl a llw:

• Securely attached children, w u a a a wc

xl. Saa f aac av; y x c-

al , ca xla, a a u k cac w

.

• Avoidantly attached children, w aly cy ug aa a av

a u. T a lk a -

ycal cac.

• Ambivalently attached children, w a axy aa a

w a ly y aa. Y u y lay

aval av wa ; y k cac u ulauly

.

• Disorganized/disoriented children, w w a k cu av a

u. F xal, y ay lk a a lk away, w-

g ll (Ma, 1996).

Aw al lv a aac kw ggac ua.

Rg u a- aac Ugaa, Aw (1973)

a 28 a v, 23 w g aac. S wa

y a’ av ag al aac w

a a a a av v w a

aa ay c a cul cau axy x. I acg

vlg a aac av, Aw (1973) a:

The baby did not frst become attached and then show it by proximity-

promoting behavior . . . rather . . . these are the patterns o behavior

through which attachment grows. (. 35)

Aw u, cuc Bal, Wag, a

Scla, cag a culual uc ay ac way wc aac av vl. Nvl, alug u u qu -

ujc u, all aac av vlg a

la a.

Continuing Attachment Research

A a l aac ac a vl Adult

Attachment Interview (AAI), wc xa a -

y aa a c, lva cu aly aac

(Ma, 1996). T aw a lk qualy cl’ aac-

. Ba , aul a claf a llw.

• Autonomous. T vual valu la, lv a aac-

l vl, a gv c a c aw.

strange situation

Mau g a

qualy aac.

strange situation

Mau g a

qualy aac.

Adult Attachment Interview (AAI)

Evalua aul’

qu au aac.

Adult Attachment Interview (AAI)

Evalua aul’

qu au aac.




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• Dismissing. T vual uc aac

lv a w y la, a v x au a w c a cacy.

• Preoccupied . T vual ak a a agy, c

a.

• Unresolved/disorganized . T vual c a ulv

l aw.

Dc qu AAI (a , w uul, cla,

a ly a ) c aac cag a

(cu, cu, a ), w qu a ak beore and ater

birth (Ma, 1996).

Rc ac (Aa, Gua, & Taaka, 2004) la w

aul aac a ag av val g cclu. F

xal, a lk wa w aul aac a aal al wll-

g a ag av.Cu ac alca AAI a cu akg

lk ack w cl aac. Dug a -u

vw, l a ak u y ulyg vc. F

xal, y a ak u fv ajcv cg la

ac a. La ug vw, y’ qu au cfc c

ug al aw. Paal av c cag

a la qualy a’ aac ( Tal 6.2).

Aac ac a al xag aal c; a ,

y’ cug la w aly aac a a cl’ awg

a l cl. F xal, w w ac

cl w w aa , cu 6-ya-l a u v,

cucv au cl y. Bu gaz cl gav

g : “T gg ,” “T gl wll kll l.”

Cu u (Lw, Fg, & Ral, 2000; Wfl, Su, & Egla,2000) ca a g-k al (vc, , au, aal )

aly aac aly ya aul wa lackg.

Fally, ac a lacg ga a culual ac aac-

. T av lg l a culu uc cfc av a a

a uaal c aac a u culual uc. Cquly,

uval ac y a cvg cl cuy.

The Adult Attachment InterviewTA B L E 6.2

Adult Attachment Interview Strange Situation Response

Secure/Autonomous: C, valu aac,

acc ay ulaa, al xc

Dismissing: Pv a a uu

cac; y cla al ulaa xc

av c

Preoccupied: S agy, cu, av, aul;

lva

Unocused/Disorganized: L a ug ug

cu l au; la ag (ak

a l a alv)

Secure

Avoidant

Resistant/Ambivalent

Disorganized/Disoriented




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W av cu aac w a cl cau

ac a xa la. Wa ca w ay au

aac w a a a?

Fathers and AttachmentCg aac w a a cl, Bwly (1988) a

a clly l w a cl. A fg

a gu Bwly wa a wa cla w aac a-

ac a; a , a a ay av a cu aac w

u caly w a, w a u caly .

