Paper Requirement
2 pages
Paper Requirement Directions:
For the purpose of this TWO PAGE equivalent, double-spaced paper, examine ALL STAGES OF YOUR LIFE. Some of you might not know very much about your infancy and/or do not have anyone to ask regarding this part of your life. If this is the case, find a concept that you think could have happened to you during your first two years of life. If you arent currently in middle or late adulthood, find a concept that you think will apply to you and your life in the future. You will cut and paste your paper into Canvas, so just try to get the formatting as close to accurate as you can within the confines of Canvas.
For Chapter 20, Death, Dying and Bereavement, find a concept that is important to you.
Review your life and apply ONE concept (it can be any concept we have discussed in modules, discussions, videos, textbook, etc.. makesureto provide an in-text citation on where you got your information from and also provide an APA style reference for these ideas at the end of your paper in your references section, otherwise it is considered plagiarism!). You will apply onedifferentconcept from EACH of the following periods of life, listed in the chapters below. Therefore, you will have a total of 8 concepts to apply to yourself. For example, for Period 6 you may choose to discuss the concept of puberty and will talk about your own experiences with puberty. For Period 7, you may choose to discuss the concept of palliative care and will talk about how you anticipate how you may need palliative care.
Period 1. Ch 4, 5, 6 INFANCY (First 2 Years) [5 pts]
Period 2. Ch 7, 8 EARLY CHILDHOOD (2 5 Years) [5 pts]
Period 3. Ch 9, 10 MIDDLE TO LATE CHILDHOOD (5 12 Years) [5 pts]
Period 4. Ch 11, 12 ADOLESCENCE (12 20 Years) [5 pts]
Period 5. Ch 13, 14 EARLY ADULTHOOD (20 40 Years) [5 pts]
Period 6. Ch 15, 16 MIDDLE ADULTHOOD (40 65 Years) [5 pts]
Period 7. Ch 17, 18, 19 LATE ADULTHOOD (65 Years and Beyond) [5 pts]
Period 8. Ch 20 DEATH, DYING AND BEREAVEMENT [5 pts]
Please put the concept you are defining and applying in Bold andUnderlineit too.
Be sure to provide APA style In-text citations for all ideas that are not your own (5 pts) and an APA style references section at the end (5 pts). Please see the link provided under Announcements on APA style to help guide you if you are unfamiliar with APA style. Chapter 5:
Cognitive Development in Infancy
Learning Goals
Learning Goal 1: Summarize and evaluate Piagets theory of infant development.
A. Discuss cognitive processes in infancy.
B. Explain sensorimotor stage.
C. Evaluate Piagets sensorimotor stage.
Learning Goal 2: Describe how infants learn, remember, and conceptualize.
A. Discuss the role of conditioning in learning and remembering.
B. Define infant attention.
C. Describe memory in infancy.
D. Explain how imitation assists in infant learning.
E. Discuss concept formation and categorization.
Learning Goal 3: Discuss infant assessment measures and the prediction of intelligence.
A. Describe and discuss measures of infant development.
B. Discuss the concept of predicting intelligence.
Learning Goal 4: Describe the nature of language and how it develops in infancy.
A. Define language.
B. Define and discuss languages rule system.
C. Describe how language develops.
Piagets Theory of Infant Development
Video Clip
Introduction to Piaget
http://www.youtube.com/watch?v=lEam9lpa6TQ
Cognitive Processes
Piaget proposed that we build mental structures that help us adapt to the world
Piaget stressed that children actively construct their own cognitive worlds through
interaction with the environment. Think about your interaction with the world when you
were this age. You were sucking, biting, grasping, looking, hearing all the while, learning
about the world around you.
Systematic changes in childrens thinking occur at different points in their development
http://www.youtube.com/watch?v=lEam9lpa6TQ
Schemes: actions or mental representations that organize knowledge. A babys schemes
are structured by simple actions that can be performed on objects such as sucking,
looking, and grasping. Other children have schemes that include strategies and plans for
solving problems. By the time we reach adulthood, we develop a number of diverse
schemes ranging from how to drive a car to balance a budget.
Cognitive Processes
Assimilation: occurs when children use their existing schemes to deal with new
information or experiences
Accommodation: occurs when children adjust their schemes to take new information and
experiences into account
Think about a toddler who has learned the word car to identify the familys car. The
toddler might call all moving vehicles cars, including motorcycles and trucks. The child has
assimilated these objects to his or her existing scheme. But the child soon learns that
motorcycles and trucks are not cars and fine tunes the category to exclude motorcycles
and trucks, accommodating the scheme.
