{"id":3807,"date":"2018-07-21T20:50:31","date_gmt":"2018-07-22T00:50:31","guid":{"rendered":"https:\/\/www.amyork.ca\/academic\/zz\/?p=3807"},"modified":"2019-05-25T22:17:39","modified_gmt":"2019-05-26T02:17:39","slug":"7-social-and-personality-development-in-infancy","status":"publish","type":"post","link":"https:\/\/www.amyork.ca\/academic\/zz\/child-psychology\/7-social-and-personality-development-in-infancy\/","title":{"rendered":"Social and Personality Development in Infancy"},"content":{"rendered":"<ul>\n<li>Forming the Roots of Sociability<\/li>\n<li>Emotions in Infancy: Do Infants Experience Emotional Highs and Lows?<\/li>\n<li>Across every culture, infants show similar facial expressions relating to basic emotions.\n<ul>\n<li>Nonverbal encoding \u2013 nonverbal expressions of emotional state<\/li>\n<li>Consistent across ages \u2013 born with ability<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Maximally Discriminative Facial Movement Coding System (MAX) \u00ad<\/p>\n<ul>\n<li>Experiencing Emotions<\/li>\n<li>a) The fact that children display nonverbal expressions in a manner similar to that of adults does not necessarily mean that their actual experience is identical.\n<ul>\n<li>Expressions may be emotionless \u2013 most developmentalists don\u2019t agree<\/li>\n<li>Most developmental researchers argue that the nonverbal expressions of infants represent actual emotional experiences.<\/li>\n<li>Expressions may help regulate emotions<\/li>\n<li>Degree of expressivity variable, and there are cultural differences.<\/li>\n<\/ul>\n<\/li>\n<li>Stranger Anxiety and Separation Anxiety\n<ul>\n<li>Stranger anxiety\u00ad begins at around 6 months of age; caution and wariness displayed by infants when encountering a strange person.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>\uf09f\u00a0\u00a0\u00a0\u00a0 Due to the increased cognitive abilities of infants, allowing them to separate whom they know from whom they don\u2019t.<\/p>\n<p>\uf09f\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <em>Can\u2019t predict actions of strangers \u00ad anxiety<\/em><\/p>\n<p>\uf09f\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Although common, significant differences exist between children. \uf09f\u00a0\u00a0\u00a0\u00a0\u00a0 Less afraid of females\/less afraid of strange kids<\/p>\n<ul>\n<li>Separation anxiety is the distress displayed by infants when a customary care provider departs. 8\u00ad9 months.<\/li>\n<\/ul>\n<ul>\n<li>Smiling\n<ul>\n<li>Early smiles \u2013 6\u00ad9 weeks \u2013 usually directed at things they like.<\/li>\n<li>The social smile \u2013 smiling in reference to other individuals. Smiles become more directed toward by 18 months.<\/li>\n<\/ul>\n<\/li>\n<li>Decoding Others\u2019 Facial and Vocal Expressions\n<ul>\n<li>Infants are able to use nonverbal decoding \u00ad discriminate facial and vocal expressions of emotion early in infancy.\n<ul>\n<li>Their ability to tell emotions from vocalizations start first <u>\u2013 hearing better than sight<\/u><\/li>\n<li>After about 8 weeks, infants can begin to discriminate among facial expressions of emotions and respond to differences in types and intensity of emotions conveyed by facial expressions.<\/li>\n<li>By the age of 4 months, infants may be able to understand the emotions that lie behind facial and vocal expressions of others.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Infants will respond with distress to mother\u2019s unusual facial expressions(blank, unresponsive, neutral)<\/p>\n<ul>\n<li>Unusual facial expression \u2013 mothers showed blank faces.<\/li>\n<\/ul>\n<ul>\n<li>Social Referencing: Feeling What Others Feel\n<ul>\n<li>Social referencing is the intentional search for information about others\u2019 feelings to help explain the meaning of uncertain circumstances and events.<\/li>\n<li>a) 8\u00ad9 months. Key on facial expressions; give an infant a new toy, if primary caregiver looks horrified when infant approaches, they will stop \u2013 use mom\u2019s reaction to react themselves.<\/li>\n<li>Two Explanations of Social Referencing \u2013\n<ul>\n<li>Observing facial expressions brings about emotion in self.<\/li>\n<li>Facial expression provide information<\/li>\n<\/ul>\n<\/li>\n<li>The Development of Self: Do Infants Know Who They Are?\n<ul>\n<li>When we are first born, we don\u2019t recognize that we exist as an individual, separate from the world around us.