W ca uaz fg y ag a a cu uaally

facal, cal, a al aly vl cl, u

y ycal c al. T c a a’ l cl’ l,

cally a uug, cag a w cl aac, ca v-

lk. A Hg a Klly (2002), a cl ’ c yc-

lgcally wll-aju ju cau Da . T ll aly a cc

a cl qu acv, gag ag v a .

Dierences in Mother/Father Behavior

Rac a al cu ag c w ’ a

a’ av (uua vu layul), lay w aal av-

( x cal vy), a au vlv

a’ ca. M a val, y, a lay cv-

al ga. I a lax g, a av qual aac a

aac fgu. W a a ugy ck, wv, y u

. Fa, wv, v ucal, l yc, a

xcg ula a .

A yu ca ll uay, ac l

u ua yac ac w a a a

A w av u cu acy Ca 5

a 6, ca vlal au l lv -

al clca acc. F xal, w kw a:

• T ua a ga la v

.

• Cl ya ca k jc,

cl, , a .

• Ty cu vl jc ac.

• Ty qu f g c a cuy

a.

W a, a ucay, l a y

lack a cu a , y vl lg u,

lack cfc, a , cg Ma’ gaz/

cagy. T l cl, aul u

cl’ lau. A xal, cl la

acy jy lg Paul Gal. Gal

a l a llua ay ala lkal ug

ya, uc a The Three Billy Goats Gru, The Elves and the

Shoemaker, The Three Little Pigs, The Little Red Hen, The Gin-

gerbread Boy, a The Teeny-Tiny Woman.

Fualy, ay ug lkal av

u cly, y cu g lau a w

ga cl. H caac a aly fal

a ag. M av laa, lg ac—v

aal l. W ag k lk cl

la acy, cagv v w a z c-

al cuy w wl yg g’ u gga y ug away .

I yu wul lk av a vw -

u, yu ay wa a Baaa Tav a J F. Tav

(2009), Children’s Literature: A Developmental Perspective.

Nw Yk: J Wly. Yu ay al w la au

y gg u w a www..c/acy7.

AN INFORMED VIEW Attachment and Children’s Literature

The interactions between a ather and

his child tend to be more physical than

those between a mother and her child.

The qualitatively dierent types o

stimulation a child receives rom

each parent would seem to suggest

implications or the stafng o day-care

centers and preschool acilities. Can

you expand on the notion o active,

engaged athering?




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(Pak, 2002). Alug aly ua u av au

-cl la, a ly 17 kw u av ca cl’aac a (Lw, 1997). T cclu c, w u Lw’

a (1997) a c a aul al, uually a, qu

a cl’ vl. (F a xcll cu a’

l vl u cy, Caa al., 2000.)

Sc w kw a aul a cl cu qualy aac-

, l’ u w l a a lay c.

TEMPERAMENT

O a yac a’ la w cl

a. Temperament ccally cually a vualc al, , a aal acvy a l-gula

(Ra & Ba, 2006). Sly u, a cl’ a a uqu

a al yl avg (T, 1999). Each child is dierent at birth and

must be treated dierently.

Tu a a ccal aly a, cally f ay a

wk a , a a a al a aly . A a

10-ya-l cal w a: “Ev , I cul ll aa y

c ac g au lk ac, vc, a cl.”

I w, a v clu y.

The Origins o Temperament

Ta aa av a cual c a val, a la

aally, ug f w ay l. Su a u a au a—Bayly’ Inant Behavior Record (IBR)—all u gfca

gc uc a (Ra & Ba, 2006). F xal, ul

Colorado Adoption Project, wc ca ac a a -

a cl, w a cla gc uc a (Pl al.,

1997). T gg MacArthur Longitudinal Twin Study, g uy

a 330 a-x w a, a ally gc uc vual

c a 14 ag; xal, aval a v

y w a gfca gc uc (E al., 1992). (F a xcl-

l cu c, Ca, 1998).

temperamentA cl’ ac aly;

ccally cually

a vual c

al, , a aal

acvy a l-gula.

temperamentA cl’ ac aly;

ccally cually

a vual c

al, , a aal

acvy a l-gula.

Guided Review

11. A aly ac gfca la a a’ l wa

.

12. Fllwg aa , Bwly u a cal quc av: , , .

13. Aac caacz y aa ag axy uually g a

ag .

