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Human Development
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Seventh Edition
III. Infancy 6. Psychosocial
Development in Infancy
© The McGraw−Hill
Companies, 2009
PSYCHOSOCIAL
DEVELOPMENT IN INFANCY
Temperament 152
The Origins o Temperament 152
The Dimensions o Temperament 153
Early Emotional Development 155
Defning Emotion 156
Role o Emotions in Development 156
Emotion Regulation 157
Analyzing Emotional Expression 158
Conclusion & Summary 159
Key Terms 160
What Do You Think? 160
Chapter Review Test 160
Chapter Outline
The Meaning of Relationships 142
Characteristics o the Developing
Relationship 142
How Do Children Develop
Relationships? 143
The Role o Reciprocal Interactions 144
Parental Roles: Expectations or
a Relationship 145
Attachment 147
Bowlby’s Work 147 Attachment Research 148
Fathers and Attachment 151
Dierences in Mother/Father
Behavior 151
Chapter Objectives
After reading this chapter, you should be able to answer the following questions.
• What is the role of relationships in psychosocial development?
• How do children develop and control their emotions?
• How would you assess the importance of attachment in psychosocial
development?
• How does temperament affect the relationship between parents and their
children?
6
140
6c h a p t e r
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III. Infancy 6. Psychosocial
Development in Infancy
© The McGraw−Hill
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c h a p t e r 6 Psychosocial Development in Inancy 141
J Bwly kw. Bwly, u aac y,
zg a ac, ca alz w a a a’ la- a aacy a aly yccal vl. H wk
Wl Hal Ogaza llwg Wl Wa ll al
l a a w a cl aa a fgu.
Indeed, we held the view that the responses o protest, despair, and detach-
ment that typically occur when a young child aged over 6 months is sepa-
rated rom the mother and in the care o a stranger are due mainly to loss
o maternal care at this highly dependent, highly vulnerable stage o devel-
opment. (Bwly, 1969, . X111)
May Sal Aw kw. A -
wk Bwly’ la L,
wa gu y a a vu-
ally v a a ag
al w a cl.A lk ack wk, u-
az ac aac
a a’ l a llw.
The implication is that the way in
which the inant organizes his or
her behavior toward the mother
aects the way in which he or she
organizes behavior toward other
aspects o the environment, both
animate and inanimate. The organi-
zation provides a core o continuity
in development despite changes that
come with developmental acquisi-tions, both cognitive and socioemo-
tional. (Aw, 1979, . 936)
I, aac y av uw ly a
yclgy:
But whatever the lingering controversies over attachment theory, it’s now chart-
ing new directions or both mental-health practice and policy. New research in
the neurobiology o bonding has put the
theory on ever-stronger empirical ooting.
(Kall, 2003, . 3, 5)
Cl la wa xc
cau, a w av ,
a a a cgv vl
al ak a
a, a a-
au w , cally a-
, a . Alug y ay
ga vyg a’ gg au
, cl ua qualy
a: cag/cl, lvg/
l. These initial relationships, then,
are the oundation or a child’s social
development .
T a ya a Ek
lv ul a u
u. Ia vl lg a
The reciprocal interactions between
parents and their children are at the
heart o the attachment process. What
aspects o development is this mother encouraging?
Beginning at about 6 months o age,
inants show signs o distress when
approached by a stranger. How do you
explain this baby’s ear o a stranger?
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III. Infancy 6. Psychosocial
Development in Infancy
© The McGraw−Hill
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142 p a r t 3 Inancy
wl a a a cu av a lac w a cfc
v acqu, ucg ucay au l a .T l u uagl a wk, w f cu ag a
ac la (uc a acv l a a lay
w vl). Nx, w’ll xl cal la—aac—a
a aac uc a a w ya. W’ll xa w
a cl a a ucu k la y
. Fally, w’ll w c ac ac al vl.
L’ g y lkg a val ac a au la.
THE MEANING OF RELATIONSHIPS
Inancy implies beginnings, the early ormation o characteristics, skills, and dispositions
that may last a lietime.
—Ross Thompson
Rac l la vl a ca uaally
c vu k, ly w ga a-cl la-
u al w ga aly (Eg, 2006). T xl
a ca v acac uu a ulc aca
ula agaz a uu a k (Ru, Bukwk, & Pak, 2006).
T a u u aaly, k a la a a pattern o intermittent inter-
actions between two people involving interchanges over an extended period o time
(H, 1993). A cl’ la ca ay ac vl: physical
aspects uc a walkg, ug, a layg w a ; language aspects, wc al
yug a lv; cognitive aspects, wc allw ua
a; emotional aspects, wc ak a c a ;
a social aspects, wc c calza a vua. I w, ala a u xal uc biopsychosocial interactions.
Ia a ay cal ula, u ’ ju a a
g avly. Ia w way a cal cac. May
ac (uc a ug wa gug c) a
cuca. H (1993), , a cag w a a
v a acv . T au a y aac a,
u a acvly lc aul ac. I w, a g
ucu w la accg vual a. Ty
w aly cx. T ac ccug ag aly
—a-a, a- cl, lg-lg—uc a l
c a cl a-cl la. Maal cc, xal, valy
ll v la w a a cl a ay uc
uxc ul uc a ycal ll cl (a ay v ac
la; Eg, 2006). Cquly, au law a a cl g a a caacc
ac, a ac a ccu (Ru, Bukwk, & Pak, 2006).
For most people, relationships with other people are the most important part o
their lives.
—Robert Hinde
Characteristics o the Developing Relationship
I clac a “al la” (a-a), Bazl
a Ca (1990) l val caacc a y gc a
uccul la:
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III. Infancy 6. Psychosocial
Development in Infancy
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c h a p t e r 6 Psychosocial Development in Inancy 143
1. F synchrony, wc aly a aju
av a a a. Ialy a , a a lyccu y gula uc y a ag a a
a, wc a gy a a. Oc a cg-
z — ay’ “laguag” (Bazl & Ca, 1990)—y
ca u w av—alkg ly, kg— l a
aa val ul. T uual gula av f
ycy.
2. A c caacc symmetry, wc a a a a’ caacy
a a yl g uc ay ac. I
w, w cl ac w a c a.
A Bazl a Ca (1990, . 122) , a yc algu a-
cgz a a’ l, a , wa a w uc ul a
a ca la.