According to Piaget, individuals go through four stages of development
Cognition is qualitatively different from one stage to another
Sensorimotor Stage: infant cognitive development lasting from birth to 2 years
Infants understand the world through their sensory experiences
What is this baby learning through his sensory
experiences?
Cognitive Processes
Object Permanence: the understanding that objects continue to exist even when they
cannot be seen, heard, or touched
Developed by the end of the sensorimotor period
Studied by watching infants reaction when an interesting object disappears
OBJECT PERMANENCE. Piaget argued that object permanence is one of infancy’s landmark
cognitive accomplishments. For this 5-month-old boy, out-of-sight is literally out of mind. The
infant looks at the toy monkey (top), but, when his view of the toy is blocked (bottom), he does
not search for it. Several months later, he will search for the hidden toy monkey, an action
reflecting the presence of object permanence.
Evaluating Piagets Sensorimotor Stage:
Piaget was not specific enough about how infants learn about their world
Conditioning and Attention
Conditioning:
Rovee-Collier (1997) demonstrated that infants can retain conditioning experiences.
This baby learned that if it kicked her foot, she could move the mobile. One month
later, when placed in the same crib, she will start spontaneously kicking, as if she
remembers doing the behavior in the past.
Attention: the focusing of mental resources on select information
Newborns can detect and fix their attention on contours of faces, etc
4-month-olds can scan more thoroughly and show selective attention
Conditioning and Attention
Infants attention is strongly governed by novelty and habituation
Habituation: decreased responsiveness to a stimulus after repeated presentations
Dishabituation: increased responsiveness after a change in stimulation
http://www.youtube.com/watch?v=UiB2ZX1phmc
Habituation is studied to determine the extent to which infants can see, hear, smell, taste,
and experience touch
Take a moment:
What was your first memory? How old were you?
Memory
Memory: retention of information over time
Encoding: the process by which information gets into memory
Implicit memory: memory without conscious recollection
Skills and routine procedures that are performed automatically
Explicit memory: conscious memory of facts and experiences
Occurs in infants after 6 months
Maturation of hippocampus and surrounding cerebral cortex
Memory
Infantile or childhood amnesia: inability to recall memories of events that occurred before
3 years of age
May be caused by immaturity of prefrontal lobes of the brain. Chances are, you
cannot remember anything prior to age 3.
What are some of the problems with asking people to recall their earliest memories?
o Difficult to accurately date memories
o Reporting of false memories
o Confusion between memories of events and what people have told them about the
event
o Imagining the event
o Cannot validate the memories
Memory
Imitation:
Meltzoff: infants imitative abilities are biologically based and are characterized by
flexibility and adaptability
Deferred Imitation: imitation that occurs after a time delay of hours or days
Piaget: deferred imitation does not occur until about 18 months
Meltzoff: research suggests it can occur as early as 9 months
Deferred Imitation: Meltzoff demonstrated that 9 mo old infants could imitate actions
such as pushing a recessed button in a box, which produced a beeping sound, that they
had seen performed 24 hours earlier.
Measures of Infant Development
Individual differences in infant cognitive development are important
Development testing emphasizes norms
Infant assessments mostly based on assessment scales and intelligence tests
Gesell Test has four categories of behavior: motor, language, adaptive, and
personalsocial
Bayley Scales of Infant Development has three components: mental scale,
motor scale,
and infant behavior profile
Fagan Test of Infant Intelligence focuses on infants ability to process
information
Predicting Intelligence
Scores on infant tests are not highly correlated with IQ scores in childhood
Components of tests are very different
Exception: Fagan test
Measures of habituation and dishabituation are linked to intelligence in
childhood and adolescence
Unlike the Gesell and Bayley scales, the Fagan test is correlated with measures of
intelligence in older children. In fact, evidence is accumulating that measures of
habituation and dishabituation are linked to intelligence in childhood, adolescence, and
even adulthood (Fagan, Holland, & Wheeler, 2007; Kavsek, 2004). One study revealed that
habituation assessed at 3 or 6 months of age was linked to verbal skills and intelligence
assessed at 32 months of age (Domsch, Lohaus, & Thomas, 2009). It is important,
however, not to go too far and think that connections between cognitive development in
early infancy and later cognitive development are so strong that no discontinuity takes
place. Some important changes in cognitive development occur after infancy, changes
that we will describe in later chapters.
Your Baby Can Read Infomercial
Is it important to teach your baby to read? Why or why not?