14. Aul’ aly aac a a y

.

15. kw ag ua cqu.

Answers 1 1 . B o w l b y 1 2 . p r o t e s t , d e s p a i r , d e t a c h m e n t 1 3 . 9

1 4 . A d u l t A t t a c h m e n t I n t e r v i e w 1 5 . A i n s w o r t h




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Y c ac (Ra & Ba, 2006) al f cag x-

a v . A cl’ aly, cal v, cccau, a culual uc g wav a wk xal c a cu

ag a v ya. Exag vlally ac-

v c, T (1999) ac llwg cclu.

• A cl’ a ay wll ly w a cal

g. A w’ll , g--f w a a v-

a a aj ac aly a aju. Bu k al

a a cl’ v cag aacally ug ya, a

cag av wul c vl a aju (Pua, Sa,

& Ra, 2002).

• Ta uc w a cl lc a ac

v (vual, g, a ). T u ac w

l cl. (Rccal ac a wk!)

• Ta cl w a cl cv a k au v.

• Ta ay ac w val uc a way w ly

’ ua.

Tu a a lgcally a u vlally vlvg au

av (T, 1999).

The Dimensions o Temperament

T ua w ac ac cclu, w u a c

a.

The Work o Mary Rothbart

A Kaga a Fx (2006) , May Ra’ a a culy agcu a. I a quly qu aaly ucu

a, Ra (Ra & Ba, 2006) a f val

a acy. T clu:

• Negative emotionality, wc lg a a a.

• Surgency/extraversion, wc ag a v aac

g-y lau.

• Orienting/regulation, wc uc av a lw-y lau,

cul, a aly

Exag la clu ag cl a

cl’ aal caacc: W y l aa l-

cl, qu u, cuag aac vl acv?

Kagan’s Biological Interpretation

I a a, Kaga (Kaga & Fx, 2006; Kaga & Sa, 2004)

c a a an inherited physiology that is preerentially linked to an

envelope o emotions and behaviors (though the nature o that link is still poorly

understood) (Kaga & Sa, . 5). F xal, Kaga a a 4--

l a w w a cy c u a uala ul a

lkly c aul a uu ug aly cl, a c a Kaga

a call inhibition to the unamiliar (Kaga & Fx, . 198). (A x

Kaga’ wk y Pua a S [2005] xa ly a cl’ gav

ac u al v x av, call approach tendencies.)

Kaga a cu vl a lgy, cally a,

a aj cu a. A a (Kaga, 2004, . 40),




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aal a a u al vaa ucy aay,

alug ay u ukw aal v. A y, c u wk a ccal l ccal ac, w ca’ vlk -

ac w lgy a v.

Chess and Thomas’s Goodness o Fit

Fally, w u u a wk w cl yca, Slla C

a Alxa Ta (1987, 1999). T ac w uck y -

vualy w cl ay aly llwg , c

a cul au lly v. Igu, y v

New York City Longitudinal Study 141 cl. C a Ta cv-

a v w cl a yug a 2 3 ag, y cul y

a cagz y a:

• Easy children, caacz y gulay ly uc, lw -

a y ac, a accac , a a wawal , wua (40% cl).

• Difcult children, caacz y gulay ly uc,

ac, a wawal w ul (10% cl).

• Slow-to-warm-up children, caacz y a lw y ac a

a wa gav (15% cl).

Ty w al clay 65% a, lavg w a xu

a a f a cagza. Tal 6.3 uaz clafca

c.

I a cgz la caacc cl— l

a a ca ; a uqu a acg ag ukw;

y cca a ak—y ca u kwlg uc ca-

acc ul a goodness-o-ft la.

A ag , a cl’ yclgcal vl— g-

f f—ay c. Bu ccuac cag

( cl v), g f cul c

f. A C a Ta a (1999, . 4), “ ccy cag

New York Longitudinal Study

Lg- uy y C a

Ta aly

caacc cl.

easy children

Cal, lax cl;

aca w C a Ta.

difcult children

Rl, al cl;

aca w C a Ta.

slow-to-warmup children

Cl w lw y

ac; ay a gav w

cug ayg w;

aca w C a Ta.

