1. Emotions?
• Why do we have emotions?

2. Development of Emotions and Personality in Infancy
Emotional Development
• Emotion:
•
•
•
Feeling (affect) of importance (meaning)
Complex & varies in intensity
+&• Mad
• Happy
• Effects behaviors
• How?
Chapter 4
2

3. Classifying Emotions
• Positive emotions
•
•
•
•
Happiness
Joy
Love
Enthusiasm
• Negative emotions
•
•
•
•
Anxiety
Anger
Guilt
Sadness

4. Biological, Environmental, &
Cross-Cultural Issues of Emotion
• Emotions are
influenced by
• Biology
• We all smile
• Blind
children

5. Biological, Environmental, & CrossCultural Issues of Emotion
• Influenced by
• Experiences
• Culture
• One’s perceptions
• Dog walks in the door
• Examples?

6. Biological, Environmental, &
Cross-Cultural Issues of Emotion
• Facial expressions of basic emotions
• Same across cultures
• Display rules
• When, where, & how emotions should
be expressed
• Not culturally universal
• Examples?

7. Biological, Environmental, &
Cross-Cultural Issues of Emotion
• East Asian infants
• Display emotion
• Less frequently
• Less intensive

8. Emotional Expression
& Social Relationships
• Interaction with parent
• Parent shows emotion
• Baby reacts
• Baby shows emotion
• Parent reacts
Chapter 7
8

9. Emotional Expression
& Social Relationships
• 1st emotional expressions when
reacting with parents
• 2 emotional expressions
• 1. Crying
• 2. Smiling
Chapter 4
9

10. Emotional Expression
& Social Relationships
• 1. Crying
•
1. Basic:
•
•
•
2. Angry:
•
•
Like basic with more excess air forced through vocal
chords
3. Pain:
•
Chapter 4
Rhythmic
Hunger cry
louder, high pitched, sudden, longer
10

11. Should Parents Respond to an
Infant’s Cries?
• Yes!
• Parents should soothe a crying
infant, especially in 1st year
• Helps infants develop
• Sense of trust
• Secure attachment to caregiver

12. Emotional Expression
& Social Relationships
• Smiling
• New social skill
• 2 types
• 1. Reflexive:
•
•
Natural
Occurs at 1 mo.
• 2. Social:
•
•
Chapter 4
Response to external stimuli
4 – 6 weeks (about 1 ½ mo.'s)
12

13. Development of Emotions and Personality in Infancy
Fear
• Fear: Earliest emotion
• Appears @ 6 mo.’s
• Abused, neglected infants
• Shows much earlier
• Stranger anxiety:
• Intense, 9 - 12 mo.'s
Chapter 4
13

14. Frequency of Stranger Anxiety
• Less fearful
•
•
•
•
Child strangers
Friendly, outgoing, smiling strangers
Familiar settings
Feel secure
• Mom’s lap

15. Development of Emotions and Personality in Infancy
Fear
• Separation protest:
•
•
•
Crying when caregiver leaves
Begins @ 7-8 mo.'s
Peaks at 15 mo.'s
• What does this tell you?
Chapter 4
15

16. Fear
• Social referencing
• Reading emotional cues in others to
determine how to act
• Adults enter a party?
• End of 1st year
• Parent’s facial expression influences
exploration of an unfamiliar environment
• Mom has a “no” or “yes” look
• Improves 2nd year

18. Dealing with Emotions
• 1st yr. develop
• Can control emotions:
• intensity
• duration
• Self-soothing
• From early infancy
• Babies suck thumbs to self-soothe
• At 2
• May say things to themselves to self-soothe

19. Soothing
• Caregivers’ actions influence infant’s
regulation of emotions
• Prevention
• Soothe infant before they get into an intense,
agitated, uncontrolled state
• Later infancy
• They direct their attention or distract
themselves to reduce arousal

20. Development of Emotions and Personality in Infancy
Temperament
• Chess & Thomas: 3 basic types
• Easy child:
• Positive mood, easily adapts
• Difficult child:
• Resists change, shows irregular behaviors,
reacts negatively (cries)
• Slow-to-warm child:
• Low mood intensity, low activity level,
somewhat negative
Chapter 7
20

21. Chess & Thomas’ Classification
1. Easy child:
• Generally positive mood
• Quickly establishes regular routines
• Adapts easily to new experiences

22. Chess & Thomas’ Classification
• 2. Difficult child:
•
•
•
•
Reacts negatively
Cries frequently
Irregular daily routines
Slow to accept change
• 3. Slow-to-warm-up child:
•
•
•
Low activity level
Somewhat negative
Displays low intensity of mood.

23. Chess & Thomas’ Classification
• Longitudinal investigation
•
•
•
•
•
40% classified as Easy
10% Difficult
15% Slow to warm up
35% did not fit any of patterns
Researchers found these 3 basic
temperaments moderately stable across
childhood years.
• Adulthood?
• Your experience?

24. Gender, Culture, &
Temperament
• Parents have different
reactions to temperament,
depending on sex of baby?
• Dependent in part on culture?
• Is temperament reinforced?

25. Rouge Test
• Lewis & Brooks-Gunn
•
•
•
•
•
•
Rouge on infants nose
Put in front of mirror
Does infant touch nose?
Indication of consciousness
18-24 months
Usually is a slow process

26. Rouge Test

27. Self-Recognition
• Self-recognition @
18 months
• Being attentive &
positive toward
one’s image in
mirror
• Ability to recognize
one’s physical
features
• This is me
• 2nd year

28. Attachment
• Attachment
• Close emotional bond between 2 people.
• Freud
• Infants become attached to person or
object that provides oral satisfaction

29. Harry Harlow

30. Harry Harlow
• Monkeys removed from mothers at birth
• 2 surrogate moms
• Wire & food
• Cloth & warmth
• Conclusion
• Feeding is not the crucial element in
attachment (Freud) but contact comfort is also
important.

31. Class Exercise
• Newsletter for infancy
• The Big Debate

32. The Big Debate
• Discuss your feelings regarding placing children
in child care.
• Were you placed in child care? What was it like?
• How did you feel about it?
• How do you feel about your parents’ decision to
place you there?
• If you are a parent, have you done the same with
your child(ren)? Why?
• What are the benefits?
• Do you have any concerns about doing so?

33. •
•
•
•
How are they responding?
What is the most difficult part?
Are there any other alternatives?
If you do not have children, do you think you will
rely on child care in order for you to be able to
work? Why or why not?
• What information presented in the text makes you
feel comfortable with the idea of placing children
in child care? What information concerns you
about it?

34. • What do you think will be the overall
effect on society of new generations
of children growing up in child-care
environments?
• If you find them problematic, what
might the solution be to
accommodate the needs of both the
children the parents?