Child psychology unit 7 discussion.
Attachment, Emotional Competence, and the Parental Influence on this Development
In this unit, you will learn about social-emotional development in infancy/toddlerhood and early childhood. During the infancy/toddlerhood period, we see the development of an attachment relationship between the infant/toddler and caregiver. An early, healthy attachment relationship promotes many favorable aspects of emotional and social development (Berk, 2022). In the early childhood years, we see many changes in children’s understanding and expression of emotions. Caregivers play important roles in both the attachment process and the development of emotional competence. The focus of this discussion is on attachment, emotional competence and the role that parents play in this development.
Please respond to the following:
Imagine that you are part of a large longitudinal research study on attachment and emotions, observing infants and their caregivers in the lab at 12 months as they take part in the Strange Situation procedure and seeing them again in the lab two years later (when the children are 3 years old) for an information session on emotional competence.
At the 12-month observation:
What infant behaviors would you look for to distinguish between secure, insecure avoidant, insecure resistant, and insecure disorganized/disoriented attachment? Provide a brief description of infant behaviors for each attachment classification.
In assessing the attachment relationship between the infant and caregiver, what factors would you take into account that may be influencing attachment security?
At the emotional competence information session 2 years later:
Briefly describe the development the caregivers may see in emotional understanding, emotional regulation, self-conscious emotions, and empathy and sympathy during the early childhood years (ages 2-6 years).
Provide advice on how parents can promote the development of emotional competence in their children.
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Child and psychology unit 7 journal
Learning is enhanced when you take time to reflect on the process. This week, you will have a journal that asks you to discuss your thoughts in relation to the topic for the unit. Your reflection and writing will help with your understanding of the content covered.
Your response to this journal should be clear, concise, and organized. The expression of information must be well written and original, with few or no errors in format and mechanics.
Temperament and Child Rearing
Almost all mothers and fathers want to be good parents, and we know that many factors contribute to good parenting: personal characteristics of both child and parent, SES, access to extended family and community supports, cultural values and practices, and public policies (Berk, 2022).
In at least 250 words, please respond to the following scenario:
Imagine you are working with a first-time parent who is raising a temperamentally difficult 2-year-old child. The child is irregular in daily routines, is slow to accept new experiences, and tends to react negatively and intensely (Berk, 2022).
What advice would you give the parent, regarding the following?
The four possible child-rearing styles, including the one you believe is most effective, and the factors that can influence a parent’s approach to child rearing.
The role that the child’s temperament can play in child-caregiver interactions, including some mention of the goodness-of-fit model.
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Paper 1: Attachment, Emotional Competence, and Parental Influence on Development
Attachment and emotional competence are crucial aspects of child development, significantly influenced by parental interactions. This paper examines infant attachment behaviors, factors affecting attachment security, and the development of emotional competence in early childhood. Additionally, it provides guidance for parents on fostering emotional competence in their children.
Infant Attachment Behaviors
At 12 months, infants display distinct behaviors corresponding to different attachment classifications during the Strange Situation procedure. Secure attachment is characterized by infants who use their caregiver as a secure base, exploring freely in their presence, becoming distressed upon separation, and seeking comfort upon reunion (Bowlby, 1988). These infants are easily soothed by their caregiver.
Insecure avoidant attachment is evident when infants show minimal distress during separation and actively avoid or ignore the caregiver upon reunion. These infants typically continue playing with toys, seemingly indifferent to the caregiver’s presence or absence (Egeland and Pianta, 2014).
Infants with insecure resistant attachment exhibit intense distress during separation and ambivalent behavior upon reunion. They may seek contact with the caregiver but resist comforting efforts, often displaying anger or passivity (Thompson, 2006).
Insecure disorganized/disoriented attachment is characterized by contradictory or disoriented behaviors. These infants may freeze, display fear towards the caregiver, or exhibit confused, erratic movements during reunion (Grossmann and Grossmann, 2019).
Factors Influencing Attachment Security
Several factors can influence attachment security between infants and caregivers. Parental sensitivity, defined as the ability to accurately perceive and respond to the infant’s signals, plays a crucial role in fostering secure attachment (Grossmann and Grossmann, 2019). Consistency in caregiving, emotional availability, and the caregiver’s own attachment history also contribute to the quality of the attachment relationship.
Environmental factors, such as family stress, socioeconomic status, and access to social support, can impact attachment security. Additionally, infant temperament and the goodness-of-fit between caregiver and child characteristics may influence the development of attachment patterns (Egeland and Pianta, 2014).
Emotional Competence Development in Early Childhood
Between ages 2-6, children experience significant developments in emotional competence. Emotional understanding improves as children learn to identify and label basic emotions, understand their causes, and recognize that others may have different emotional experiences (Denham, 2016).
Emotional regulation skills develop rapidly during this period. Children begin to use various strategies to manage their emotions, such as self-soothing, seeking support from others, or cognitive reappraisal (Grolnick and Ryan, 2016).
Self-conscious emotions, including pride, shame, and guilt, emerge and become more refined as children develop a sense of self and internalize social standards (Denham, 2016).
Empathy and sympathy also evolve during early childhood. Children become increasingly able to recognize others’ emotional states and respond with appropriate concern or comfort (Thompson, 2006).
Promoting Emotional Competence
Parents can promote emotional competence in their children through various strategies. Firstly, creating a supportive emotional climate where emotions are openly expressed and discussed helps children develop emotional vocabulary and understanding (Grolnick and Ryan, 2016).
Modeling appropriate emotional expression and regulation provides children with examples to emulate. Parents should validate their children’s emotions while guiding them towards appropriate expression and management techniques (Denham, 2016).
