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HDFS Week 5 Notes (2/16 - 2/18)

by: Lauren Caldwell

HDFS Week 5 Notes (2/16 - 2/18) HDFS 101

Marketplace > Colorado State University > HDFS 101 > HDFS Week 5 Notes 2 16 2 18
Lauren Caldwell
GPA 3.8

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About this Document

Covers emotions and behavior for children as well as attachment types
Human Development and Family Studies
Jennifer Aberle
Class Notes
HDFS 101, HDFS, class notes
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This 3 page Class Notes was uploaded by Lauren Caldwell on Monday February 22, 2016. The Class Notes belongs to HDFS 101 at Colorado State University taught by Jennifer Aberle in Winter 2016. Since its upload, it has received 16 views.


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Date Created: 02/22/16
2/16 -2/18 General statement: no matter the amount of attention, you canNOT spoil a child under 12 months old  Temperament o Social Development is accumulative throughout life o Attending to negative impacts from youth can help overcome future difficulties  Capable of impacting  Activity level  Adaptability to changes in plans  Emotion intensity  Mood quality  Self-regulation  IF self-regulation levels are low in parents, children are also more likely to have low levels as well  Sociability o Three types (basic ones: there are nine all together  Easy going  Difficult  Slow-to-warm-up  Goodness-of-fit o Relationship between temperament and environment  Cultures value different traits leading to different cultural goodness-of-fit  Emotions o Primary emotions  Love, acceptance, fear/anxiety, aka all basic emotions o Later emotions  Anger (develops from fear), silliness, excitedness  Theories o Erikson's Psychosocial Theory  "crisis" - each phase  Trust vs mistrust during infancy  Comes from emotional and social bonds  Trust is the foundation for future development  Bowlby's Attachment Theory o Focus on early quality of relationship o Based on individual responsiveness and sensibility  Attachment -> a pull between two people o Parents  A very, very strong emotional bond o Synchrony -> response and reaction  Ex: a student raises a hand as a signal for the teacher to call on them  The relationship is more secure because the teacher calls on people  A consecutive failure to call people is the failure of synchrony o Attachment takes practice to recognize cues  When secure attachment develops, lots of developmental benefits arise 2/18 Toddlerhood and Early Childhood  Biggest cause of death at this age is accidents!  Physical development o By age 2/3 years old, a human is about half of their adult height  Number 1 deficiency in developing countries is protein  Normal to be sick 7/8 times a year when four or five years old  Brain o Synaptic density -> number of connections; influenced by environment and stimulus o Synaptic pruning -> increases efficiency o Main brain growth is in the frontal lobe o Myelination increases steadily o Growth results in development of motor skills o Large motor skills become automatic o For toddlers between 12 months and 3 years, 2 million synapses are created per second (on average)  Early childhood Gross Motor Skills o Ex: jump, throw ball, climb, run, balance on one foot o Experiences only lead to practice and practice leads to perfection  Best way to learn gross motor skills  Toddler Fine Motor Skills o Ex: stacking, drawing, eating, etc o Childcare should but emphasis in fine motor skills o Toddlers should be able to brush teeth at 3 years old - won’t be perfect, but should be able to grasp the concept  Not button shirt, not tie shoes Emotional and Social development  Socio Emotions - aka, "Secondary emotions" o Variations across collectivistic and individualistic communities o "conflict starts when kids realize they are their own individuals"  For example, the US puts emphasis in leadership  Self-regulation o Use of behavior and language  Dyadic - environment can impact self-regulation o Varies by countries  Emotional coaching 1 Become aware of child's emotions (help the child become aware of them as well: label the emotion) 2 Use emotions as a chance for connection and teaching 3 Validate the feelings 4 Help the child label the emotions and feelings 5 Set limits when exploring problem-solving strategies Toddler self-development based on three key elements: self-recognition, self- reflection, and gender identity  Erikson describes this phase as the crises for independence vs shameful doubts  Gender identity - boy vs girl, male vs female  Sex-typed behavior - cultural expectations about what is appropriate for either gender  Gender roles/Schemas - knowledge of gender stereotypes on either gender o All three are fluid  The highest group for suicide is older males due to the expectations put on them  Boys and girls are more alike than different, in general  Attachment was fueled by Bowlby and influenced by Harlow's research on monkeys  Ainsworth Attachment Styles o Secure  60% of children: caregivers are secure, providing a secure base  Child gets distressed when security leaves o Anxious ambivalent  Shows ambivalence towards caregiver after leaving  May seem fine on their own, but stress hormones are constantly being secreted, whether or not it is shown o Avoidant  Willing to separate  Avoids contact after reuniting o Disorganized-disoriented  Completely confused  Will try to cling to parent then back off o In general, attachment is fluid/plastic  Capable of changing  Attachment is based on three things o Caregiver sensitivity  Awareness to child's needs o Caregiver responsiveness  Responsiveness to child's needs o Emotional availability  Quality of care  Care is a two way street!


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