R

7
EMOTIONA

INFANCY
DEVELOPMENT
EPORTER

L
SOCIAL
MORAL

PRESENTED BY

PRESENTED
BY
JAYSON A. MONTE
DE RAMOS
II 25 BSCT

Children
in many
different
Infancy,develop
as what
Santrock
ways
at the
same time.
Different aspects
(1999)
defines,
is the
of children's development are never at
developmenta
period
extending
rest or waiting for other parts to catch
from
birthdevelopment
to 18 or 24
up.
Instead,
is months.
simultaneous(www.sevencounties.org,
Angela Oswalt, MSW, 2014).

INTRODUCTION

Emotion
EMOTIONis feeling or affect that
involves a mixture of
physiological
arousal
fast
Defining emotion
is (a
difficult
heartbeat,
fornot
example)
overt
because it is
easy to and
tell when
behavior
for
a child or (a
ansmile
adultor
is grimace,
in emotional
example)
(Santrock,
1999).
state (Cornelius,
1996
cited in
Santrock, 1999).

EMOTIONAL

Developme

1.1) Smiling Smiling is important

communicative affective behavior of the
infant (Santrock, 1999).

1.Positive
Affectivity

There are types of smiling can be

distinguished in infants reflexive smile,
social smile, and selective social smile.

Smile

1.1.1) Reflex/ Reflexive Smile It

does not occur in response to external
stimuli. It appears during the first month
after birth, usually irregular patterns of
sleep not when the infant is in an alert
state (Santrock, 1999).

1.1.2) Social Smile It occurs in

response to an external stimulus
typically, early in development, in
response to a face (Santrock, 1999).

Smile

Smiling and cooing seem to be the

infants way of expressing pleasure at
seeing another person (Kail, 2002).

1.1.3) Selective Social Smile It occurs

approximately between 5 and 6 months.
Instead of smiling in an undifferentiated way.
As in the social smile, the smile is now
directed only to a familiar stimulus, such as
the mother or other familiar caregivers.
Unfamiliar faces are readily directed at this
age and cause the infants withdrawal
behavior (Santrock, 1999).

Smile

2.1) Cry Crying is the most important

mechanism
newborns
have
for
communicating
with
their
world
(Gustafson, Green & Kalinowski, 1993).
This is true for the first cry, which tells
the mother and doctor the babys lungs
have filled with air.

2.Negative
Affectivity

2.1.1) The basic cry is a rhythmic

pattern that usually consists of a cry,
followed by a briefer silence, then a
shorter aspiratory whistle that is
somewhat higher in pitch than the main
cry, then another brief rest before the
next cry. Some infancy experts believe
that hunger is one of the conditions that
incite the basic cry.

Cry

Cry

2.1.2) The anger cry is a

variation of the basic cry.
However, in the anger cry more
excess air is forced through the
vocal cords.

2.1.3) The pain cry, which is

stimulated by high-intensity stimuli,
differs from other types of cries. A
sudden appearance of loud crying
without preliminary moaning, and a
long initial cry followed by an extended
period of breath holding.

Cry

2.2) Anxiety It is a state of inner

apprehension
toward
a
subjective
danger, also has its beginnings in infancy
(Turner & Helms, 1995).

2.Negative
Affectivity

Two good examples of this emotional

reaction are stranger and separation
anxiety.

Anxiety

2.2.1) Stranger Anxiety

During the first 6 months of life,
infants do not express distress
toward unfamiliar faces.

Anxiety

2.2.2) Separation Anxiety It occurs

by
approximately
the
12
month.
Separation from the caregiver is likely to
result in the infants considerable protest
and distress (Turner and Helms, 1995).

2.3) Anger and Aggression Anger

and aggression often result when
attempts to reach a desired goal are
blocked. Anger is often expressed for the
first time when such a separation occurs
(Turner and Helms, 1995).

2.Negative
Affectivity

SOCIAL

ATTACHMENT
Freud believed that infants
In everyday
language,
attachment
become
attached
to the person
or
refersthat
to aprovides
relationship
two
object
oralbetween
satisfaction.
who feel
about each
Forindividuals
most infants,
this strongly
is the mother,
other
and
a number
offeed
things
to
since
she
is do
most
likely to
the
continue
the relationship.
infant
(Santrock,
1999).

velopmen

THEORETICAL
PERSPECTIVES
OF
ATTACHMENT

2.)
Cognitive3.)
Ethology
Theory

4.)
Psychoanalytic
1.)
Behavioral
Theory

Developmental
Theory
The
theory
proposes
that
Theory

Finally,
the
This
theory
stresses
that

It
views
the
attachment
an
infants
social
psychoanalytic
view,
attachment
is
a
learned,
process
as
reflection
of
responsiveness
develops
similar
to
the
ethological
rather
than
an
innate,
the
infants
developing
largely
through
innate
approach,
emphasizes
process.
mental
abilities.
tendencies.
instincts.

INDIVIDUAL
VARIATIONS
IN ATTACHMENT

There are three types of attachment, in

particular, tend to be widely referred to in
the literature; securely attached, anxiousAttachment
not follow a universal
resistant,
anddoes
anxious-avoidant.

pattern. Rather, there are individual variations in

attachment behavior (Izard et al., 1991; Van
Ijzendoorn et al., 1992 cited in Santrock, 1999).