<\/li>\n<li>Self\u00adawareness \u2013 knowledge about themselves; begins at around 12 months.<\/li>\n<li>Self\u00adawareness is assessed by the <em>mirror and rouge<\/em><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>*Primary caregivers wipes rouge on infant\u2019s nose and place them in front of mirror. Before 15 months, babies do not realize that the reflection is them. 17\u00ad24 months, the babies try t wire the rouge away from their face.<\/p>\n<p>In an experiment known as the &#8220;rouge test,&#8221; mothers wiped a bit of rouge on the noses of their children and placed them in front of a mirror. Before 15 months, children look at the reflection and see a red spot on the nose in the mirror, but they don&#8217;t realize that the red spot is on their own nose.<\/p>\n<ul>\n<li>Theory of Mind: Infants\u2019 Perspectives on the Mental Lives of Others\u2014and Themselves 1. Theory of mind\u00ad knowledge\/beliefs about how mind functions, influences behaviors<\/li>\n<li>a) Infants see others as compliant agents\u00ad similar beings who behave under own power; respond to infant.<\/li>\n<li>By age 2, infants demonstrate empathy, an emotional response that corresponds to the feelings of another person. They will often try to comfort others who seem to be in pain or sad.<\/li>\n<li>Forming Relationships<\/li>\n<li>Attachment: Forming Social Bonds Attachment \u2013 emotional bond with another person<\/li>\n<\/ul>\n<p>infants seek physical closeness; distress when PC leaves. Why? PC feeds infant, transfers good feelings of being fed to PC. Bowlby\u00adwant to be close for protection.<\/p>\n<p>Theorists used to believe that infants became attached to primary caregiver because primary caregiver fed them.\u00a0 Over time, infant transfers good feelings of being fed\/cared for to attachment figure.<\/p>\n<p>However, in a series of controversial experiments conducted in 1960s, Harlow demonstrated the powerful effects of physical contact. By showing the devastating effects of deprivation on young rhesus monkeys, Harlow revealed the importance of a mother&#8217;s love for healthy childhood development. His experiments were often unethical and shockingly cruel, yet they uncovered fundamental truths that have heavily influenced our understanding of child development.<\/p>\n<p>The Wire Mother Experiment: Harlow\u2019s most famous experiment involved giving young rhesus monkeys a choice between two different &#8220;mothers.&#8221; One was made of soft terrycloth, but provided no food. The other was made of wire, but provided food from an attached baby bottle. These rhesus monkeys were separated from their own mother and \u201craised\u201d with one of the two fake mothers.<\/p>\n<p>In a later experiment, Harlow demonstrated that young monkeys would also turn to their cloth surrogate mother for comfort and security, but would feed from the wire mother. Security and comfort \u2013 would explore strange room in her presence. Mother removed \u2013 infants froze up, crouched, rocked, screamed, and cried.<\/p>\n<p>Attachment Differences<\/p>\n<p>Ainsworth&#8217;s &#8220;Strange Situation&#8221; \u00ad In the study, researchers observed children between the ages of 12 and 18 months as they responded to a situation in which they were briefly left alone and then reunited with their mothers.<\/p>\n<ul>\n<li>Mother and baby are alone in an unfamiliar room with toys.<\/li>\n<li>Mother sits down and baby is free to explore and play with the toys.<\/li>\n<li>An unfamiliar adult enters the room.<\/li>\n<li>Mother leaves the room; the baby stays with the unfamiliar adult.<\/li>\n<li>Mother comes back into the room; the stranger leaves.<\/li>\n<li>Mother leaves baby alone in the room.<\/li>\n<li>Stranger comes back instead of mother.<\/li>\n<li>Stranger leaves and mother comes back into the room.<\/li>\n<\/ul>\n<p>Patterns of Attachment (Parenting style doesn\u2019t always predict\/cause attachment style)<\/p>\n<ul>\n<li>Secure Attachment \u2013 distress upon separation; joy upon return\u00ad Knows PC will return, seek PC when frightened.<\/li>\n<li>Ambivalent Attachment \u2013 very distressed when PC leaves; may seek proximity while twisting away.<\/li>\n<li>Avoidant Attachment \u2013 no distress when PC leaves; no proximity seeking upon return; abusive and neglectful PC<\/li>\n<li>Disorganized Attachment \u2013 confusing mix of behaviors; inconsistent behavior from PC.