Question to consider:
What are the potential advantages and disadvantages of knowing an infants intellectual
abilities?
Language Development
Wild or feral children are raised in isolation and are unable to recapture normal language
development despite intensive intervention later
Victor, Wild Boy of Aveyron
Genie: 13-year-old found in 1970 in Los Angeles who couldnt speak:
http://www.english.iup.edu/mmwimson/Syllabi/721/Genie.htm
Both cases raise questions about biological and environmental determinants of
language
Language: a form of communication whether spoken, written, or signed that is based
on a system of symbols
http://www.english.iup.edu/mmwimson/Syllabi/721/Genie.htm
Infinite Generativity: the ability to produce an endless number of meaningful
sentences using a finite set of words and rules
Language Development
Language develops in infants throughout the world along a similar path and sequence
Recognizing language sounds
With age, infants get better at perceiving the sounds in their own language and
worse at distinguishing sounds in other languages
Detecting boundaries between words
Occurs by about 8 months
Babbling and other vocalizations
Crying
Cooing
Babbling
Gestures are used by about 8 to 12 months
Pointing, waving bye-bye
First words (what was yours?):
Children understand first words earlier than they speak them
On average, a child understands about 50 words at age 13 months but cant speak 50
words until 18 months
Children typically speak their first word at 1015 months
Language Development
Vocabulary spurt begins at approximately
18 months of age
Overextension and underextension of words are common
Overextension: tendency to apply a word to objects that are inappropriate for
the words meaning. Dada for father but also other men.
Underextension: tendency to apply a word too narrowly. Child might use the
word boy to describe a 5 year old neighbor, but not apply the word to a male
infant or to a 9 year old male.
Two-word utterances occur at about 1824 months
Telegraphic speech: use of short and precise words without grammatical
markers
Language Development
Environmental Influences:
Behaviorists claim language is a complex learned skill acquired through responses
and reinforcements
Childrens vocabulary is linked to family socioeconomic status (poorer kids have
smaller vocabularies than wealthier kids) and the type of talk parents direct toward
their children
Researchers have also found that the child’s vocabulary development is linked to the
family’s socioeconomic status and the type of talk that parents direct to their children.
Betty Hart and Todd Risley (1995) observed the language environments of children whose
parents were professionals and children whose parents were on welfare (public
assistance). Compared with the professional parents, the parents on welfare talked much
less to their young children, talked less about past events, and provided less elaboration.
Child-Directed Speech: language spoken in a higher pitch than normal with simple words
and sentences
Captures infants attention and maintains communication
Three strategies to enhance childs acquisition of language:
Recasting: rephrasing something the child has said. If the child says, The dog was
barking, the adult can respond by asking, When was the dog barking. Effective
recasting lets the child indicate an interest and then elaborates on that interest.
Expanding state: repeating what the child has said but in correct structure
Child: Doggie eat; Parent- Yes, the doggie is eating.
Labeling: identifying the names of objects. Much of the childs early vocabulary is
motivated by this adult pressure to identify the words associated with objects.
Children vary in their ability to acquire language
Linguist Naomi Baron (1992) in Growing Up with Language, and more recently Ellen Galinsky
(2010) in Mind in the Making, provided ideas to help parents facilitate their infants’ and
toddlers’ language development. A summary of their ideas follow:
Be an active conversational partner. Talk to your baby from the time it is born. Initiate
conversation with the baby. If the baby is in a day-long child-care program, ensure that the
baby receives adequate language stimulation from adults.
Talk in a slowed-down pace and don’t worry about how you sound to other adults when
you talk to your baby. Talking in a slowed-down pace will help your baby detect words in
the sea of sounds they experience. Babies enjoy and attend to the high-pitched sound of
child-directed speech.
Use parent-look and parent-gesture, and name what you are looking at. When you want
your child to pay attention to something, look at it and point to it. Then name itfor
example, you might say, Look, Alex, there’s an airplane.
When you talk with infants and toddlers, be simple, concrete, and repetitive. Don’t try to
talk to them in abstract, high-level ways and think you have to say something new or
different all of the time. Using familiar words often will help them remember the words.
Play games. Use word games like peek-a-boo and pat-a-cake to help infants learn
words.
Remember to listen. Since toddlers’ speech is often slow and laborious, parents are
often tempted to supply words and thoughts for them. Be patient and let toddlers express
themselves, no matter how painstaking the process is or how great a hurry you are in.