INDIVIDUAL
VARIATIONS
THREE TYPES

When placed in such situation, securely

attached infants typically turn to their
mothers for comfort when it is needed, but
they also attempt to explore the
environment. They also exhibit little anxiety
when their mothers are away for short
period of time. Upon the mothers return,
however, these infants are happy and desire
close contact with her.

INDIVIDUAL
VARIATIONS
THREE TYPES

Anxious-resistant infants do not

explore the environment when they are
placed in unfamiliar situations with their
mothers. They are likely to be anxious
and distressed when the mother is
temporarily away and are ambivalent
toward her when she returns. Upon her
return, infants may cling to her at one
point, and then push her away.

INDIVIDUAL
VARIATIONS
THREE TYPES

Anxious-avoidant infants are relatively

unattached to their mothers and exhibit
little anxiety or distress when left alone.
Furthermore, they demonstrate little
response when their mothers reappear.
Often, many will ignore their mother
when she returns.

According
to www.livestrong.com
bychoices
Lisa VratnyAs
they grow,
they learn to make
in
Smith (2013),
infants fall into
the
response
to punishment,
such
asprebeing told no
conventional
leveltaken
of moral
or
having an object
fromdevelopment
them. Meeting
according
the theories
of Lawrence
Kohlberg.
an
infant'sto
basic
needs through
consistent
care
Thispositive
involvessocial
two orientations:
punishment
and
and
interactions
simultaneously
pleasuretheir
seeking.
respond and
to their
nurtures
moralInfants
development
trust in
environment primarily to seek pleasure and meet
their caregivers.

MORAL

evelopme
their needs. They show joy by smiling, cooing and
laughing when they are fed, comfortable and
feeling safe.

Recognizes familiar
faces --caregivers and
friends
as well as
Social
family
Responds to other
peoples
expressions
Tracks movement
of emotion
with
eyes

Uses hands to rake

Language/
Rolls over
both ways common developmental
Babbles
This
table
shows
small
objects

GrossMotor FineMotor
Cognitive
milestonesMoves
that
babies reach each
month during
around --is
Is learning to use
Babbles in a more
Moves head
from
starting
to crawl,
7months
Stares
at hands
and grip
fingers
complex
wayandKeep in
their
first scoot,
year,
in
four
major
categories.
side to
when
on thumb
Strong
1month
orside
army
crawl
fingers
stomach
Responds
to every
familiar
mind
that
all
babies
are
different
and
baby
Sits well
without
Plays
interactive
8months
Holds support
head and neck Begins to clap hands words, looks when games like peekaboo
Opens and closes
Begins
to his
playname
with
you say
up briefly
while
on
Smiles
responsively
2months
grows
at his
own
pace.
There's
no
precise
time
that
hands
fingers
tummy
Learns object
May try toskills
climb/crawlfirst appear. permanence
Is athasnt
the height of
most
of these
If your-- that
child
Uses the pincer grasp
9months
Imitates
youanxiety
when
up stairs
something exists even
stranger
Reaches
and grabs
Grips objects in
Coos
you
stick
out
your
3months a milestone
if he cant
it
reached
by the
it isseelisted
on
this
at objects
hands month
tongue
Waves bye-bye and/or Learns to understand
chart,
normal
variation
in
Pulls up to standa perfectly
Stacks and sorts toys
lifts up arms
to
causeplay
and
effect
(I
10monthsit is usually
Enjoys
and
may
Pushes up on arms Grabs objects -- and
communicate
up cry,
comes)
Laughs out loud
cry Mommy
when playing
4months
when lying on tummyWatch
gets them!
child
development.
for progress,
not
stops games
Uses mealtime
(dropping spoon,
deadlines. Cruises, using Turns pages while you Says mama or pushing
food away) to

6months

CHILD
DEVELOPMENT
(MONTH BY
MONTH)

11months
5months

12months

dada for either Reaches for mommy

Begins
to roll over in Is learning
to transfer
furniture
read
test your reaction;
Blows raspberries
parent
one or the other
objects from one
or daddy
and cries
expresses
foodif
(spit bubbles)
direction
hand to the other
theyre
out of sight
preferences
Helps while getting Says an average of 2- Plays imitative games
Stands unaided and
dressed (pushes 3 words (often mama such as pretending to
may take first steps
hands into sleeves)
and dada)
use the phone

ITAL REFERENCES (Video

http://www.youtube.com/watch?v=GO3lgO55kuY
http://www.youtube.com/watch?v=R3a8535n3-g
http://www.youtube.com/watch?v=-LkCY6nE0FE
http://www.youtube.com/watch?v=L49VXZwfup8
http://www.youtube.com/watch?v=3C8rt9IkC18
http://www.youtube.com/watch?v=b9HQVTE0ugY
http://www.youtube.com/watch?v=j3ifp3tS8QQ
http://www.youtube.com/watch?v=E93VsGwvHZ0
http://www.youtube.com/watch?v=CLxQbkVTYZk