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