Teresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third edition Copyright ©2007 by Pearson Education, Inc. Upper Saddle River,

Teresa M. McDevitt and Jeanne Ellis OrmrodChild Development and Education, third edition

Copyright ©2007 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458

All rights reserved.

Emotional Development

Chapter Eleven

Overview

Erikson’s Theory of Psychosocial Development (TEXTBOOK) Attachment (DISCUSSION)

Emotion Basic Developmental Issues (p. 430)

Temperament and Personality (TEXTBOOK)




Emotions (Affective States) Developmental Changes in Emotions

Infants are born with a few basic emotions Contentment/happiness

By age 6-10 weeks, social smile & cooing Laughter at 3-4 mos By 8 mos, smiling is more associated with familiar people and

events Interest, distress

Anger (7-12 mos) Fear (6 mos)

Violation of expectation, loss of control Stranger anxiety, separation anxiety Why does stranger/separation anxiety eventually decline?




Later developing Emotions: Self-conscious emotions Age 18-24 mos, increased awareness of

social standards and other people’s concerns about these standards; strongly influenced by childrearing practicesGuiltShameEmbarrassmentPrideEmpathyEnvy

Emotions (Affective States) Developmental Changes in Emotions

Infants tend to respond to others’ emotions Emotion contagion Research: infant looks away from caregiver’s sad, fearful

expressions; held longer interest in caregiver’s angry face Children’s actions are guided by others’ emotional

expressions Social referencing

Children gradually learn to reflect on and regulate their emotions (emotional regulation)

Learn emotion words and conditions for use Acquire more coping strategies; observe role models Learn social display rules

Development of empathy




Anxieties of AdolescenceEnvironmental factors (new situations)Needs and desires may conflict with parents’Peer pressure

Emotions Group Differences in Emotions

There are no marked gender differences in infancy During the early childhood years,

boys are more likely to show anger than girls girls are more likely to dwell on problems

Cultural differences are apparent Asian children tend to be more shy Certain African cultures value sociability Cultural responses to negative emotions also varies

Children from lower SES are more likely to have emotional difficulties

Middle and higher-income children may be exposed to unrealistic developmental expectations




Emotions Emotional Problems in

Children and Adolescents A lot of negative emotional

experiences can negatively impact children’s coping skills

Both nature and nurture impact emotional problems

Depression Emotional condition Characterized by

significant sadness or hopelessness

Biological basis Extreme cases may create

a risk for suicide

Anxiety Disorder Emotional condition Characterized by

excessive worry Chronic in nature

Conduct Disorder Emotional condition Characterized by a

disregard for others’ rights Chronic in nature May manifest itself

differently depending on gender and age of onset




Nature & Nurture: Attachment and Emotional DevelopmentAttachment Nature:

Infants biologically predisposed to bond to caregiver Caregivers predisposed to care for offspring

Nurture: Caregivers learn ways to parent from community and culture

Emotional Development Nature:

basic emotions, temperament Nurture:

ways that emotions are expressed are learned from family and culture, children learn to control negative emotions

Universality & Diversity: Attachment and Emotional DevelopmentAttachment Universality:

Predisposition to form close bonds

Diversity: But not all caregiver-infants form secure attachments

Emotional Development Universality

basic emotions present in all infants

Diversity how children learn to regulate

Qualitative/Quantitative Change: Attachment and Emotional Development

Attachment Qualitative:

Onset of Stranger anxiety Quantitative:

Children gradually become more active as social partners, increasing attachment & emotional competence

Emotional Development Qualitative

Emergence of self-conscious emotions; learning social rules for emotion expression

Quantitative Gradual increase in emotion knowledge and assessing others’ emotions

Teresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third edition Copyright ©2007 by Pearson Education, Inc. Upper Saddle River,

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