New York Longitudinal Study

Lg- uy y C a

Ta aly

caacc cl.

easy children

Cal, lax cl;

aca w C a Ta.

difcult children

Rl, al cl;

aca w C a Ta.

slow-to-warmup children

Cl w lw y

ac; ay a gav w

cug ayg w;

aca w C a Ta.

goodness o ft

Caly w aal acl av; w wll a

a cl g alg.

goodness o ft

Caly w aal acl av; w wll a

a cl g alg.

Categories o TemperamentTA B L E 6.3

Behaviors Easy Children Difcult Children Slow-to-Warm-Up Children

Acvy lvl Va Lw a Va

Rycy (Rgulay) Vy gula Igula Va

Aac wawal Pv aac Wawal Ial wawal

Aaaly Vy aaal Slwly aaal Aaal

Sy l Hg lw T lw Hg lw

(lvl ula cay

uc a )

Qualy Pv Ngav Slgly gav

Iy ac Lw l I Ma

Dacly Va Va Va

Pc a a a Hg lw Hg lw Hg lw




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g/ f v y cacy vu

vaaly vual a v.”P f x w aal a a xca a xcv

a cal w a cl’ a, al, a caacc.

P f uc a ak y vlal l

(C & Ta, 1987, 1999). A l way ag cc ak

a a cl w y g alg g. (F aal cu

a c, Pua, Sa, & Ra, 2002).

Fally, ac a’ a cl’ a al-

g a g--f la (a ac ly cl),

a aga a gfcac cc sensitive responsiveness.

F xal, a w av , a a aally a . A

xal v v wul a alug a lk

l, lk ycal cac. Hw wll a ac a a w

a ull away, cally vu cl lk g l? Ia

aly u v. Ty gv clu al aa ’ a a’ cl’ gal u aa

that cl; a , ga aal vy uc v a.

sensitive responsiveness

R aly cgz

ag a cl’ av.

sensitive responsiveness

R aly cgz

ag a cl’ av.

EARLY EMOTIONAL DEVELOPMENT

Wl w w wkg c k, u (JFT) lax

y wacg a cky ga lv. Ba cc. W a w c l

ga lay avagly wug ck a a a

a w aly c, vly ju. Nl

ay, a a y a l w w lay, a -

cu vl cu a ll g lay u.

Sll, aacally llua wul l a lay u lv.

Wa wa al vl lay a wul cau

ac ually? D aw l a ucg? O w u

v aw? O, c aga, w ac ac w

w a xlaa acag ac ua au?

F xal, cu vw c ly a’ l

al vl u al cu y a v.

E cvly la a uc c ug. Ra, ’

“y, clca, v, a uf cau ’ all v lac, -

w w cg a ylgy” (Ray, 2001, . 223).

Guided Review

16. A ual aaly Ta a y

.

17. a a f w Nw Yk Lgual

Suy.

18. a vual’ aval yl acg w

v.

19. Caly w aal a cl av kw a

.

20. Kaga’ xlaa a a aaly.

Answers 1 6 . M a r y R o t h b a r t 1 7 . C h e s s , T h o m a s 1 8 . T e m p e r a m e n t

1 9 . g o o d n e s s o f t 2 0 . b i o l o g i c a l




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L El (2000, . 291) cau gac au w

c:

Each child is born with his or her own unique emotional makeup, what we

oten reer to as “temperament.” But this innate bent is then acted upon by

the unique environment in which children are reared—by parents, siblings,

peers, and other caregivers . . . and by the orms o emotional display and

social interactions they see modeled by those around them.

F x g a xc c a “--a-k” vual w a

uqu al .

Defning Emotion

Bu wa w a y emotion? Alug l a yclg av

l a ug fg al a lg a a av

a, llwg f a wa ul al (!) .

F u u, w’ll f a llw:

Emotion is a eeling(s) and its distinctive thoughts, psychological and biolog-

ical states, and range o propensities to act. (Gla, 1995, . 289)

Gla g ak cval qu: I l clay

ac ? Awg w qu, val uaal

al , g w av ac aly.

• Anger: uy, , ay.

• Sadness: g, w, gl, lacly.

• Fear: vu, a, a, g.

• Enjoyment: a, jy, l, lg.

• Love: accac, u, v, aa.