3. A caacc entrainment, wc f y a al w a a’ a a a’ av. F xal, w
a ac wa , ay g lk “O,
y, Ty.” T quc vlv a la layg ga,
uc a akg a ac a ay a a yg
laly.
4. Fally, c a alz a y av a a cllg ac-
(au 6 ag), y g vl a autonomy.
W ac, a a gg la a la
au lv.
W u w a wc a g vl la.
How Do Children Develop Relationships?
Ia quckly cu a y cgz a uc l
a aac. M, u, aly ca a’ c: u-
g, a, g. Tu a la c a ,
a a a ac al. Hw w xla vl?
T v a wk:
• Bodily needs—, xa-
l—la a -
ac a c a
cal ac.
• Psychological needs ca cau
a u
a uc, uca g. Cl, ,
k vly; y
qu cagly callgg
ula. F a, aul
c uc a-
a uc a uc
ly aac.
• Adult response needs. Aul
ay , v ula-
, a a cuca-
, u alg a
uu cal ac.
synchrony
Aly a aju av a a a.
synchrony
Aly a aju av a a a.
symmetry
Ia’ caacy a; yl
g uc
ac.
symmetry
Ia’ caacy a; yl
g uc
ac.
entrainmentT u c y
a al w a
a’ a a a’ av.
entrainmentT u c y
a al w a
a’ a a a’ av.
autonomy
Ia’ alza a y av a
a cllg
ac w .
autonomy
Ia’ alza a y av a
a cllg
ac w .
Inants immediately begin to take in
inormation rom their environment, and
mothers are an important source o this
inormation. From mothers, inants begin
to develop a sense o how the world
will treat them. Can you identiy the
multiple stimuli this mother is using?
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Development in Infancy
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144 p a r t 3 Inancy
Hw uc—a wk ug a’ aly ay—ac
vl la?
The Developmental Sequence
Bly aac, a ac vly, a aul a’
vu a a aaac cal ac la l-
lwg quc.
• During the frst three weeks l, a a ac uc y a aul’
aaac. T ly xc, a , ug g .
• From about the beginning o the ourth week, a g c ac
wa aul. Eal ac al aa a , w vu g
lau a g a u aul, cally al.
• During the second month, clx a v ac g, uc
a lg a vcalza c a , lu aa avug ac.
• By 3 months o age, a a a cal ac. T
cu gw a u y aul ul c
gg ya, w a ac vl
(H, 1987, 1992).
T. B. Bazl a B. Ca (1990).
Yu ul jy ag The
Earliest Relationship.
(Rag, MA: A-
Wly), a xcll,
aal accu w
la vl, a ac
a a ycaalyc cv.
Guided Review
1. A la a a .
2. Ia quckly g la.
3. a a uc vlg la.
4. T au a la g a.
5. A la a xcll xal ac.
Answers 1 . i n t e r a c t i o n s 2 . s t r u c t u r e 3 . F a m i l y c o n t e x t 4 . c h a r a c t e r i s t i c s
5 . b i o p s y c h o s o c i a l
W ca uually lal la, ug ajcv uc a wa, cl, jc-
g, a l. Bu w u cauu. Ay la ay ak y
aaly cacy ac. A ay av a wa la w
cl a vc y uggg a kg, u ay al cl w cl-
g cl’ c. To understand the relationship, we must
understand the interactions.
The Role o Reciprocal Interactions
W alz ay a cl a a av g; y aly
k ula v a instantly interpret, and react to, how
they are being treated, a c call reciprocal interactions. Tk
way: Yu ac a acula a a I cag. A a ul cag
a ccu , yu cag. Back-a-, -a- g, caly cagg
reciprocal interactions
Iac a ul uual
cag
reciprocal interactions
Iac a ul uual
cag
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III. Infancy 6. Psychosocial
Development in Infancy
© The McGraw−Hill
Companies, 2009
c h a p t e r 6 Psychosocial Development in Inancy 145
la. Cquly, w ca w xa a a’ yccal vl-
a ally w a xcg cv. N ly a a ak wl a y vl cgvly, y al “u ”
cal a al a uug a aly g a
la w .
Tkg au y ac a av w cl l
yu aca w la a vl. F xal, c
k g a w cl a way y —all vlv-
g ac. Ty lay. Ty cl. Ty xla. Ty v cc
a ack. Ty aw qu. I w, y’ xcg a-
al l all ac w cl. Aalyzg ac l
yu alz a a cag a a ul cl’ av, a
cl cag u cau a’ ac. T reciprocal interac-
tions a cuy v a a a wul c vl
la (Fag al., 1996).
Bu a al xc cl v ac. W, a aul, a aly cau way a y u. A a’
ag, cg, lg, a kckg ca all ly aa ac-
. Tu aly ac al au la w
a a cl, gvg a acula yl.
T ua vlg la w a a a, -
a a “u ” v . Tu y ac a
a a’ av; y ac way a al ,
vc a a u, a layul au ac. Cquly,
qualy ac aly g al au la-
(T, 2006).
Parental Roles: Expectations or a RelationshipFally, a g ac ccv a au l y ul lay
la w cl. Tccally, role uually av,
ca xcac au av, aca w a acula
cy. M a a av ca xca au w a ul
ac. How they exercise that power and how their children react to their suggestions
and encouragements, their demands and commands, ultimately determine the suc-
cess o the relationship. I a al wl, a, xca, a
l a a a ul cly w cl’ aly
a al (C & Ta, 1999).
Ghosts in the Nursery
L’ au a a c uc xca au
aal l. Sla Fag, a wll-kw cl yca, a
c ghosts in the nursery, wc ca av ay cquc (1987). D
a l w a lkg v ul, llg w g
u cl, a a y ay wll av jc v ll aga?
D cl a, a y g ac
a y a ? D y a a w y
a? O av y y a “x” y av a
au av lv?
W a a awa a g a ay uc , y
uually a vc lc a v v la w
cl. May qual, wv, ac au la, uc
Parents’ own experiences and their
expectations o their children’s behavior
help to shape the relationships they
develop with their children. Can you
summarize the experiences and the
expectations that shape parental
behavior?
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146 p a r t 3 Inancy
a wa, ccy, culual a, a . Fgu 6.1 llua
quc y wc f ac, c w vlal cag,
gaually la cfc la.
A ac w a cl ca a c c-
lx, l’ w xa aac a vl w w.
