10 Emotional Development

Chapter 10
Emotional Development
Child Development Ninth Edition ● Laura E. Berk
© 2013 Pearson Education, Inc. All rights reserved.

Emotions
 Rapid appraisal of
personal significance of
situations
 Energizes behavior;
prepares for action
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Functions of Emotions
• Lead to learning essential for survival

Cognition • Can impair learning, memory
• Bidirectional
• Affect behavior of others

Social
• Regulate own behavior
• Influence well-being, growth

Health
• Stress related to diseases

Parental Depression and
Child Development
 Infants of depressed mothers:

 Sleep poorly
 Are less attentive to their surroundings
 Have elevated levels of cortisol
 Paternal depression is strong predictor of
behavior problems.
 Children subjected to parental negativity develop
pessimistic worldview.
 Early treatment/quality of parenting important
First Appearance
of Basic Emotions
• Smile – from birth

Happiness • Social smile – 6 to 10 weeks
• Laugh – 3 to 4 months
• General distress – from birth
Anger • Anger – 4 to 6 months
• Increases with age
• Less common than anger
Sadness • Often a response to a disruption in caregiver–
infant communication
• First fears – 6 to 12 months
Fear • Stranger anxiety – 8 to 12 months
• Temperament plays a role.
Self-Conscious Emotions
 Shame
 Embarrassment
 Guilt
 Envy
 Pride
 Emerge middle of second
year
 Need adult instruction about
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when to feel them
Development of
Emotional Self-Regulation
• Develops over 1st year, with brain

Infancy development
• Caregivers important
• Learn strategies for self-regulation

Early • Personality affects ability
Childhood
• Fears common
Middle • Rapid gains

Childhood/ • Fears shaped by culture
Adolescence • Coping skills lead to emotional self-efficacy.

Common Early
Childhood Fears
 Monsters
 Ghosts
 Darkness
 Preschool/child care
 Animals
Phobia: intense fear that persists

Coping Strategies
Problem-Centered Emotion-Centered
Coping Coping
 Used when  Used if problem-
situation is seen as centered coping
changeable does not work
 Identify the difficulty.  Situation seen as
 Decide what to do unchangeable
about it.  Internal private
control of distress
Acquiring Emotional
Display Rules
 Preschoolers have some

ability.
 Parents encourage
suppressing negative emotion.
 Boys encouraged to suppress
more
 Girls encouraged to display more
 Cultural teaching
 Collectivist vs. individualistic
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Social Referencing
 Relying on another person’s
emotional reaction to
appraise an uncertain
situation
 Caregiver’s role important
 Toddlers progress from just © Stephanie Swartz | Dreamstime.com
reacting.
 Helps evaluate safety and security
 Guides actions
 Aids in gathering information about others
Cognitive Development and
Emotional Understanding
 As children age, they judge causes of

emotions better.
 Balance external and internal factors
 Recognize thinking and feeling are connected
 Consider conflicting cues
 Appreciate mixed emotions

Social Experience and
Emotional Understanding
 Caregivers:
 Teach about
emotions
 Scaffold emotional
thought
© Dpyancy | Dreamstime.com  Siblings and friends:
 Negotiate
 Act out emotions in
play
Sympathy and Empathy
Sympathy Empathy
 Feeling of concern  Feeling same or
or sorrow for similar emotions as
another’s plight another person
 Complex mix of
cognition and affect
 Must detect
emotions, take
other’s perspective
Development of Empathy
 Newborns sense other

babies’ distress.
 Requires self-
awareness
 Increases over school © Elena Elisseeva | Dreamstime.com
years
 Adolescence: can empathize with general
life conditions
Individual Differences
in Empathy
 Temperament
 Moderately heritable
 Social, assertive, good at emotional regulation leads
to high empathy
 Aggressive children may show decline in middle
childhood.
 Parenting
 Warm, sensitive, empathic parents lead to high
empathy.
 Help children learn to regulate negative emotions.

Structure of Temperament
 Easy – 40%
 Difficult – 10%
 Slow-to-warm-up – 15%
 Unclassified – 35%
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Two Models of Temperament
Thomas and Chess Rothbart
 Activity level  Activity level

 Rhythmicity  Attention span/
 Distractibility persistence
 Approach/withdrawal  Fearful distress
 Adaptability  Irritable distress
 Attention span/  Positive affect
persistence
 Intensity of reaction  Effortful control
 Threshold of
responsiveness
 Quality of mood
Matching:
The Rothbart Model of Temperament
1. Activity level
A. Wariness and distress in response

to intense or novel stimuli, including
2. Attention span/ time to adjust to new situations
persistence B. Extent of fussing, crying, and
distress when desires are frustrated
3. Fearful distress
C. Frequency of expression of
4. Irritable distress happiness and pleasure
5. Positive affect D. Level of gross-motor activity
E. Capacity to voluntarily suppress a
6. Effortful control dominant, reactive response in
order to plan and execute a more
adaptive response
F. Duration of orienting or interest

Shy and Social
Temperaments
Inhibited, Shy Uninhibited, Sociable

 React negatively,  React positively,
withdraw from new approach new stimuli
stimuli  Low heart rates, stress
 High heart rates, stress hormones, and stress
hormones, and stress symptoms
symptoms
 Higher left hemisphere
 Higher right hemisphere
frontal cortex activity
frontal cortex activity

