PSYCHOSOCIAL
Development
of
Infancy and Toddler
Erik Erikson• Dropped out of high school and spent time traveling in Europe and studying art
• Became interested in how young people acquire a personal identity and how society helps shape it
• Because his theory integrates personal, emotional and social development, it is often called Psychosocial Theory
• Erikson is an ego-analyst – relationship between individual and the world or the self and the world
Erik EriksonPsychosocial Development
Erikson described the time that an individual experiences a psychological challenge as a crisis
Refers to the emotional and psychological changes across the life cycle that occurs in the context of the individual’s social environment.
The first two stages of eight apply at the periods f infancy and toddler .
Trust | Mistrust
Birth to 18 months
Can I trust the people around me?
“HOPE” Infant’s basic needs:
food , sustenance, and comfort
Infant’s view that world is trustworthy:expose to warmth, regularity and dependable affection
Feeding: Oral Stage
Trust | Mistrust
Birth to 18 months
Can I trust the people around me?
“HOPE”Trust Mistrust
Consistent sources of food
Comfort
Affection
Neglectful
Abusive
THE WORLD IS: THE WORLD IS:
Reliable Unpredictable
Dangerous
Autonomy | Shame & Doubt
18 mos. to 30 mos.
Can I do things by my own?
“WILL” Toddler asserts their own will: satisfying their own needs
- Feed themselves
- Wash and dress themselves
- Use bathroom
Toilet Training: Anal Stage
Autonomy | Shame & Doubt
18 mos. to 30 mos.
Can I do things by my own?
“WILL”Autonomy Shame & Doubt
Security
Patience
Encouragement
Restrictive Parenting
Refuse to let children perform tasks of which they are capable
Ability: Ability:
Able to handle many problems
Self-Rule
Sense of doubt and reluctance to attempt new challenges
The Development of Emotion
Early infancy (birth to six months)
Cognitive Development
Later infancy (7-12mos.)
Toddlerhood (1 yr. to 2 yr and 6mos.)
Separation Anxiety
Emotional Understanding
The Development of Emotion
Early infancy (birth to six months)
Cognitive Development:As a response to the social smile (adult smile and interaction) usually accompanied by other pleasure-indicative actions and sounds (cooing and mouthing).
Cognitive Development:Laughter promotes social development.
The Development of Emotion
Early infancy (birth to six months)
The Development of Emotion
Later infancy (7-12mos.)
Separation Anxiety:
Fear
Disgust
Anger
The Development of Emotion
Toddlerhood (1 yr. to 2 yr and 6mos.)
Emotional Understanding: Regulation Skills
Verbally Expressed:
ShameEmbarrassmentPrideUncomfortableLearning Empathy
The Formative Years
The importance of the first three years in human
development falls in this stage. A so-called
formative years parents and other caregivers play a
significant role in the development of infants and
toddlers.
Elements: that would affect their outcomes
Attachment:
Temperament:
Based on an interaction of genetics and interactions with the environment
Balance between temperament and environment determines outcomes
EMOTIONAL BOND: a tendency to seek and maintain closeness
Elements: that would affect their outcomes
Attachment:EMOTIONAL BOND: a tendency to seek and maintain closeness
Dr. John Bowly, the father of attachment theory , the beginning of attachment occur with a variety of built-in signals that baby uses to keep her/his caregiver engaged.
When baby cries, gazing eyes, smiles, and etc.Baby develops in her degree of attachment to her parents.
It smiles more freely at them than any strangers.
Elements: that would affect their outcomes
Attachment:
STRANGE SITUATION:
use to assess attachment patterns between infant and adult or the mother.It consists episodes and take less than an hour. It is designed to trigger the emergence attachment –related behaviors.
1. The mother twice leaves the baby in an unfamiliar room, the first time with a stranger.
2. The second time she leaves the baby alone, and the stranger comes back before the mother does.
3. The mother then encourages the baby to explore and play again and gives comfort if the baby seem to need it.
Elements: that would affect their outcomes
Attachment:
STRANGE SITUATION: 4 patterns of attachment:
Secure attachment
Avoidant attachment
Ambivalent (resistant) attachment
Disorganized-disoriented attachment
Elements: that would affect their outcomes
Secure attachmentPattern in which an infant cries or protest when the primary caregiver leaves and actively seeks out the on his/her return.
Avoidant attachmentPattern in which an infant rarely cries when separated from the primary caregiver and avoids contact on his or her return.
Attachment:
4 patterns of attachment:
Elements: that would affect their outcomes
Ambivalent (resistant) attachment Pattern in which an infant becomes anxious before the primary caregiver leaves, is extremely upset during his or her absence, and both seeks and resists contact on his or her return.
Disorganized-disoriented attachmentPatterns in which an infant, after separation from the primary caregiver, shows contradictory repetitious , or misdirected behaviors on his or her return.
4 patterns of attachment:
Attachment:
Elements: that would affect their outcomes
Temperament:
Every baby expresses personality traits we call temperament.
Different temperament categories:Activity level
Mood
Threshold for distress
Rhythmicity
Intensity of Response
Approach-Withdrawal
Distractibility
Adaptability
Persistence
Elements: that would affect their outcomes
Temperament:Different temperament categories:
Activity level
Mood
Threshold for distress
Rhythmicity
Intensity of Response
Approach-Withdrawal
Distractibility
Adaptability
Persistence
Active Inactive
Elements: that would affect their outcomes
Temperament:Different temperament categories:
Activity level
Mood
Threshold for distress
Rhythmicity
Intensity of Response
Approach-Withdrawal
Distractibility
Adaptability
Persistence
Smiley and Cheerful More solemn & unhappy
Elements: that would affect their outcomes
Temperament:Different temperament categories:
Activity level
Mood
Threshold for distress
Rhythmicity
Intensity of Response
Approach-Withdrawal
Distractibility
Adaptability
Persistence
Sensitive Patient
Elements: that would affect their outcomes
Temperament:Different temperament categories:
Activity level
Mood
Threshold for distress
Rhythmicity
Intensity of Response
Approach-Withdrawal
Distractibility
Adaptability
Persistence
Predictable Unpredictable
Elements: that would affect their outcomes
Temperament:Different temperament categories:
Activity level
Mood
Threshold for distress
Rhythmicity
Intensity of Response
Approach-Withdrawal
Distractibility
Adaptability
Persistence
Restless Energetic
Elements: that would affect their outcomes
Temperament:Different temperament categories:
Activity level
Mood
Threshold for distress
Rhythmicity
Intensity of Response
Approach-Withdrawal
Distractibility
Adaptability
Persistence
Cautious Wild
Elements: that would affect their outcomes
Temperament:Different temperament categories:
Activity level
Mood
Threshold for distress
Rhythmicity
Intensity of Response
Approach-Withdrawal
Distractibility
Adaptability
Persistence
Concentrated Easily Distracted
Elements: that would affect their outcomes
Temperament:Different temperament categories:
Activity level
Mood
Threshold for distress
Rhythmicity
Intensity of Response
Approach-Withdrawal
Distractibility
Adaptability
Persistence
Adoptable Complexity
Elements: that would affect their outcomes
Temperament:Different temperament categories:
Activity level
Mood
Threshold for distress
Rhythmicity
Intensity of Response
Approach-Withdrawal
Distractibility
Adaptability
Persistence
Child Attention Span
Easy Child
Difficult Child
Slow-to warm-up-child
Established regular routines
Irregular in daily routines
Mild, low-key, negative in mood, adjust slowly to new experience