A. Origin of interactions1. Organic needs2. Need for stimulation3. Social interactions (adult)4. Adult interactions: the basis
for peer interactions
B. Need for interactions: criteria1. Attention to adult2. Emotional display to adult3. Actions toward adult4. Evaluation of adult reactions
C. Developmental changes in need content1. Infancy: attention and care2. Toddlers (2–4): cooperation3. Early preschool (4–5): respect,
acceptance4. End preschool (5–6): understanding,
sympathy5. Middle childhood: peer acceptance
D. Developmental characteristics1. Physical2. Cognitive3. Social4. Emotional
(ages and stages)
E. Needs become motives1. Maslow’s hierarchy
2. Lisina’s motives
F. Specific interaction content1. Content
2. Diversity3. Quality4. Relative frequency and patterning
of interactions5. Reciprocity versus complementarity6. Intimacy7. Interpersonal perception8. Commitment
G. Emerging relationships1. Ages and stages
FIGURE 6.1
T g a vl
la.
A w av u cu c culu
vl, cl a x a a
y culu uug . T culual cx -
clu vyg lg aag a g
acc cl’ valu y, cl xc, a
al ac. Bu way wc cl’
a w culu va uly (Saa al., 2006).
Pa a acula culu a a c y
l, valu, acc, a av a
a culu. T l, u, la
a a k v cl ul x-
c. F xal, ac a claly a
a a Gay a x ava
a aac. A ac w, Ga
a a quly l al u a wl
y g . I Jaa, wv, -
a cl xy a. Jaa a a
aly aa . Culu al
ac y cac. I W c, lk-
g a ay’ y a “lkg a ay’ ul.”
I Aca c, wv, y cac cu-
ag. T aal acc cc -
aly llwg .
Bu ly yg cfc c ag
cl culu l u cv vl-. A Gaca Cll a (1996) av :
In addition, studies o children o color need to move
rom conceptualizing developmental outcome as either
negative or positive to a more balanced conceptualiza-
tion that reects both the strengths and weaknesses in
developmental processes and competencies o these
children (Gaca Cll al., 1996, . 1895).
(F a al a cv xaa ujc,
w c Scal Iu Rac, Ecy, a Culu
Cl Dvl, Child Development, 77(5), S/
Oc, 2006.)
A SOCIOCULTURAL V IEW Diferent Cultures, Diferent Interactions
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c h a p t e r 6 Psychosocial Development in Inancy 147
ATTACHMENT
Bcau uu la a ug f ay l,
w ay wll ak: Hw gfca -a la f
ay a wk a ? Ia w vl a cu attachment
av wllg a cfc k u uu la. A
T (2006) , aac fgu a cu a a cuag a
xl v u a lal a w a uc-
ay aa. Ag f ac cgz gfcac la-
a a’ l w J Bwly a May Sal Aw. (F a
xcll cu y a ackgu aac v,
R Ka [1994]. Becoming Attached. Nw Yk: Wa Bk.)
Bowlby’s Work
J Bwly wa a a aly g. W ck uuly w a,
cf a, a lla , wa a cag c al
ay aac al. Ealy al ca, Bwly a
ac y lg cl ug gav aly xc aly
l (uc a lg aa ).
Ug cc yclgy a ethology ( uy av au-
al g; H, 1993), Bwly ula ac : A wa, a
la w a a al al al, cau a
cl’ ’ c a ga a . A ’
cu ac ca ga a l a lg ag. (I 1969
clac, Attachment, Bwly a qu claly a a a’ cal aacfgu ca a aual .)
Background o Attachment Theory
Bwly a cllagu, cally Ja R, a a u
wc cl ag 15 30 w aa a. (Ty a
lac al al u.) A cal quc av-
llw. Protest, f a, ay g aly a au
wk. Lu cyg, x l, a jc all aul fgu ak
attachment
Bav k a cl
( aul) cl xy a
gfca .
ethology
Suy av aual g.
attachment
Bav k a cl
( aul) cl xy a
gfca .
ethology
Suy av aual g.
Guided Review
6. Ia’ ac w a va y cag
: , , .
7. aly a aju av a a
a.
8. T cal ac aa a au ag.
9. Ia’ caacy a a yl g a uc -
ac call .
10. T y a vl w a a’ a a’ av call
.
Answers 6 . b o d i l y , p s y c h o l o g i c a l , a d u l t r e s p o n s e 7 . S y n c h r o n y
8 . 3 9 . s y m m e t r y 1 0 . e n t r a i n m e n t
Both parent and child bring their own
characteristics to the relationship (acial
expressions, movements, vocalizations),
and as they do, the interactions
between the two become more
complex and an attachment slowly
develops between the two. Can you
discuss the many parental behaviors
that help to produce attachment?
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148 p a r t 3 Inancy
a a’ . Despair, c a, llw. T a’ av ug-
g a gwg l: u cyg, acvy, a ay wawal. Detachment, fal a, aa w a a lay w
uug—u a , a k . Bwly c
av fal a a aac, v aa.
F va ay la ca, Bwly f aac a llw:
Attachment behavior is any orm o behavior that results in a person attain-
ing or maintaining proximity to some other clearly identifed individual who
is conceived as better able to cope with the world. It is most obvious when
the person is rightened, atigued, or sick, and is assuaged by comorting
and care-giving. At other times the behavior is less in evidence. (1982, . 668)
Bwly al lv a alug aac vu acy a aly
cl, ca v ugu l cycl (Hal, 2000; K al.,
2000; Wa al., 2000). Tal 6.1 a clgy aac av.
Attachment Research
A cl’ av ca aac ly w y a cfcally c a
a w a a . W a f c a
, y a ag a a aa ac w
. Cl al a av aa a aac fgu,
aculaly ac w a gg ua (T, 2006; Wa &
Cug, 2000). Aac lv a a ’ (
aul’) vy l g a qualy a a’ cuy.
Bu, a w av u cu ccal ac, cl al
cu la.