Genetics and Environment
on Temperament
Genetic • Responsible for about half of

Influences individual differences
Environmental • Cultural variations

Influences • Nonshared environment
• Combines genetics and

Goodness of Fit environment

Development of
Shyness and Sociability
 Stability/change in temperament affected

by genetic makeup and child rearing
 Arousal of amygdala
 Stimulates shy, inhibited children
 Minimal stimulation in sociable, uninhibited
children
 Parenting style plays significant role
 Overprotectiveness
 Appropriate demands
Ethological Theory
of Attachment
1. Preattachment
2. “Attachment-in-the-making”
3. “Clear-cut” attachment
 Separation anxiety
4. Formation of a reciprocal relationship

The Strange Situation:
Types of Attachment
 Secure – 60%
 Avoidant – 15%
 Resistant – 10%
 Disorganized/disoriented
– 15%
 Attachment Q-Sort
 Home observation
© Hongqi Zhang | Dreamstime.com

Cultural Variations
in Attachment
Figure 10.5
Adapted from Sagi et al., 1995; van IJzendoorn & Kroonenberg, 1988;
van IJzendoorn & Sagi-Schwartz, 2008.
Factors That Affect
Attachment Security
 Opportunity for attachment

 Quality of caregiving
 Sensitive caregiving
 Interactional synchrony
 Cultural norms
 Infant characteristics
 Family circumstances
 Parents’ internal working models
Relationship of Parents’ Internal Working
Models to Infant Attachment Security
Internal Working Attachment

Model Classification
Secure
Autonomous/secure
Avoidant
Dismissing Resistant
Preoccupied Disorganized/
Unresolved disoriented

Multiple Attachments
 Fathers
 Grandparents
 Siblings
 Professional caregivers
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Fathers and Attachment
 Fathers as playmates,
mothers as caregivers in
many cultures
 Important factors in
attachment:
 Sensitivity
 Warmth
 Family attitudes,
relationships © Jennifer Hogan | Dreamstime.com

Grandparent Primary
Caregivers
 Affects nearly 2.4 million U.S. children

 Skipped-generation families increasing
 Mostly grandmothers who step in for troubled
parents
 Adds financial, emotional burden
 Forms significant attachment relationships
 Helps protect children in stressful conditions
 Support needed for at-risk children

Attachment and
Later Development
 Secure attachment related to positive outcomes in:
 Preschool
 Middle childhood
 Adolescence and young
adulthood
 Continuity of caregiving
may link infant attachment © Barbara Reddoch | Dreamstime.com
and later development.

Factors That Affect Attachment
of Children in Child Care
 Initial attachment quality

 Family circumstances
 Quality of child care
 Developmentally appropriate practice
 Protective influence of child care
 Extent of child care

Signs of Developmentally
Appropriate Child Care
 Physical setting clean and

safe
 Appropriate toys and
equipment
 Caregiver–child ratio low
 Flexible daily schedule
 Adult–child interactions
 Parents welcome anytime
 Licensing/accreditation © Rozenn Leard | Dreamstime.com

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Chapter 10

© 2013 Pearson Education, Inc. All rights reserved.

© Takeisha Jefferson | Dreamstime.com

© 2013 Pearson Education, Inc. All rights reserved.

• Lead to learning essential for survival

• Affect behavior of others

• Influence well-being, growth

© 2013 Pearson Education, Inc. All rights reserved.

 Infants of depressed mothers:

• Smile – from birth

• Develops over 1st year, with brain

• Learn strategies for self-regulation

Middle • Rapid gains

© 2013 Pearson Education, Inc. All rights reserved.

Phobia: intense fear that persists

 Preschoolers have some

© 2013 Pearson Education, Inc. All rights reserved.

 As children age, they judge causes of

© 2013 Pearson Education, Inc. All rights reserved.

 Newborns sense other

© 2013 Pearson Education, Inc. All rights reserved.

© 2013 Pearson Education, Inc. All rights reserved.

 Activity level  Activity level

A. Wariness and distress in response

© 2013 Pearson Education, Inc. All rights reserved.

Inhibited, Shy Uninhibited, Sociable

© 2013 Pearson Education, Inc. All rights reserved.

Genetic • Responsible for about half of

Environmental • Cultural variations

• Combines genetics and

© 2013 Pearson Education, Inc. All rights reserved.

 Stability/change in temperament affected

© 2013 Pearson Education, Inc. All rights reserved.

© 2013 Pearson Education, Inc. All rights reserved.

 Opportunity for attachment

Internal Working Attachment

© 2013 Pearson Education, Inc. All rights reserved.

© Sebastian Czapnik | Dreamstime.com

© 2013 Pearson Education, Inc. All rights reserved.

© 2013 Pearson Education, Inc. All rights reserved.

 Affects nearly 2.4 million U.S. children

© 2013 Pearson Education, Inc. All rights reserved.

 Secure attachment related to positive outcomes in:

and later development.

© 2013 Pearson Education, Inc. All rights reserved.

 Initial attachment quality

© 2013 Pearson Education, Inc. All rights reserved.

 Physical setting clean and

© 2013 Pearson Education, Inc. All rights reserved.

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