Expand and elaborate language abilities and horizons with infants and toddlers. Ask
questions that encourage answers other than yes” or no.” Actively repeat, expand, and
recast the utterances. Your toddler might say, Dada. You could follow with, Where’s
Dada? and then you might continue, Let’s go find him.
Adjust to your child’s idiosyncrasies instead of working against them. Many toddlers
have difficulty pronouncing words and making themselves understood. Whenever possible,
make toddlers feel that they are being understood.
Resist making normative comparisons. Be aware of the ages at which your child reaches
specific milestones (such as the first word, first 50 words), but do not measure this
development rigidly against that of other children. Such comparisons can bring about
unnecessary anxiety.
It is a good idea for parents to begin talking to their babies at the start. The best language
teaching occurs when the talking begins before the infant becomes capable of intelligible
speech. What are some other guidelines for parents to follow in helping their infants and
toddlers develop their language skills?
To Sign or Not to Sign?
Child development experts agree that it is a good idea for parents to begin talking to their
babies from the moment of birth. From that moment on, babies are learning language.
Why wait until babies can speak to teach them to communicate with the caregivers? Why not
teach them sign language and communicate with them in sign language when they are 4 or 6
months old?
Controversial at the time it was first suggested a few years ago, teaching babies to sign has
plenty of supporters and many companies are willing to train you and your baby to sign. In fact,
the only resistance comes from those who fear that parents may feel under pressure to learn
sign language in order to make sure their babies get the claimed jump start on language
development.
The idea of teaching hearing babies to sign first came to researcher Joseph Garcia when he saw
a 10 month-old infant in conversation with its mother. He thought, why cant every child learn
this? His idea took off, and is supported by child education experts. A benefit of sign language
would be to enable babies to express themselves during those first six months or more when
they are yet to learn their first word. Experts say babies and caregivers are less frustrated,
because they can express their needs and wishes. It is also believed that signing babies become
more adept at spoken language earlier. Some suggest that IQ scores are higher among babies
who signed before speaking by as many as 10-12 points.
In an article in the British Psychological Societys The Psychologist Gwyneth Doherty-Sneddon
has considered in detail the theoretical bases behind the growth of this phenomenon and some
of the claims made by its supporters. She points out that baby signing is not entirely new.
Variants have been used by speech and language therapists for decades with children who have
impairments to their speech, their cognitive abilities, or both.
While baby signing promoters claim various benefits verified in experimental research, there is
in fact a dearth of research. An American team led by Acredolo and Goodwyn has been
responsible for driving research into the effects of baby signing on child development. They
claim babies readily acquire symbolic gestures when exposed to enhanced gesture training.
They also propose that those taught to sign reap such rewards as:
Larger expressive and receptive oral-language vocabularies
More advanced mental development
A reduction in problematic behavior like tantrums resulting from frustration
Improved parentchild relationships
The mechanisms underlying these benefits are proposed to include:
An increased number of episodes of joint visual attention during interactions between
parents and toddlers, known to be associated with improved language skills
Empowering the infant to focus the topic and context of conversation
The discussion and clarification of concepts
Added practice with the symbolic function.
Doherty-Sneddon claims a key issue is ensuring that sufficient and appropriately designed
research is available to back the claims made in relation to baby signing. Certainly, research into
the effects of baby signing needs better control groups, such as children who are involved in
equally interesting and fun activities based around adult and child language interaction, but not
baby signing.
Volterra et al. (2006) conclude enhanced gesture input for hearing children is a catalyst for
gesture acquisition, and especially the use of representational form and hence symbolic
communicative function. They add that this enhancement is short-lived (to between 12 and 15
months of age). Doherty-Sneddon argues, however, that this timescale represents only a
general norm. The enhancement and advantage is far more extended in the many toddlers who
do not speak until well after their second birthdays.
Doherty-Sneddon concludes by arguing there are three different levels of support for the
benefits of baby signing:
Indicative, if not evidentially strong, evidence from baby signing research
Related evidence from deaf sign and hearing gesture/language research
Compelling anecdotal support from families who have embraced the approach
Have you ever heard of it? Would you want to learn sign language in order to teach their babies
to sign?
Visit:
Baby Signing and Language Development
http://www.literacytrust.org.uk/talktoyourbaby/signing.html#talk
Baby Sign: A Report from the Canadian Broadcasting Company
http://www.cbc.ca/news/background/babysign/
How well do toys facilitate infant learning?