• Surprise: ck, a, aaz, w.

• Shame: gul, aa, fca, ula.

Alug yu ay ag w Gla—wa au l uc a jaluy?—

uc a uuly wll cu c Paul Eka’ cvy a

cfc acal x a, ag, a, a jy a cgz y

l all culu au wl, u uggg uvaly (Eka &

Dav, 1994). Oc Eka a a vlv aav valu

alg w uaal l ak a f u , ag wa

a ak wa f: Lk uaal ak w ac .

Role o Emotions in Development

A yu a au ac aac a aly la yccal

vl, yu ca ua w a cl’ al l al ac. F

xal, cg a aly al vl, E (1998)

f val a a y ac

• Haly al vl l cl f al vual-

y. F xal, g--f wk w xa, C a Ta

(1999) caly u ccy. W ccy—

v vual— lackg, x a al ly a g-

f ay f. E a a v uc

ccy a l al ua vy a -

v a l cl l g au la w wl.

• Dug acy ya, ga aav uc a l

f ag a cl’ xc. F xal, a’




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va aac waw ua a cu-

ca au . W , a laau cal xcag, wc u cal vl. T

al cag l xla wy a a

laguag acy (E, 1998).

Rac a w a f ay a a a v

qualy a cl au a al gal. T ua

aly av, w u caully c culual c ay a

al cuca. Aa a av a avly

wg w culual valu. F xal, a uy Aa a Aca

cl, Cl, Buc, a Taag (2002) u acal c -

al x. A llua, cl U Sa x

ag ly a cl culu. T Aa

cl u a ca l ly a val.

L’ w a cv w vl.I xag aa vau , w u a

dierent ay a ay one . A l, xal, ay

gal jy, c, a cal gg (Saa, Mu, & Ca,

1998). Al, ay ugg lgly cul aa-

ac vau , u ac xlaa how y vl -

cal. Eal vl ccu a ul a a’ al c

c w a clx ac w gwg cgv kll a cal

ac. Tal 6.4 llua g val .

Emotion Regulation

Bu w al kw a a ua w a al xc cal emotion

regulation u lv. I f ya l, a gaually vl aly

z ua a y al ac. Twa vlv: a c la aaac

, a a c c vlvg aag aag-

ga (Ca, Fakl, & Caa, 2004, . 377).

T c gula a cly aac cal a—

cal a ac— yclgcal lau ( Eg, 2006;

Yu wul jy agDal Gla’

akaly cla aaly

, Emotional

Intelligence (1995). Nw

Yk: Baa.

Timetable o Emotional DevelopmentTA B L E 6.4

Age (Months) Emotion Features

B–3

3–6

6–9

9–12

12–18

18–24

Plau, ,gu

Dlg, wa,

ag

Fa, axy,

y, lau

Sag axy,

aa axy

Ela, cuy

Sa, fac

A ag gg a ag

M cfc cfc

ula

E lwly cg a w

cag cgv vl

Cca cu a cagv

Flg cuy a wll-g

cuag xla v

Iga al a cgv au

Suc: Iza, 1994; K, 1993; Luy, 2000; Su, 1979; T & Tav, 2001.




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Saa al., 2006). W w lv a

vl, cc gula a xla w a wy gaz a acla yclgcal c (a, l

lvg, a ) a al wy y ca xc al c (Cl,

Ma, & D, 2004, . 317).

A au c av , ay yclgcal xlaa cl

vl uc wu cgzg ac a va-

. O a l uavlg clxy gula

a f: Wa a ? Wa gula? Df a

lgcally a caal a vlv a u ua cau

xaay valu uvval (Cl, Ma, & D, 2004, . 317),

ca l u aalyz ua a a ulv ac.

E gula, wv, cag aca w acva

— xal, cl cl ag (Cl, Ma, & D, 2004).

Tw y gula a l: f, a gulag, uc a a

cl ucg ag y ac a cl’ vu axy, wc l aalu. T c y gula vlv cgzg a

ca gula, uc a ucg ug l-g. (W ug yu vw

Child Development, 75[2], . 315–394, a xcll cu c.)

Analyzing Emotional Expressions

A cl gw, ccuac a lc cag acally; a

, al xc a ag vay acally. T au a

a 6--l cl w w ckl y a a

16-ya-l’ au a a uy y l y a . W ay lal

“au,” u a?