<\/li>\n<\/ul>\n<p>Problems with Attachment<\/p>\n<p>The monkeys in Harlow\u2019s study showed grave social deficits as adults. Aggressive or fearful around other monkeys. Females that he was able to breed either abused or abandoned her offspring. The males did not have the socialization that was expected of their mating behavior, instead they raped.<\/p>\n<p>What happens to children who do not form secure attachments? Research suggests that failure to form secure attachments early in life can have a negative impact on behavior in later childhood and throughout the life. Kids with oppositional\u00addefiant disorder, conduct disorder, and post\u00adtraumatic distress disorder often show attachment problems.<\/p>\n<p>reactive attachment disorder \u2013 extreme difficulties forming attachments. Attach to no one or they attach to anyone.<\/p>\n<p>While attachment styles displayed in adulthood are not necessarily the same as those seen in infancy, research indicates that early attachments can have a serious impact on later relationships. E. Infant Interactions: Developing a Working Relationship 1. Infants may develop multiple attachment relationships.<\/p>\n<ul>\n<li>The development of relationships occurs according to the mutual regulation model\u2013 infants\/parents learn to communicate emotional states, response properly. Turn taking games\/ cues from facial expressions.<\/li>\n<li>Attachment is further increased by the process of reciprocal socialization\u00ad infant\u2019s behaviors invite further responses; same for caregivers.<\/li>\n<li>Infants\u2019 Sociability with Their Peers: Infant\u00adInfant Interaction o Infants react positively to the presence of other infants. o More interest in babies than objects o 1 year \u2013 share toys o 14 moths \u2013 imitate each other o Learn new skills and behaviors.<\/li>\n<\/ul>\n<p>III.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Differences Among Infants<\/p>\n<ul>\n<li>Personality Development: The Characteristics That Make Infants Unique\n<ul>\n<li>The origins of personality, the sum total of the enduring characteristics that differentiate one individual from another, begin in infancy.<\/li>\n<li>Erik Erikson\u2019s theory of psychosocial development considers how individuals come to understand themselves and the meaning of others\u2014and their own\u2014behavior.\n<ul>\n<li>Infancy marks the time of the trust\u00adversus\u00admistrust stage (birth to 18 months) \u2013 depends largely on how well and promptly the primary care provider meets infants needs<\/li>\n<li>In late infancy (1\u00bd to 3 years) children enter the autonomy\u00adversus\u00adshame\u00adanddoubt stage\u00ad doubtful of own abilities if overprotected\/inhibited.<\/li>\n<\/ul>\n<\/li>\n<li>Erikson \u2013 personality largely shaped by infant experiences.<\/li>\n<li>A lot of personality present at birth, before social interactions.<\/li>\n<\/ul>\n<\/li>\n<li>Temperament: Stabilities in Infant Behavior\n<ul>\n<li>Temperament\u00ad patterns of emotionality\/arousal. How kids behave, not what they do or why.<\/li>\n<li>Temperament is not fixed and unchangeable.<\/li>\n<li>Child\u00adrearing practices can modify temperament significantly.<\/li>\n<li>Temperament shows stability from infancy through adolescence.<\/li>\n<li>There are several dimensions to temperament.\n<ul>\n<li>Activity level \u2013overall movement<\/li>\n<li>Irritability \u2013 easy going or easily disturbed<\/li>\n<li>Adaptability \u2013 how well they react to changes in environment<\/li>\n<li>Approach\/withdrawal \u2013 how they handle new people\/objects<\/li>\n<li>Rhythmicity \u2013 regularity of biological cycles<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Categorizing Temperament: Easy, Difficult, and Slow\u00adto\u00adWarm Babies<\/li>\n<li>a) Thomas, and Chess (1980) describe three profiles of temperament.\n<ul>\n<li>Easy babies \u2013 positive, regular, adaptable, curious, moderate to low emotionality. About 40% of all babies<\/li>\n<li>Difficult babies \u2013 fairly negative, slow to adapt, withdrawal, 10%<\/li>\n<li>Slow\u00adto\u00adwarm babies \u2013 calm, slightly negative, slow to adapt, withdrawal. 15%<\/li>\n<\/ul>\n<\/li>\n<li>The consequences of Temperament: Does Temperament Matter?<\/li>\n<li>a) No temperament is inherently good or bad.