Check out the following link that lists 10 questions developed by toy manufacturer
Fisher-Price to test the IQ of six- to 12-month-old babies:
http://webcenters.netscape.compuserve.com/homerealestate/package.jsp?name=fte/predi
ctbabysiq/predictbabysiq
Does the test really offer parents valid information about their child’s intelligence and level
of developmental milestones or is it designed to sell more stuff to already paranoid moms and
dads?
This could be an interesting activity to do next time you buy a child a toy:
Visit toy stores that sell toys to infants and take notes on the toys available and the
manufacturers claims about those toys (including the appropriate ages for which the toys are
designed).
Examine toys and packaging for some of the following characteristics:
1. For what ages toy is recommended?
2. Is the toy pitched to one particular gender?
http://www.literacytrust.org.uk/talktoyourbaby/signing.html#talk
http://www.cbc.ca/news/background/babysign/
http://webcenters.netscape.compuserve.com/homerealestate/package.jsp?name=fte/predictbabysiq/predictbabysiq
http://webcenters.netscape.compuserve.com/homerealestate/package.jsp?name=fte/predictbabysiq/predictbabysiq
3. What does the toy cost?
4. What might parents do with the toy when interacting with their child?
5. What are the general developmental benefits of this toy according to the manufacturer?
6. Does this toy seem designed to stimulate specific cognitive abilities such as perceptual
abilities or tactile senses, etc.?
7. How durable does the toy appear to be? Is it washable?
8. Are there any other notable characteristics of this toy in terms of infant development?
Good links for you to visit:
What Do Babies Think?
TED
This video shows Dr. Allison Gopnick discussing infant cognition. It is part of the TED series on
developmental psychology. It can be found at:
http://www.psychotube.net/developmental-psychology/what-do-babies-think/
The Linguistic Genius of Babies
TED
Dr. Patricia Kuhl discusses her research on babies and critical periods of language acquisition. It
can be found at:
http://www.ted.com/talks/patricia_kuhl_the_linguistic_genius_of_babies.html or
http://www.psychotube.net/developmental-psychology/the-linguistic-genius-of-babies/
Infant Speech Sound Discrimination
The Mind
Part of the series The Mind, this clip looks at infant speech development and language
predisposition. (http://www.learner.org/resources/series150.html) or through the McGraw Hill
Higher Education General Resources for Students and Faculty Annenberg / CPB projects link
(http://www.mhhe.com/socscience/psychology/psychonline/general.html)
http://www.psychotube.net/developmental-psychology/what-do-babies-think/
http://www.mhhe.com/socscience/psychology/psychonline/general.html
Language Predisposition
The Mind
Part of the series The Mind, this clip looks at infant language development and research
methodology. (http://www.learner.org/resources/series150.html) or through the McGraw Hill
Higher Education General Resources for Students and Faculty Annenberg / CPB projects link
(http://www.mhhe.com/socscience/psychology/psychonline/general.html)
Infant Cognitive Development
The Mind
Part of the series The Mind, this clip looks at how you study infant behavior as well as brain
and vision. (http://www.learner.org/resources/series150.html) or through the McGraw Hill
Higher Education General Resources for Students and Faculty Annenberg / CPB projects link
(http://www.mhhe.com/socscience/psychology/psychonline/general.html)
Infancy and Early Childhood
Seasons of Life
Part of the series Seasons of Life, this clip covers early influences on the biological and social
clocks from birth to 5. (http://www.learner.org/resources/series54.html) or through the
McGraw Hill Higher Education General Resources for Students and Faculty Annenberg / CPB
projects link (http://www.mhhe.com/socscience/psychology/psychonline/general.html)
Bayley Scales of Infant Development
http://www.enotes.com/bayley-scales-infant-development-reference/bayley-scales-infant-dev
elopment
Brain Connection: Infantile Amnesia
http://brainconnection.positscience.com/topics/?main=fa/infantile-amnesia
http://www.mhhe.com/socscience/psychology/psychonline/general.html
http://www.mhhe.com/socscience/psychology/psychonline/general.html
http://www.learner.org/resources/series54.html
http://www.mhhe.com/socscience/psychology/psychonline/general.html
http://www.enotes.com/bayley-scales-infant-development-reference/bayley-scales-infant-development
http://www.enotes.com/bayley-scales-infant-development-reference/bayley-scales-infant-development
http://brainconnection.positscience.com/topics/?main=fa/infantile-amnesia
Child Development Institute: Language Development in Children
http://childdevelopmentinfo.com/development/language_development.shtml
Core Knowledge and Cognitive Development (Lectures by Elizabeth Spelke)
http://www.ircs.upenn.edu/pinkel/lectures/spelke/index.shtml
Jean PiagetIntellectual Development
http://www.english.sk.com.br/sk-piage.html
Nature, Nurture, and Cognitive Development from 1 to 16 years
http://onlinelibrary.wiley.com/
http://childdevelopmentinfo.com/development/language_development.shtml
http://www.ircs.upenn.edu/pinkel/lectures/spelke/index.shtml
http://www.english.sk.com.br/sk-piage.html
http://onlinelibrary.wiley.com/ Chapter 6:
Socioemotional Development in Infancy
Learning Goals
Learning Goal 1: Discuss the development of emotions and personality in infancy.