Chronology o Attachment DevelopmentTA B L E 6.1
Age Characteristics Behavior
4 Pcual ca; Sl a vcalz w a
vual ackg ay l; w a aa
9 Saa axy; ag axy C w lav; clg a aaac
ag ( ay jc)
2–3 ya Iy a qucy aac Nc g au, cag a
av a ca uag uug wl
3–4 ya Gwg cfc; cy l Bg acc ’ ay ac;
cu a ag lac w ua lay with cl
aac fgu (lav)
4–10 ya L aac av, u May l a’ a wl walkg; ayg
ll g uxc cau cl u a
Alcc Wakg aac a; Bc aac gu a gu
a aul c a
Aul Aac ll cl I ul , aul u u ;
lly c a yug ga
Suc: F J Bwly, “Aac a L: Rc a Pc” American Journal o Orthopsychiatry, 52: 664–678. R w
American Journal o Orthopsychiatry. Cyg © 1982 y Aca Oycay Aca, Ic.
J. Bwly (1969). Attachment . Nw
Yk: Bac Bk. T
Bwly’ clac a
au aac. I’ vy
aal a a c
w wc yu ul
ala.
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c h a p t e r 6 Psychosocial Development in Inancy 149
The Strange Situation Technique
T a qualy aac, a u Bwly’, May Sal Aw,
v strange situation. Aw (1973, 1979; Aw & Bwly, 1991),
w acc Bwly’ cal a aac, v ag
ua cqu uy aac xally.
Aw a a a a ak a va . T cl
wa lac a allw lay w y. A ag (al)
a ga alk . Ov wac w
a ac ag a wa x cl u a
a cu a. T l cl al w ag;
v w cl ca. T u a
qualy cl’ ac ’ u wa a. Nx a
wa l clly al, llw y ag’ ac, a a
. T av av u clay cl a llw:
• Securely attached children, w u a a a wc
xl. Saa f aac av; y x c-
al , ca xla, a a u k cac w
.
• Avoidantly attached children, w aly cy ug aa a av
a u. T a lk a -
ycal cac.
• Ambivalently attached children, w a axy aa a
w a ly y aa. Y u y lay
aval av wa ; y k cac u ulauly
.
• Disorganized/disoriented children, w w a k cu av a
u. F xal, y ay lk a a lk away, w-
g ll (Ma, 1996).
Aw al lv a aac kw ggac ua.
Rg u a- aac Ugaa, Aw (1973)
a 28 a v, 23 w g aac. S wa
y a’ av ag al aac w
a a a a av v w a
aa ay c a cul cau axy x. I acg
vlg a aac av, Aw (1973) a:
The baby did not frst become attached and then show it by proximity-
promoting behavior . . . rather . . . these are the patterns o behavior
through which attachment grows. (. 35)
Aw u, cuc Bal, Wag, a
Scla, cag a culual uc ay ac way wc aac av vl. Nvl, alug u u qu -
ujc u, all aac av vlg a
la a.
Continuing Attachment Research
A a l aac ac a vl Adult
Attachment Interview (AAI), wc xa a -
y aa a c, lva cu aly aac
(Ma, 1996). T aw a lk qualy cl’ aac-
. Ba , aul a claf a llw.
• Autonomous. T vual valu la, lv a aac-
l vl, a gv c a c aw.
strange situation
Mau g a
qualy aac.
strange situation
Mau g a
qualy aac.
Adult Attachment Interview (AAI)
Evalua aul’
qu au aac.
Adult Attachment Interview (AAI)
Evalua aul’
qu au aac.
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150 p a r t 3 Inancy
• Dismissing. T vual uc aac
lv a w y la, a v x au a w c a cacy.
• Preoccupied . T vual ak a a agy, c
a.
• Unresolved/disorganized . T vual c a ulv
l aw.
Dc qu AAI (a , w uul, cla,
a ly a ) c aac cag a
(cu, cu, a ), w qu a ak beore and ater
birth (Ma, 1996).
Rc ac (Aa, Gua, & Taaka, 2004) la w
aul aac a ag av val g cclu. F
xal, a lk wa w aul aac a aal al wll-
g a ag av.Cu ac alca AAI a cu akg
lk ack w cl aac. Dug a -u
vw, l a ak u y ulyg vc. F
xal, y a ak u fv ajcv cg la
ac a. La ug vw, y’ qu au cfc c
ug al aw. Paal av c cag
a la qualy a’ aac ( Tal 6.2).
Aac ac a al xag aal c; a ,
y’ cug la w aly aac a a cl’ awg
a l cl. F xal, w w ac
cl w w aa , cu 6-ya-l a u v,
cucv au cl y. Bu gaz cl gav
g : “T gg ,” “T gl wll kll l.”
Cu u (Lw, Fg, & Ral, 2000; Wfl, Su, & Egla,2000) ca a g-k al (vc, , au, aal )
aly aac aly ya aul wa lackg.
Fally, ac a lacg ga a culual ac aac-
. T av lg l a culu uc cfc av a a
a uaal c aac a u culual uc. Cquly,
uval ac y a cvg cl cuy.
The Adult Attachment InterviewTA B L E 6.2
Adult Attachment Interview Strange Situation Response
Secure/Autonomous: C, valu aac,
acc ay ulaa, al xc
Dismissing: Pv a a uu
cac; y cla al ulaa xc
av c
Preoccupied: S agy, cu, av, aul;
lva
Unocused/Disorganized: L a ug ug
cu l au; la ag (ak
a l a alv)
Secure
Avoidant
Resistant/Ambivalent
Disorganized/Disoriented
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III. Infancy 6. Psychosocial
Development in Infancy
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c h a p t e r 6 Psychosocial Development in Inancy 151
W av cu aac w a cl cau
ac a xa la. Wa ca w ay au
aac w a a a?
Fathers and AttachmentCg aac w a a cl, Bwly (1988) a
a clly l w a cl. A fg
a gu Bwly wa a wa cla w aac a-
ac a; a , a a ay av a cu aac w
u caly w a, w a u caly .
W ca uaz fg y ag a a cu uaally
facal, cal, a al aly vl cl, u
y ycal c al. T c a a’ l cl’ l,
cally a uug, cag a w cl aac, ca v-
lk. A Hg a Klly (2002), a cl ’ c yc-
lgcally wll-aju ju cau Da . T ll aly a cc
a cl qu acv, gag ag v a .
Dierences in Mother/Father Behavior
Rac a al cu ag c w ’ a
a’ av (uua vu layul), lay w aal av-
( x cal vy), a au vlv
a’ ca. M a val, y, a lay cv-
al ga. I a lax g, a av qual aac a
aac fgu. W a a ugy ck, wv, y u
. Fa, wv, v ucal, l yc, a
xcg ula a .
