Emotional Development
• Emotions are not just subjective feelings
• They include a motivation to behavior-either a
desire to approach or withdraw, or a desire to
change a person or situation
• Physical changes-heart and breathing rate, skin
conductance, stress hormones
• How we interpret emotion-cognitions
• Desire to take action
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* dealing with pos theg emotions
· babies will turn away
fromsomethingif themonths)
are
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Theories of Early Emotions
• Izard’s cross-cultural
research-differential or
discrete emotions & present in all cultures
– Present from birth
– Physiological
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• More likely only
distress, pleasure and
wariness in first couple
months
• Functionalist approach-
evolved emotions as
not present at birth
adaptation to motivate 3 Cus to approach ,
withdraw ,
change a situation
Positive Emotions
• Early smiles reflexive
• Social smile starts around 2 me when i
months farting
-
finish brain +
behaviour
• Two months smile at make
something
controlling environment appear/change Smth
• At 7 months, more likely to
smile at familiar people strangerstowards
-
wariness
• In second year, like making
jokes and making people laugh
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not a lot of
difference
↓
"traditional"
- Villages of
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adults taking
turns to raise
children
Corphanage)
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Negative Emotions
*infants are not good
at differentiated cries
• Parents interpret emotion but parents interpret these
cries as best as possible
• Not well-differentiated in first few months
maybe 4 or 6
• Disagreement as to when differentiated by by affected
parents
treatment
• Affected by physical factors eX :
walking into
• Infants don’t always demonstrate a mood
Dad room
and get startled so cry
congruent to situation-different interpretation
• Doesn’t matter as long as mom knows L
something is wrong
• Well organized by about 6 months
differentiated
fearful sangryIsad hungry
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Fear -
common
problem
• Fear most adaptive or functional -
fight flight
, ,
freeze flaun ?
,
• Early on kids afraid of loud noises, novel things, and knew things
sudden movements
D *
• Temperament of child and familiarity of situation
* things
some kids love new
• Stranger wariness -
most common fears
Visual Cliff Dog Noises JITB
fear increases from
,
,
8mo-2 years than
before or after
7
X
stuck in highchair can crawl away
Badaptive cut they could
get
away from mom
Develop fear of strangers around 7 months &
lasts until about 2 years of age 8
Separation Anxiety
• Separation anxiety begins
about 8 months
• Peaks around 13 months
- around when Canadian moms go back to work
• Dependent on culture and
a while back I was
how raised involved w/ a Greek
man
• Less fear when child
leaves -
kid walks out of room
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· all cultures see peak at
13 months
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Anger and Sadness
• By the second year, differentiating
emotions is a lot easier A LOT
• Kids display anger when they’re frustrated-
when they’re removed, restrained, left, or
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put down in many situations angry crya
• Higher level of cognition they understand their
intentions and that it is
own
being disrupted
• Sadness instead not a good sign-sign of
neglect and abuse learning not
learned
to differentiate emotions
helplessness aboundaries are
what
too strict
,
don't get they want
Anger ,
fear Sadness
, , Happiness
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Self-Conscious/Complex Emotions
• Start to come in in second
year-differentiation of self
from other 18 months Rouge test
-
(mirror-self test)
· require you to think about what others think about you Monkeys
L
• Include embarrassment,
pride, guilt, and shame
(not really)
• Have to be aware of self
and aware of other’s
perceptions of self
• 18-24 months-become
embarrassed at being
center of attention
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· less need for higher cognition
• Pride apparent pretty early
– Great pride in first steps realize there
↓
everyone
are
can
things
do
– When older, more pride in difficult tasks
• Guilt-over what done to others
okay-behavior-focused ,
makes kids want to
• Shame-more self-related
do better
not okay about the person makes kids that they bad makes them withdraw
generalize
-
, are
• Guilt okay, shame not so good
,
• Cultural differences-other cultures more
embarrassed than proud of individual
accomplishment-why would this be?