R al a clx w aa a cl gw. F

xal, a aly a 2 3 ya ag, cl g lay a, gul,a jaluy (Vllg, McElwa, & Mll, 2002). T w g

a cl’ cag cgv auy, a, a y , y av a g

uc l- (Du, 1994). F xal, aa a a

gvg a wg aw cl ay wak a cl’ cc.

Cl’ al cc a g c la cal cc

(Da al., 2003).

A aa, cl u gal w u gulag .

Iul cl ( Ca 10) c a a lag xc aly

l, gly uc y a cl’ a a w v

(aly, cl, ) ac al uu. W c aga

ac cgzg w yccal ac ac av.

Eal vl v gal (v vu g-

av ) cfc—gal v a a uc -

a jy a ; gal gav a a a, gu, ag. T ay g ug f 6 . S a

18 ag (call Pag’ xlaa cgv vl), cay

aa a a aca w a cl’ gwg cgv caacy

l-awa. F uc a aa aa, cl u av

vl a l (Ra, 1994).

The Smile

O f g a ay’ l, wc a aly

a a g a. Y, a Su (1995) , w’ l ’

ca lau a l l a . T l a

uually ga a “al” l cau y lack al wa

u l. By ay’ wk, ua al vc lc a , al




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l, a y x wk gg u cal l aa, cally

ua ac.Tw--l a a c a “l,” wa qu a

cally gfca l g au 3 (Kaga & Fx, 2006). Ba

l cvly a ac—al aw—a aly c ua

cy a a. Ia gaually la a ala ac uually

a lau, a lg c a ky l cug v c-

au a.

Suazg, : Ia l a ay g-ca ul a a ua

g au , a y cv a la w av a

v xal wl. W a l, y lc a

au a g aca ua ac w lau.

A w cclu ca, w wul lk az a cu ac

al vl c ccal ac a k:

Eal x aa aly a , acqu f ag,

a xa aly cau cally acv au alcuca.

This 3-month-old inant is responding

to its mother’s ace by smiling. In these

interactions we see the roots o a

child’s psychosocial development. How

does smiling contribute to psychosocial

development?

Guided Review

21. E a aculaly lul gag uc.

22. Pv al vlal l cl f w .

23. lv a ac cl w a uqu al aku.

24. A w’ l a f a l.

25. Ig a zg al ac call .

Answers 2 1 . a d a p t i v e 2 2 . i n d i v i d u a l i t y 2 3 . E l i o t 2 4 . s o c i a l 2 5 . e m o t i o n r e g u l a t i o n

What is the role o

relationships in psychosocial

development?

• Rla vlv al all

ac vl.

• Ia, a acv a -

vl, l a

la.

• T ua la, w u

aalyz a ua c-

cal ac vlv.

• T vl cal ac-

llw a f

cul.

• Pa’ l xca ac

la w

cl.

How would you assess the

importance o attachment in

psychosocial development?

• Bwly a cllagu, uyg

aa cl

a, f aac a a

a a yccal

vl.

• Aw’ ag ua c-

qu g a cu-

y a a’ aac.

• Aac a c-culual -

a kw ggac

uay.

• Aac vl aly l

a clu yccal

vl.

c h a p t e r 6

R e v i e w

T l la vl

a acv a lac u a-

ua cl’ gw.

F al cac w

v-xag wk lg

a a all ag, cl’ la-

x a wul a cug -

uc c vl.

W a lwly acqug aa au

uc la. F xa-

l, w av w a a

a f ac w

a a w gfca a a-

a aac. T ac

c ac uu la-

a au al vl-

. Rc ac a l

gfca fg au qualy

la.

CONCLUSION & SUMMARY




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c h a p t e

r 6

R e v i e w

• T Adult Attachment Interview

l a qualy acl’ aac.

• T u aac a

a aac cal .

How does temperament

aect the relationship

between parents and

their children?

• Ta a cl’

uqu way acg w

v.

• A a’ a -

aly ac ac w aul.

• T wk C a Ta

l u ua cc g f.

• T aa g f, a

u caly aa ag

yl ac vlal

cag cl.