A yu ca ll uay, ac l
u ua yac ac w a a a
A w av u cu acy Ca 5
a 6, ca vlal au l lv -
al clca acc. F xal, w kw a:
• T ua a ga la v
.
• Cl ya ca k jc,
cl, , a .
• Ty cu vl jc ac.
• Ty qu f g c a cuy
a.
W a, a ucay, l a y
lack a cu a , y vl lg u,
lack cfc, a , cg Ma’ gaz/
cagy. T l cl, aul u
cl’ lau. A xal, cl la
acy jy lg Paul Gal. Gal
a l a llua ay ala lkal ug
ya, uc a The Three Billy Goats Gru, The Elves and the
Shoemaker, The Three Little Pigs, The Little Red Hen, The Gin-
gerbread Boy, a The Teeny-Tiny Woman.
Fualy, ay ug lkal av
u cly, y cu g lau a w
ga cl. H caac a aly fal
a ag. M av laa, lg ac—v
aal l. W ag k lk cl
la acy, cagv v w a z c-
al cuy w wl yg g’ u gga y ug away .
I yu wul lk av a vw -
u, yu ay wa a Baaa Tav a J F. Tav
(2009), Children’s Literature: A Developmental Perspective.
Nw Yk: J Wly. Yu ay al w la au
y gg u w a www..c/acy7.
AN INFORMED VIEW Attachment and Children’s Literature
The interactions between a ather and
his child tend to be more physical than
those between a mother and her child.
The qualitatively dierent types o
stimulation a child receives rom
each parent would seem to suggest
implications or the stafng o day-care
centers and preschool acilities. Can
you expand on the notion o active,
engaged athering?
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152 p a r t 3 Inancy
(Pak, 2002). Alug aly ua u av au
-cl la, a ly 17 kw u av ca cl’aac a (Lw, 1997). T cclu c, w u Lw’
a (1997) a c a aul al, uually a, qu
a cl’ vl. (F a xcll cu a’
l vl u cy, Caa al., 2000.)
Sc w kw a aul a cl cu qualy aac-
, l’ u w l a a lay c.
TEMPERAMENT
O a yac a’ la w cl
a. Temperament ccally cually a vualc al, , a aal acvy a l-gula
(Ra & Ba, 2006). Sly u, a cl’ a a uqu
a al yl avg (T, 1999). Each child is dierent at birth and
must be treated dierently.
Tu a a ccal aly a, cally f ay a
wk a , a a a al a aly . A a
10-ya-l cal w a: “Ev , I cul ll aa y
c ac g au lk ac, vc, a cl.”
I w, a v clu y.
The Origins o Temperament
Ta aa av a cual c a val, a la
aally, ug f w ay l. Su a u a au a—Bayly’ Inant Behavior Record (IBR)—all u gfca
gc uc a (Ra & Ba, 2006). F xal, ul
Colorado Adoption Project, wc ca ac a a -
a cl, w a cla gc uc a (Pl al.,
1997). T gg MacArthur Longitudinal Twin Study, g uy
a 330 a-x w a, a ally gc uc vual
c a 14 ag; xal, aval a v
y w a gfca gc uc (E al., 1992). (F a xcl-
l cu c, Ca, 1998).
temperamentA cl’ ac aly;
ccally cually
a vual c
al, , a aal
acvy a l-gula.
temperamentA cl’ ac aly;
ccally cually
a vual c
al, , a aal
acvy a l-gula.
Guided Review
11. A aly ac gfca la a a’ l wa
.
12. Fllwg aa , Bwly u a cal quc av: , , .
13. Aac caacz y aa ag axy uually g a
ag .
14. Aul’ aly aac a a y
.
15. kw ag ua cqu.
Answers 1 1 . B o w l b y 1 2 . p r o t e s t , d e s p a i r , d e t a c h m e n t 1 3 . 9
1 4 . A d u l t A t t a c h m e n t I n t e r v i e w 1 5 . A i n s w o r t h
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III. Infancy 6. Psychosocial
Development in Infancy
© The McGraw−Hill
Companies, 2009
c h a p t e r 6 Psychosocial Development in Inancy 153
Y c ac (Ra & Ba, 2006) al f cag x-
a v . A cl’ aly, cal v, cccau, a culual uc g wav a wk xal c a cu
ag a v ya. Exag vlally ac-
v c, T (1999) ac llwg cclu.
• A cl’ a ay wll ly w a cal
g. A w’ll , g--f w a a v-
a a aj ac aly a aju. Bu k al
a a cl’ v cag aacally ug ya, a
cag av wul c vl a aju (Pua, Sa,
& Ra, 2002).
• Ta uc w a cl lc a ac
v (vual, g, a ). T u ac w
l cl. (Rccal ac a wk!)
• Ta cl w a cl cv a k au v.
• Ta ay ac w val uc a way w ly
’ ua.
Tu a a lgcally a u vlally vlvg au
av (T, 1999).
The Dimensions o Temperament
T ua w ac ac cclu, w u a c
a.
The Work o Mary Rothbart
A Kaga a Fx (2006) , May Ra’ a a culy agcu a. I a quly qu aaly ucu
a, Ra (Ra & Ba, 2006) a f val
a acy. T clu:
• Negative emotionality, wc lg a a a.
• Surgency/extraversion, wc ag a v aac
g-y lau.
• Orienting/regulation, wc uc av a lw-y lau,
cul, a aly
Exag la clu ag cl a
cl’ aal caacc: W y l aa l-
cl, qu u, cuag aac vl acv?
Kagan’s Biological Interpretation
I a a, Kaga (Kaga & Fx, 2006; Kaga & Sa, 2004)
c a a an inherited physiology that is preerentially linked to an
envelope o emotions and behaviors (though the nature o that link is still poorly
understood) (Kaga & Sa, . 5). F xal, Kaga a a 4--
l a w w a cy c u a uala ul a
lkly c aul a uu ug aly cl, a c a Kaga
a call inhibition to the unamiliar (Kaga & Fx, . 198). (A x
Kaga’ wk y Pua a S [2005] xa ly a cl’ gav
ac u al v x av, call approach tendencies.)
Kaga a cu vl a lgy, cally a,
a aj cu a. A a (Kaga, 2004, . 40),
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aal a a u al vaa ucy aay,
alug ay u ukw aal v. A y, c u wk a ccal l ccal ac, w ca’ vlk -
ac w lgy a v.