A. Describe emotional development during infancy.
B. Explain temperament and its various classifications.
C. Discuss personality development during infancy.
Learning Goal 2: Describe social orientation/understanding and the development of attachment
in infancy.
Describe social orientation and understanding during infancy.
B. Explain attachment and its development.
C. Discuss individual differences in attachment.
D. Discuss how caregiving styles are linked to the quality of attachment.
E. Elucidate developmental neuroscience and attachment.
Learning Goal 3: Explain how social contexts influence the infants development.
A. Describe the family and its importance as a context for infant development.
B. Discuss childcare and its importance as a context for infant development.
An increasing number of fathers are staying home to care for their children (Lamb, 2010; O’Brien &
Moss, 2010). Consider 17-month-old Darius. On weekdays, Darius’ father, a writer, cares for him during
the day while his mother works full-time as a landscape architect. Darius’ father is doing a great job of
caring for him. He keeps Darius nearby while he is writing and spends lots of time talking to him and
playing with him. From their interactions, it is clear that they genuinely enjoy each other.
Last month, Darius began spending one day a week at a child-care center. His parents carefully selected
the center after observing a number of centers and interviewing teachers and center directors. His
parents placed him in the center one day a week because they wanted to help Darius get some
experience with peers and to give his father some time out from his caregiving.
Darius’ father looks to the future and imagines the Little League games Darius will play in and the many
other activities he can enjoy with Darius. Remembering how little time his own father spent with him, he
is dedicated to making sure that Darius has an involved, nurturing experience with his father.
When Darius’ mother comes home in the evenings, she spends considerable time with him. Darius has a
secure attachment with both his mother and his father.
Until now, we have only discussed the social situations and emotions of parents before and after the
arrival of their infants, focusing on such topics as parents’ feelings of joy, anticipation, anxiety, and
stress during pregnancy; how a mother’s optimism may lead to better outcomes for her fetus; and
parents’ emotional and psychological adjustments during the postpartum period. In this chapter, we will
explore the infant’s socioemotional development.
Question:
What are some emotions that you think you experienced in infancy? Surprise, joy, happiness,
anger, fear? These emotions run the gamut and we will discuss some of them here.
Emotions
What are some emotions? Can be positive or negative. Positive ones include enthusiasm, joy, and
love. Negative ones include anxiety, anger, guilt, and sadness.
Emotion: feeling, or affect, that occurs when a person is in a state or an interaction that is
important to him or her, especially to his or her well-being. Think about when you are threatened
or hurt, your emotions are likely to run even higher than usual.
Biological and Environmental Influences:
Changes in babys emotional capacities with age
Development of certain brain regions plays a role in emotions (Infants only gradually
develop the ability to regulate their emotions, and this ability seems tied to the gradual
maturation of frontal regions of the cerebral cortex that can exert control over other regions
of the brain.)
Emotions are the first language with which parents and infants communicate
Social relationships provide the setting for the development of a variety of emotions
Early Emotions:
Primary Emotions: emotions that are present in humans and animals
Appear in the first 6 months: Surprise, interest, joy, anger, sadness, fear, and disgust.
Self-Conscious Emotions: require self-awareness that involves consciousness and a sense of
me
Appear between 6 months and 2 years of age: Empathy, embarrassment, pride,
shame, and guilt.
Emotional expressions are involved in infants first relationships
Positive interactions are described as reciprocal or synchronous
Crying is the most important mechanism newborns have for communicating with their world
Three types of cries:
Basic cry: consists of a cry, followed by a briefer silence, then shorter whistle that is
somewhat higher in pitch than the main cry, then another brief rest before the next
cry. Hunger is one of the reasons that babies do the basic cry.
Anger cry: Variation of the basic cry where excess air is forced thru the vocal cords.
Have you ever heard a baby who i
