Chapter 5Entering the Social World: Socioemotional Development in Infancy and Early Childhood

Chapter 5 Entering the Social World: Socioemotional Development in Infancy and Early Childhood

LEARNING OBJECTIVES

Beginnings: Trust and Attachment  Describe Erikson's trust versus mistrust crisis and explain why establishing trust is important for later development.  Describe Erikson's autonomy versus shame and doubt crisis and explain how the resolution of this crisis is related to the development of will.  Describe how purpose comes from the resolution of initiative versus guilt.  Explain the importance of attachment according to evolutionary psychology.  Describe the development of attachment starting with preattachment.  Describe the differences in how mothers and fathers interact with their infants.  Explain the differences between secure attachment, avoidant attachment, resistant attachment, and disorganized attachment.  Describe evidence that supports the view that secure attachment relationships are related to better social relationships later in childhood.  Describe how parental responsivity and sensitivity are related to the quality of attachment.  Explain how the temperament of the infant and the personality of the mother are related to the quality of attachment.  Describe the effects of day care on attachment.  Describe the factors that one should look for when searching for quality daycare.

Emerging Emotions  Know the basic emotions.  Describe how physiological responses, facial expressions, and emotions are related to each other.  Describe the development of positive emotions, such as happiness, and negative emotions, such as anger and fear.  Explain why complex emotions don’t emerge until the very end of infancy.  Describe how the cultural setting influences complex emotions.  Describe infants’ ability to distinguish facial expressions.  Describe social referencing.  Describe the development of the ability to regulate one’s emotions.

Interacting with Others  Describe how peer interactions change during infancy and the preschool years.  Describe how culture influences make-believe play.  Describe the benefits of make-believe play.  Explain how children with imaginary companions differ from those who do not have imaginary companions.  Know the differences between healthy and unhealthy solitary play.  Explain how different play styles in boys and girls are related to children choosing same- sex playmates.  Describe how parents influence children’s peer interactions.  Describe how a child’s age influences cooperation.  Describe how observing cooperative behavior and another child's response to cooperative behavior influence cooperative behavior.  Describe cultural differences in cooperation and competition.  Describe how perspective-taking and empathy are related to altruistic behavior.  Describe how feelings of responsibility, feelings of competence, mood, and costs of altruism are related to altruistic behavior.  Explain how parents' disciplinary practices, modeling altruistic behavior, and providing opportunities to behave prosocially are related to children's altruistic behavior.

Gender Roles and Gender Identity  Define social roles.  Define gender stereotypes and describe how children learn them.  Describe sex differences in verbal ability, mathematics, spatial ability, social influence, aggression, and emotional sensitivity.  Describe the ways in which parents treat sons and daughters similarly and differently.  Explain how peers contribute to gender typing.  Define gender identity and explain how children develop gender identity.  Explain how the knowledge of gender and gender-typed activities are related to each other.  Describe the influence of gender schema on behavior and activities.  Describe the biological influences on gender roles and gender identity.  Describe how different aspects of gender stereotyping are influenced by parents and society.