Chess and Thomas’s Goodness o Fit
Fally, w u u a wk w cl yca, Slla C
a Alxa Ta (1987, 1999). T ac w uck y -
vualy w cl ay aly llwg , c
a cul au lly v. Igu, y v
New York City Longitudinal Study 141 cl. C a Ta cv-
a v w cl a yug a 2 3 ag, y cul y
a cagz y a:
• Easy children, caacz y gulay ly uc, lw -
a y ac, a accac , a a wawal , wua (40% cl).
• Difcult children, caacz y gulay ly uc,
ac, a wawal w ul (10% cl).
• Slow-to-warm-up children, caacz y a lw y ac a
a wa gav (15% cl).
Ty w al clay 65% a, lavg w a xu
a a f a cagza. Tal 6.3 uaz clafca
c.
I a cgz la caacc cl— l
a a ca ; a uqu a acg ag ukw;
y cca a ak—y ca u kwlg uc ca-
acc ul a goodness-o-ft la.
A ag , a cl’ yclgcal vl— g-
f f—ay c. Bu ccuac cag
( cl v), g f cul c
f. A C a Ta a (1999, . 4), “ ccy cag
New York Longitudinal Study
Lg- uy y C a
Ta aly
caacc cl.
easy children
Cal, lax cl;
aca w C a Ta.
difcult children
Rl, al cl;
aca w C a Ta.
slow-to-warmup children
Cl w lw y
ac; ay a gav w
cug ayg w;
aca w C a Ta.
New York Longitudinal Study
Lg- uy y C a
Ta aly
caacc cl.
easy children
Cal, lax cl;
aca w C a Ta.
difcult children
Rl, al cl;
aca w C a Ta.
slow-to-warmup children
Cl w lw y
ac; ay a gav w
cug ayg w;
aca w C a Ta.
goodness o ft
Caly w aal acl av; w wll a
a cl g alg.
goodness o ft
Caly w aal acl av; w wll a
a cl g alg.
Categories o TemperamentTA B L E 6.3
Behaviors Easy Children Difcult Children Slow-to-Warm-Up Children
Acvy lvl Va Lw a Va
Rycy (Rgulay) Vy gula Igula Va
Aac wawal Pv aac Wawal Ial wawal
Aaaly Vy aaal Slwly aaal Aaal
Sy l Hg lw T lw Hg lw
(lvl ula cay
uc a )
Qualy Pv Ngav Slgly gav
Iy ac Lw l I Ma
Dacly Va Va Va
Pc a a a Hg lw Hg lw Hg lw
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c h a p t e r 6 Psychosocial Development in Inancy 155
g/ f v y cacy vu
vaaly vual a v.”P f x w aal a a xca a xcv
a cal w a cl’ a, al, a caacc.
P f uc a ak y vlal l
(C & Ta, 1987, 1999). A l way ag cc ak
a a cl w y g alg g. (F aal cu
a c, Pua, Sa, & Ra, 2002).
Fally, ac a’ a cl’ a al-
g a g--f la (a ac ly cl),
a aga a gfcac cc sensitive responsiveness.
F xal, a w av , a a aally a . A
xal v v wul a alug a lk
l, lk ycal cac. Hw wll a ac a a w
a ull away, cally vu cl lk g l? Ia
aly u v. Ty gv clu al aa ’ a a’ cl’ gal u aa
that cl; a , ga aal vy uc v a.
sensitive responsiveness
R aly cgz
ag a cl’ av.
sensitive responsiveness
R aly cgz
ag a cl’ av.
EARLY EMOTIONAL DEVELOPMENT
Wl w w wkg c k, u (JFT) lax
y wacg a cky ga lv. Ba cc. W a w c l
ga lay avagly wug ck a a a
a w aly c, vly ju. Nl
ay, a a y a l w w lay, a -
cu vl cu a ll g lay u.
Sll, aacally llua wul l a lay u lv.
Wa wa al vl lay a wul cau
ac ually? D aw l a ucg? O w u
v aw? O, c aga, w ac ac w
w a xlaa acag ac ua au?
F xal, cu vw c ly a’ l
al vl u al cu y a v.
E cvly la a uc c ug. Ra, ’
“y, clca, v, a uf cau ’ all v lac, -
w w cg a ylgy” (Ray, 2001, . 223).
Guided Review
16. A ual aaly Ta a y
.
17. a a f w Nw Yk Lgual
Suy.
18. a vual’ aval yl acg w
v.
19. Caly w aal a cl av kw a
.
20. Kaga’ xlaa a a aaly.
Answers 1 6 . M a r y R o t h b a r t 1 7 . C h e s s , T h o m a s 1 8 . T e m p e r a m e n t
1 9 . g o o d n e s s o f t 2 0 . b i o l o g i c a l
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156 p a r t 3 Inancy
L El (2000, . 291) cau gac au w
c:
Each child is born with his or her own unique emotional makeup, what we
oten reer to as “temperament.” But this innate bent is then acted upon by
the unique environment in which children are reared—by parents, siblings,
peers, and other caregivers . . . and by the orms o emotional display and
social interactions they see modeled by those around them.
F x g a xc c a “--a-k” vual w a
uqu al .
Defning Emotion
Bu wa w a y emotion? Alug l a yclg av
l a ug fg al a lg a a av
a, llwg f a wa ul al (!) .
F u u, w’ll f a llw:
Emotion is a eeling(s) and its distinctive thoughts, psychological and biolog-
ical states, and range o propensities to act. (Gla, 1995, . 289)
Gla g ak cval qu: I l clay
ac ? Awg w qu, val uaal
al , g w av ac aly.
• Anger: uy, , ay.
• Sadness: g, w, gl, lacly.
• Fear: vu, a, a, g.
• Enjoyment: a, jy, l, lg.
• Love: accac, u, v, aa.
• Surprise: ck, a, aaz, w.
• Shame: gul, aa, fca, ula.
Alug yu ay ag w Gla—wa au l uc a jaluy?—
uc a uuly wll cu c Paul Eka’ cvy a
cfc acal x a, ag, a, a jy a cgz y
l all culu au wl, u uggg uvaly (Eka &
Dav, 1994). Oc Eka a a vlv aav valu
alg w uaal l ak a f u , ag wa
a ak wa f: Lk uaal ak w ac .