How do children develop and

control their emotions?

• T a lay a aj l

vl a aaac

.

• A al vl ccu,

cl acqu a cay g al gula.

• Cu ac uc a cul

acg aaac vau

.

• O f g al

av a a’ l.

KEY TERMS

Aul Aac Ivw (AAI)

aac

auy

fcul cl

ay cl

gula

a

lgy

g f

Nw Yk Lgual Suy

ccal ac

v v

lw--wa-u cl

ag ua cqu

yy

ycy

a

1. Hav yu acv a ga

x a a’ al: y-

cal, cal, a yclgcal? D

yu k a a a a w av

c Ca 5 a 6,

yu k a w av v—

ua

cc?

2. Dg yu aw qu-

1, xla w yu a

a’ aca vlg

la. Ta , gv a -

a’ aly l, c, a

WHAT DO YOU THINK?

ak ycal , w uc

cl yu lv a x-

c ac w aul?

3. A yu a au ugc

al vl,

w yu ac vl-

al cul a w -

? D yu k a

a ac kll a

kwlg al accualy

y aaac cfc

a cfc ?

4. Alug May Aw’ -

ac a u l

ac aac -

cal vl, cc a

c a u cau

all u ujc a

lack ca u-

jc’ a. D yu k

a val cc? D y

a qu yu au

uvaly cclu?

1. An extended series o interactions

doesn’t necessarily imply a

.

a. la

. g f

c.

. cuca

CHAPTER REVIEW TEST

2. Which o the ollowing state-

ments is not in agreement with

an understanding o psychosocial

development?

a. All cl a aally

la a .

. Cl aly u

v.

c. Cl gv clu

al.

. Cl, , gag

ccal ac.




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c h a p t e r 6

R e v i e w

3. A true relationship has

a. laguag ac.

. cgv ac.

c. ycal ac.

. all .

4. More sensitive mothers have in-

ants who are more

a. l.

. vu.

c. ac.

. v.

5. Parents and inants both exercise

control over the

a. lg.

. ac.

c. lalg.

. a.

6. What parents see as their

aects parent-child

relationships.

a. ac

. uc

c. ackgu

. l

7. Children’s contrib-

ute signifcantly to their interac-

tions with their environments.

a. ag

. gc. a

. culu

8. Chess and Thomas described a

child with a low intensity o reac-

tions and a somewhat negative

attitude as

a. lw wa-u.

. fcul.

c. ay.

. .

9. Constitutionally based individual

dierences are known as

a. ac.

. aac.c. a.

. aal g.

10. The author o the strange situa-

tion test is

a. Aw.

. Bwly.

c. Bazl.

. Kaga.

11. is a characteristic

that identifes the rhythm that is

established between a parent’s

and an inant’s behavior.

a. Sycy

. Auy

c. Ea

. Syy

12. According to Bowlby,

behavior is any

orm o behavior that results in a

person attaining or maintaining

proximity to some other clearly

identifed individual who is con-

ceived as better able to cope with

the world.

a. ac

. aac

c.

. al

13. Which statement is true?

a. Oly av al

uc aac.

. Fa a ac quly w a.

c. T a v

a-a g.

. N v x

a-a g.

14. The study o behavior in natural

settings is known as

a. lgy.

. ylgy.

c. algy.

. lcula lgy.

15. Bowlby’s work on attachment

began to notice the behavior

o inants who experiencedrom their mothers.

a. a

. aa

c. glc

. aua

16. The true social smile appears at

about months.

a. 8

. 6

c. 4

. 3

17. Which is not a likely explanation

o an inant’s smile?

a. Ia l a ua g

au .

. Ia l a g-ca

ul.

c. Ia l a cvg a

la w

av a xal v.

. Ia l a val

.

18. Inhibiting or minimizing the

intensity o emotional reactions

is known as emotion

a. guac.

. lau.

c. gula.

. -ccug.

19. Chess and Thomas believe that

positive emotions produce a

that leads to sensi-

tive responsiveness.

a. a

. y

c. ccy

. a

20. One o the great adaptive

values o emotions is that they

eelings and shared

experiences.

a. cuca

. ula

c. acualz

.

human development across the lifespan: chapter 6 (2008)

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