\n<ul>\n<li>Long\u00adterm adjustment depends on the goodness\u00adof\u00adfit\u00ad between the temperament of baby and the environment PC provides.<\/li>\n<li>A key determinant is the way parents react to the infant\u2019s behavior.<\/li>\n<li>Easy to lose your cool with difficult baby.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li>Gender: Boys in Blue, Girls in Pink\n<ul>\n<li>An infant\u2019s gender, the sense of being male or female, has effects throughout life.\n<ul>\n<li>The term \u201cgender\u201d does not mean the same thing as \u201csex.\u201d Gender is actually a social construct. Sex \u2013 sexual anatomy.<\/li>\n<li>We project those roles onto infant<\/li>\n<li>Fathers spend more time with sons \u2013 rough play<\/li>\n<li>Mothers spend more time with daughters \u2013 traditional baby games<\/li>\n<li>Differing social experiences.<\/li>\n<\/ul>\n<\/li>\n<li>Gender Differences\n<ul>\n<li>There is a considerable amount of disagreement about extent and causes of gender difference, but some differences are clear from the time of birth.<\/li>\n<li>Males \u2013 more active, fussier; more disturbed sleep; more irritable; more variability within the males?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Boys are encouraged more to explore\/Girls are protected(prenatal hormones)<\/p>\n<ul>\n<li>Gender Roles\n<ul>\n<li>Gender differences emerge more clearly as children age, and become increasingly influenced by the gender roles that society sets out for them.<\/li>\n<li>Prefer different toys. Is that innate, or socially determined?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Society tends to be more concerned with a male preferring a \u201cfemale toy\u201d or activity than a female choosing a \u201cmale toy\u201d or activity<\/p>\n<ul>\n<li>By age of 2, boys are more independent, less compliant<\/li>\n<li>Boys encouraged to explore, girls protected. Prenatal hormones<\/li>\n<\/ul>\n<h3>Family Life in the 21st Century<\/h3>\n<p>Statistics about family life show that today infants are being raised in stressful environments.<\/p>\n<p>More single parent households<\/p>\n<p>Over \u00bd of infants have mothers who work outside the home.<\/p>\n<ul>\n<li>in 3 children live in poverty.<\/li>\n<\/ul>\n<ul>\n<li>How Does Infant Child Care Affect Later Development?<\/li>\n<li>Many children are cared for outside the home for a portion of the day.\n<ul>\n<li>Thirty percent of preschool children whose mothers work outside the home spend their days in day care centers.<\/li>\n<li>Overall, more than 80 percent of infants are cared for by people other than their mothers during the first year of life.<\/li>\n<li>Majority start day care before 4 months; 30 hours a week.<\/li>\n<li>High quality day care only slightly different from home care; can be beneficial<\/li>\n<li>More social interactions; more money.<\/li>\n<li>Low quality day care \u2013 may mean kids are less securely attached<\/li>\n<li>Especially if multiple caregivers, unresponsive moms<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Longer hours are problematic as well \u2013 ideally, less than 40 hours a week.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Forming the Roots of Sociability Emotions in Infancy: Do Infants Experience Emotional Highs and Lows? Across every culture, infants show similar facial expressions relating to basic emotions. Nonverbal encoding&hellip; <a class=\"continue\" href=\"https:\/\/www.amyork.ca\/academic\/zz\/child-psychology\/7-social-and-personality-development-in-infancy\/\">Continue Reading<span> Social and Personality Development in Infancy<\/span><\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[97],"tags":[],"_links":{"self":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/3807"}],"collection":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/comments?post=3807"}],"version-history":[{"count":2,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/3807\/revisions"}],"predecessor-version":[{"id":4777,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/3807\/revisions\/4777"}],"wp:attachment":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/media?parent=3807"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/categories?post=3807"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/tags?post=3807"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}