Role o Emotions in Development
A yu a au ac aac a aly la yccal
vl, yu ca ua w a cl’ al l al ac. F
xal, cg a aly al vl, E (1998)
f val a a y ac
• Haly al vl l cl f al vual-
y. F xal, g--f wk w xa, C a Ta
(1999) caly u ccy. W ccy—
v vual— lackg, x a al ly a g-
f ay f. E a a v uc
ccy a l al ua vy a -
v a l cl l g au la w wl.
• Dug acy ya, ga aav uc a l
f ag a cl’ xc. F xal, a’
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III. Infancy 6. Psychosocial
Development in Infancy
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c h a p t e r 6 Psychosocial Development in Inancy 157
va aac waw ua a cu-
ca au . W , a laau cal xcag, wc u cal vl. T
al cag l xla wy a a
laguag acy (E, 1998).
Rac a w a f ay a a a v
qualy a cl au a al gal. T ua
aly av, w u caully c culual c ay a
al cuca. Aa a av a avly
wg w culual valu. F xal, a uy Aa a Aca
cl, Cl, Buc, a Taag (2002) u acal c -
al x. A llua, cl U Sa x
ag ly a cl culu. T Aa
cl u a ca l ly a val.
L’ w a cv w vl.I xag aa vau , w u a
dierent ay a ay one . A l, xal, ay
gal jy, c, a cal gg (Saa, Mu, & Ca,
1998). Al, ay ugg lgly cul aa-
ac vau , u ac xlaa how y vl -
cal. Eal vl ccu a ul a a’ al c
c w a clx ac w gwg cgv kll a cal
ac. Tal 6.4 llua g val .
Emotion Regulation
Bu w al kw a a ua w a al xc cal emotion
regulation u lv. I f ya l, a gaually vl aly
z ua a y al ac. Twa vlv: a c la aaac
, a a c c vlvg aag aag-
ga (Ca, Fakl, & Caa, 2004, . 377).
T c gula a cly aac cal a—
cal a ac— yclgcal lau ( Eg, 2006;
Yu wul jy agDal Gla’
akaly cla aaly
, Emotional
Intelligence (1995). Nw
Yk: Baa.
Timetable o Emotional DevelopmentTA B L E 6.4
Age (Months) Emotion Features
B–3
3–6
6–9
9–12
12–18
18–24
Plau, ,gu
Dlg, wa,
ag
Fa, axy,
y, lau
Sag axy,
aa axy
Ela, cuy
Sa, fac
A ag gg a ag
M cfc cfc
ula
E lwly cg a w
cag cgv vl
Cca cu a cagv
Flg cuy a wll-g
cuag xla v
Iga al a cgv au
Suc: Iza, 1994; K, 1993; Luy, 2000; Su, 1979; T & Tav, 2001.
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158 p a r t 3 Inancy
Saa al., 2006). W w lv a
vl, cc gula a xla w a wy gaz a acla yclgcal c (a, l
lvg, a ) a al wy y ca xc al c (Cl,
Ma, & D, 2004, . 317).
A au c av , ay yclgcal xlaa cl
vl uc wu cgzg ac a va-
. O a l uavlg clxy gula
a f: Wa a ? Wa gula? Df a
lgcally a caal a vlv a u ua cau
xaay valu uvval (Cl, Ma, & D, 2004, . 317),
ca l u aalyz ua a a ulv ac.
E gula, wv, cag aca w acva
— xal, cl cl ag (Cl, Ma, & D, 2004).
Tw y gula a l: f, a gulag, uc a a
cl ucg ag y ac a cl’ vu axy, wc l aalu. T c y gula vlv cgzg a
ca gula, uc a ucg ug l-g. (W ug yu vw
Child Development, 75[2], . 315–394, a xcll cu c.)
Analyzing Emotional Expressions
A cl gw, ccuac a lc cag acally; a
, al xc a ag vay acally. T au a
a 6--l cl w w ckl y a a
16-ya-l’ au a a uy y l y a . W ay lal
“au,” u a?
R al a clx w aa a cl gw. F
xal, a aly a 2 3 ya ag, cl g lay a, gul,a jaluy (Vllg, McElwa, & Mll, 2002). T w g
a cl’ cag cgv auy, a, a y , y av a g
uc l- (Du, 1994). F xal, aa a a
gvg a wg aw cl ay wak a cl’ cc.
Cl’ al cc a g c la cal cc
(Da al., 2003).
A aa, cl u gal w u gulag .
Iul cl ( Ca 10) c a a lag xc aly
l, gly uc y a cl’ a a w v
(aly, cl, ) ac al uu. W c aga
ac cgzg w yccal ac ac av.
Eal vl v gal (v vu g-
av ) cfc—gal v a a uc -
a jy a ; gal gav a a a, gu, ag. T ay g ug f 6 . S a
18 ag (call Pag’ xlaa cgv vl), cay
aa a a aca w a cl’ gwg cgv caacy
l-awa. F uc a aa aa, cl u av
vl a l (Ra, 1994).
The Smile
O f g a ay’ l, wc a aly
a a g a. Y, a Su (1995) , w’ l ’
ca lau a l l a . T l a
uually ga a “al” l cau y lack al wa
u l. By ay’ wk, ua al vc lc a , al
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III. Infancy 6. Psychosocial
Development in Infancy
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c h a p t e r 6 Psychosocial Development in Inancy 159
l, a y x wk gg u cal l aa, cally
ua ac.Tw--l a a c a “l,” wa qu a
cally gfca l g au 3 (Kaga & Fx, 2006). Ba
l cvly a ac—al aw—a aly c ua
cy a a. Ia gaually la a ala ac uually
a lau, a lg c a ky l cug v c-
au a.
Suazg, : Ia l a ay g-ca ul a a ua
g au , a y cv a la w av a
v xal wl. W a l, y lc a
au a g aca ua ac w lau.
A w cclu ca, w wul lk az a cu ac
al vl c ccal ac a k:
Eal x aa aly a , acqu f ag,
a xa aly cau cally acv au alcuca.
This 3-month-old inant is responding
to its mother’s ace by smiling. In these
interactions we see the roots o a
child’s psychosocial development. How
does smiling contribute to psychosocial
development?
Guided Review
21. E a aculaly lul gag uc.
22. Pv al vlal l cl f w .
23. lv a ac cl w a uqu al aku.
