INFANCY

Socio-emotional Development

Baring, Jovel and Caasi, Trisha Anne

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INTRODUCTION
As newborns, we were not empty-headed organisms. We cried,
kicked, coughed, sucked, saw, heard, and tasted. We slept a lot and
occasionallyn we smiled, althought the meaning of our smiles was not
entirely clear. We crawled and then we walked, a journey of a
thousand miles beginning with a single step. Sometimes we
conformed, sometimes others conformed to us. Our development was
a continuous creation of complex forms, and our helpless kind
demanded the meeting eyes of love. We split the univerese into two
halves: “me and not me.” And we juggled the need to curb our own
will with becoming what we could will freely. (Santrock, 2002)

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THE FORMATIVE YEARS
The first three years in human development. They are so called
Formative years that is why, parents and other caregivers at this
stage of human development play a significant role in development
of infants and toddlers.

As the poem says “ Children Learn What They Live”. It expresses, the
kind of environment that the parents produce determines to a very great
extent the quality of the development of the children.
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ATTACHMENT
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Social phenomenon of attachment.

Dr. John Bowly
(The father of attachment theory). States that the beginning of attachment occur
within the first six months of a baby’s life with the variety of built-in signals the
baby uses to keep her caregiver engaged.

“Einstein Never Used Flash Cards”

2003 by Kathy Hirsh- Pasek , Ph.D. and Roberta Michnick Golinkoff, Ph.D.
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“EINSTEIN NEVER USED FLASH
CARDS”
What is absolutely central to babies’ emotional well-being is not so much feeding but
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consistent involvement of caregivers.

2 Children who have good attachment relationships as infants make better adjustments in
a number of areas in future life.

3 Infants attach to more than one caregiver.

Parents matter and children are attached to parents even when children are in child
4 care.

Parents and caregivers help children regulate their emotion.

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TEMPERAMENT
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Temperament is a word that “captures the ways that

people differ, even at birth , in such things as their
emotional reactions, activity level, attention span,
persistence, and ability to regulate their emotions.
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NINE TEMPERAMENT
Activity level
CATEGORIES
Approach to new situations
Mood
Distractibility
Threshold for distress
Adaptibility of each child
Rhythmicity of children
Child's attention span
Intensity of response
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TEMPERAMENT TRAITS
Alexander Thomas and Stella Chess
Larana University | 2024

EASY CHILD
Children with this temperament tend to be easy-going, happy, calm, and adaptable, and
have regular sleeping and eating habits.

DIFFICULT
Difficult temperament describes children who are characterized by negative mood,
CHILD
withdrawal, low adaptability, high intensity, and low regularity

SLOW-TO WARM-UP
CHILD
“slow-to-warm-up” temperament are especially shy, cautious, and wary of the
unfamiliar. They prefer observing before slowly joining in. They often struggle with
transitions, such as ending one activity and starting another.
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THE EMERGENCE OF THE MORAL
SELF
A sense of morality presupposes awareness of the
existence of moral standards and the ability to
evaluate oneself against standards.

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THE EMERGENCE OF THE MORAL
SELF
Children who aren’t capable of self-evaluation
and self-description don’t have the capacity to
experience a sense of shame and remorse.

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THE EMERGENCE OF THE MORAL
SELF
It is not suprising when babies show their parents
they have done something wrong sometimes even
with laughter or at other times with no particular
emotion.

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THE DEVELOPMENT OF
EMOTIONS
Early Infancy (birth-six months)
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It is not clear whether infants actually experience emotions, or if adults,

using adult facial expressions as the standard, simply superimpose their
own understanding of the meaning of infant facial expressions.

Later Infancy months (7-12)

during the last half of the first year, infants begin expressing fear, disgust,
and anger because of the maturation of cognitive abilities.
TOODLERHOOD 1- 2 years old

SAN GABRIEL, MA. RAVEN G. & SIBI,

SHEENALYN
 INTRODUCTION

During the second year. infants express emotions of

shame or embarrassment and pride.
These emotions mature in all children and adults
contribute to their development.
 EMOTIONAL
UNDERSTANDING
During this stage of development,toddlers acquire language and are
learning to verbally express their feeling.
This ability, rudimentary as it is during early toddlerhood, is the first
step in the development of emotional
self-regulation skills.
• Skills such as taking a first step, smiling for
the first time, and waving “bye-bye” are
called developmental milestones.
Developmental milestones are things most
children can do by a certain age. Children
reach milestones in how they play, learn,
speak, behave, and move (like crawling,
walking, or jumping).
 EMPATHY

Requires that children read others emotional cuss

understand that
other people are entities distinct from themselves.
• Erik Erikson was a German-American
he is known for psychosocial development
• Born on June 15,1902
• Died on May 12,1994
 PSYCHOSOCIAL THEORY (ERIKSON)
EXPLANATI
ON
• The theory of psychosocial
development by Erik Erikson and
includes Eight stages of
personality development.
• at each stage, a person faces a
certain conflict and as a results
develops a particular quality or
skills.
8 STAGES
• TRUST VS. MISTRUST
• AUTONOMY VS. SHAME AND
DOUBT
• INIATIVE VS. GUILT
• INDUSTRY VS. INFERIORITY
• IDENTITY VS. ROLE CONFUSION
• INTIMACY VS. ISOLATION
• GENERATIVITY VS. SATGNATION
• EGO IDENTITY VS. DESPAIR
 TRUST VS. MISTRUST
(Infants, 0-1 year)

DEFINITION EXAMPLE
• During this stage, infants are
• An infant who is fed
confronted with the challenge of
regularly and confronted
establishing trust in their caregivers
when upset will learn to trust
and the world around them or
their caregivers and the world
developing a sense of mistrust and
around them they develop a
insecurity. The main question of this
sense of security an
stage is “Can I trust the people
confidence in their
around me ?”
environment.

(ERICKSON 1963)
 AUTONOMY VS. SHAME AND
DOUBT
AGE RANGE 1- 3 YEARS OLD

EXAMPLE
DEFINITION • when young child learn to dress
themselves, they often want to choose,
• during this stage, children build
their own chlotes and even if their
autonomy and authority over their
choices is not ideal for an adult.
surroundings. they are gaining the
allowing them to make this choices and
power to make decisions and take
dress will give them a sense of
risks. This stages challenges balancing
independence and control over on their
the desire for autonomy with the need
own lives .
for adult guidance and support