Encouraging perspective-taking and discussing others’ emotions can foster empathy and social awareness. Additionally, providing opportunities for children to practice emotional regulation in safe, supportive environments allows them to develop these crucial skills (Thompson, 2006).
In conclusion, attachment and emotional competence are interrelated aspects of child development significantly influenced by parental behavior and interactions. Understanding the various attachment patterns and factors affecting attachment security can guide interventions to promote healthy emotional development. By fostering a supportive emotional environment and actively engaging in their children’s emotional experiences, parents can play a crucial role in developing emotionally competent individuals.
Keywords: Attachment, Emotional Competence, Parental Influence
Paper 2: Temperament and Child Rearing: Guidance for Parents of Difficult Toddlers
Parenting a temperamentally difficult child presents unique challenges that require thoughtful approaches to child-rearing. This paper examines effective parenting styles, the influence of child temperament on caregiver interactions, and provides advice for parents navigating these complexities.
Child-Rearing Styles and Their Effectiveness
Research has identified four primary child-rearing styles: authoritative, authoritarian, permissive, and uninvolved (Baumrind, 1971). The authoritative style is widely regarded as the most effective approach, characterized by high responsiveness and high demandingness. Authoritative parents set clear expectations while providing warmth, support, and explanations for their decisions.
Authoritarian parenting involves high demandingness but low responsiveness, often relying on strict rules and punishment. Permissive parenting, conversely, is high in responsiveness but low in demandingness, with few rules or expectations. Uninvolved parenting is low in both responsiveness and demandingness, offering little guidance or support (Baumrind, 1971).
Factors influencing a parent’s approach to child-rearing include their own upbringing, cultural values, socioeconomic status, and personal beliefs about child development. Additionally, the child’s temperament can significantly impact parenting strategies, as parents may need to adapt their approach to suit their child’s unique characteristics (Belsky and Pluess, 2009).
The Role of Child Temperament in Caregiver Interactions
Temperament refers to individual differences in reactivity and self-regulation that appear early in life and remain relatively stable over time (Rothbart and Bates, 2006). In the case of a temperamentally difficult 2-year-old who is irregular in daily routines, slow to accept new experiences, and prone to negative, intense reactions, caregivers may face particular challenges in their interactions.
The goodness-of-fit model, proposed by Thomas and Chess (1977), suggests that optimal development occurs when there is a match between a child’s temperament and the expectations and demands of their environment. For a child with a difficult temperament, this means that caregivers may need to adjust their parenting strategies to better align with the child’s innate tendencies.
Advice for Parents of Temperamentally Difficult Toddlers
Considering the child’s temperament and the principles of effective parenting, the following advice can be offered to parents:
Adopt an authoritative parenting style: Set clear, consistent expectations while providing warmth and support. Explain rules and decisions to help the child understand and cooperate.
Establish routines: Given the child’s irregularity in daily routines, creating and maintaining consistent schedules can provide structure and predictability, potentially reducing stress and negative reactions.
Gradual exposure to new experiences: Recognizing the child’s slow acceptance of novelty, introduce new experiences gradually and supportively. Allow extra time for the child to adapt and provide reassurance during transitions.
Emotion coaching: Help the child identify and manage their intense emotions. Validate their feelings while teaching appropriate ways to express and regulate them.
Anticipate and prepare: Given the child’s tendency towards negative reactions, try to anticipate potential triggers and prepare strategies to manage difficult situations.
Practice patience and self-care: Parenting a temperamentally difficult child can be challenging. Maintain patience, seek support when needed, and practice self-care to avoid burnout.
Focus on goodness-of-fit: Adjust expectations and parenting strategies to better match the child’s temperament. This may involve adapting the environment or modifying interaction styles to reduce conflicts and promote positive development.
Celebrate strengths: While focusing on challenges, remember to recognize and nurture the child’s strengths and positive qualities.
By understanding the interplay between parenting styles, child temperament, and the goodness-of-fit model, parents can develop more effective strategies for raising their temperamentally difficult child. The key lies in balancing structure and flexibility, providing consistent support, and adapting approaches to suit the child’s unique needs. With patience, understanding, and appropriate strategies, parents can foster a positive relationship with their child and promote healthy development despite temperamental challenges.
References
Paper 1: Attachment, Emotional Competence, and Parental Influence on Development
Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. Basic Books.
Denham, S. A. (2016). Emotional development in young children. Handbook of child psychology and developmental science, 3, 257-308.
Egeland, B., & Pianta, R. C. (2014). The origins of individual differences in attachment security: From infancy to early childhood. Child Development, 85(1), 151-166.
Grossmann, K., & Grossmann, K. E. (2019). The emergence of mind: Parental mind-mindedness and the development of the child’s internal working model. Attachment & Human Development, 21(1), 1-26.
Grolnick, W. S., & Ryan, R. M. (2016). Autonomy support in parenting: Its role in children’s development. Journal of Research on Adolescence, 26(1), 119-130.
Thompson, R. A. (2006). The development of the person: Social and emotional foundations. Harvard University Press.
Paper 2: Temperament and Child Rearing: Guidance for Parents of Difficult Toddlers
Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology, 4(1), 1-18.
Belsky, J., & Pluess, M. (2009). Beyond differential susceptibility: A bioecological model of gene-environment interactions. Development and Psychopathology, 21(1), 33-57.
Rothbart, M. K., & Bates, J. E. (2006). Temperament. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed., pp. 69-166). Wiley.
Thomas, A., & Chess, S. (1977). Temperament and development. Brunner/Mazel.