* more about collectivist approach
share goals , ideas ,
rewards
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people feel more
pride - difficult task
High
High Guilt
Low
Pride
No
Guilt
or
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Understanding Emotions
·
forming categories
• Habituate to different emotions at 3 months
• By 18 months, reach for toys paired with
researcher
happiness j -d j
&
>
-
always pick
this one
• Social referencing around 12 months
• Children who grow up in abusive homes
better at recognizing anger
because they
see it more often
• COVID didn't seem to affect
wearing masks to decipher emotions
because they saw parents/
siblings
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Emotion Recognition
meana
O making fun of other person (I told you so
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HAPPY shocked or
Upset
Laughing
Disgust Anger Fear
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• Recognizing basic emotions present in
infancy
• Social referencing-comes in around 1 year
• Preschoolers identify causes of basic
Why
emotions would someone
happy
be
• Why happy recognized first? people smile at
babies all the time
no matter what the baby is doing
• Middle childhood-multiple emotions and anger + sadness
memories cause emotions-
think about dead dog the same
• Around age 10 understand mixed emotions
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* recognition of this does not happen until T or 8 ylo
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Emotional Display Rules
is it good or bad to
how much ?
express and
• Norms for expression in our cultures
• Very different in different cultures some are
expressive
very reserved
very
&
some are
• Even babies behave differently
• Parents encourage positive emotions
by imitating them and not imitating
negative negative-bad
• Kids learn over school years peer pressure
-
bullying for getting upset
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↑ ↓
↑ ↓
↑ ↓
↑ ↓
not very
T -
different
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Regulation of Emotion
key aspect of psychopathology
• Very important aspect of emotional
development new things/experiences
to do
• Have to do to achieve goals
• Have to learn to regulate feelings,
physiological processes (arousal),
thoughts, and behaviors
right emotions in right
contexts
• Very long, very slow process into the 20s
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Early Regulation try to keep them away from
overstimulating things
• In early infancy, parents control
exposure, soothe, and distract
• By 6 months kids able to
distract themselves somewhat
• By 12 months consistently able
to distract themselves-related
to motor development -
can walk away
• Rely less on parents over time but do need them early to help with
• Cognitive strategies
regulations and
without it they will
i don't doesn't matter
have ER problems
Reframing -
even care
,
anymore
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/terrible twos
*
girls are taught to
regulate better
*
"boys will be boys"
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Cheat Sheet
6
months
18-24
25
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Parental Socialization
• Model level of emotionality from parents in
their life
all aspects of
• More modeled, better understanding
8 % experience PPD
• Maternal depression--> child depression
• Individualistic vs. Collectivist differences
less expressive generally
you're not angry X
• Never deny your children's emotions always acknowledge
and work with them
• Emotion coaching important
causes of emotions
mixed emotions
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Still Face paradigm
• [Link]
v=FaiXi8KyzOQ
·
baby recognizes when mom has still face and
tries everything to get back to normal reaction
makes baby v stressed/upset
explains PPD effects on baby
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Temperament
have not had
• Large individual differences- innate many experiences
• Thomas & Chess proposed babies differ in
– Activity level Chill vs .
hyper
– Rhythmicity (sleeping eating
Settle into routine ,
–
–
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Distractibility upset
Approach/withdrawal
toydistracted w/
crawl towards Smith new
– Adaptability somewhat flexible in routine
– Attention span
– Intensity of reaction long/intense how is it
– Threshold of responsiveness
– Quality of mood
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Temperament (cont.)
routine r upset X distracted
• Thomas & Chess classifications: Easy
(40%), Difficult (10%) & Slow-to-Warm-Up
routine X upset V distract X
things
very wary to anything new normal were ok
(15%). What about the other 35%?
,
• Rothbart: said there were too
many variables
– Fearful distress/inhibition
– Irritable distress
– Attention span no
categorization
– Activity level
– Positive affect
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examples↓
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Is Temperament Stable Over Time?
• Studies find conflicting results-about 30%
• Early in childhood more stability but
decreases across childhood-why? environment
changes temperament being exposed bullied ,
• Kids at extremes more likely to retainstay to new peers
similar to
• More stability for emotions than activity childhood
• [Link]
v=fAmyt5gRd3k&ab_channel=RobinSuitt
for
* different temperaments lead to different levels of motivation /reaching
something they
different temperaments have different new stimuli ex diff
:
&
.
masks can't get
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Goodness of Fit
between parent and child
• How temperament fits with environment
• Parents recognize temperament while still
encouraging more adaptive functioning expose them to things that might upset them
• Difficult temperaments okay with sensitive
parenting
• Parents have to fit their parenting styles to the
individual child
• The quality of the relationship between parent &
child more effect than temperament good
relationship = temperament will
change
• Orchids vs. dandelions-differential susceptibility
specific type of can thrive with any
to environment
parenting needed type of parenting
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