24. A w’ l a f a l.
25. Ig a zg al ac call .
Answers 2 1 . a d a p t i v e 2 2 . i n d i v i d u a l i t y 2 3 . E l i o t 2 4 . s o c i a l 2 5 . e m o t i o n r e g u l a t i o n
What is the role o
relationships in psychosocial
development?
• Rla vlv al all
ac vl.
• Ia, a acv a -
vl, l a
la.
• T ua la, w u
aalyz a ua c-
cal ac vlv.
• T vl cal ac-
llw a f
cul.
• Pa’ l xca ac
la w
cl.
How would you assess the
importance o attachment in
psychosocial development?
• Bwly a cllagu, uyg
aa cl
a, f aac a a
a a yccal
vl.
• Aw’ ag ua c-
qu g a cu-
y a a’ aac.
• Aac a c-culual -
a kw ggac
uay.
• Aac vl aly l
a clu yccal
vl.
c h a p t e r 6
R e v i e w
T l la vl
a acv a lac u a-
ua cl’ gw.
F al cac w
v-xag wk lg
a a all ag, cl’ la-
x a wul a cug -
uc c vl.
W a lwly acqug aa au
uc la. F xa-
l, w av w a a
a f ac w
a a w gfca a a-
a aac. T ac
c ac uu la-
a au al vl-
. Rc ac a l
gfca fg au qualy
la.
CONCLUSION & SUMMARY
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Dacey−Travers−Fiore:
Human Development
Across the Lifespan,
Seventh Edition
III. Infancy 6. Psychosocial
Development in Infancy
© The McGraw−Hill
Companies, 2009
160 p a r t 3 Inancy
c h a p t e
r 6
R e v i e w
• T Adult Attachment Interview
l a qualy acl’ aac.
• T u aac a
a aac cal .
How does temperament
aect the relationship
between parents and
their children?
• Ta a cl’
uqu way acg w
v.
• A a’ a -
aly ac ac w aul.
• T wk C a Ta
l u ua cc g f.
• T aa g f, a
u caly aa ag
yl ac vlal
cag cl.
How do children develop and
control their emotions?
• T a lay a aj l
vl a aaac
.
• A al vl ccu,
cl acqu a cay g al gula.
• Cu ac uc a cul
acg aaac vau
.
• O f g al
av a a’ l.
KEY TERMS
Aul Aac Ivw (AAI)
aac
auy
fcul cl
ay cl
gula
a
lgy
g f
Nw Yk Lgual Suy
ccal ac
v v
lw--wa-u cl
ag ua cqu
yy
ycy
a
1. Hav yu acv a ga
x a a’ al: y-
cal, cal, a yclgcal? D
yu k a a a a w av
c Ca 5 a 6,
yu k a w av v—
ua
cc?
2. Dg yu aw qu-
1, xla w yu a
a’ aca vlg
la. Ta , gv a -
a’ aly l, c, a
WHAT DO YOU THINK?
ak ycal , w uc
cl yu lv a x-
c ac w aul?
3. A yu a au ugc
al vl,
w yu ac vl-
al cul a w -
? D yu k a
a ac kll a
kwlg al accualy
y aaac cfc
a cfc ?
4. Alug May Aw’ -
ac a u l
ac aac -
cal vl, cc a
c a u cau
all u ujc a
lack ca u-
jc’ a. D yu k
a val cc? D y
a qu yu au
uvaly cclu?
1. An extended series o interactions
doesn’t necessarily imply a
.
a. la
. g f
c.
. cuca
CHAPTER REVIEW TEST
2. Which o the ollowing state-
ments is not in agreement with
an understanding o psychosocial
development?
a. All cl a aally
la a .
. Cl aly u
v.
c. Cl gv clu
al.
. Cl, , gag
ccal ac.
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Dacey−Travers−Fiore:
Human Development
Across the Lifespan,
Seventh Edition
III. Infancy 6. Psychosocial
Development in Infancy
© The McGraw−Hill
Companies, 2009
c h a p t e r 6 Psychosocial Development in Inancy 161
c h a p t e r 6
R e v i e w
3. A true relationship has
a. laguag ac.
. cgv ac.
c. ycal ac.
. all .
4. More sensitive mothers have in-
ants who are more
a. l.
. vu.
c. ac.
. v.
5. Parents and inants both exercise
control over the
a. lg.
. ac.
c. lalg.
. a.
6. What parents see as their
aects parent-child
relationships.
a. ac
. uc
c. ackgu
. l
7. Children’s contrib-
ute signifcantly to their interac-
tions with their environments.
a. ag
. gc. a
. culu
8. Chess and Thomas described a
child with a low intensity o reac-
tions and a somewhat negative
attitude as
a. lw wa-u.
. fcul.
c. ay.
. .
9. Constitutionally based individual
dierences are known as
a. ac.
. aac.c. a.
. aal g.
10. The author o the strange situa-
tion test is
a. Aw.
. Bwly.
c. Bazl.
. Kaga.
11. is a characteristic
that identifes the rhythm that is
established between a parent’s
and an inant’s behavior.
a. Sycy
. Auy
c. Ea
. Syy
12. According to Bowlby,
behavior is any
orm o behavior that results in a
person attaining or maintaining
proximity to some other clearly
identifed individual who is con-
ceived as better able to cope with
the world.
a. ac
. aac
c.
. al
13. Which statement is true?
a. Oly av al
uc aac.
. Fa a ac quly w a.
c. T a v
a-a g.
. N v x
a-a g.
14. The study o behavior in natural
settings is known as
a. lgy.
. ylgy.
c. algy.
. lcula lgy.
15. Bowlby’s work on attachment
began to notice the behavior
o inants who experiencedrom their mothers.
a. a
. aa
c. glc
. aua
16. The true social smile appears at
about months.
a. 8
. 6
c. 4
. 3
17. Which is not a likely explanation
o an inant’s smile?
a. Ia l a ua g
au .
. Ia l a g-ca
ul.
c. Ia l a cvg a
la w
av a xal v.
. Ia l a val
.
18. Inhibiting or minimizing the
intensity o emotional reactions
is known as emotion
a. guac.
. lau.
c. gula.
. -ccug.
19. Chess and Thomas believe that
positive emotions produce a
that leads to sensi-
tive responsiveness.
a. a
. y
c. ccy
. a
20. One o the great adaptive
values o emotions is that they
eelings and shared
experiences.
a. cuca
. ula
c. acualz
.