Key development of happiness?
Earliest (since birth) - smiling
Meaning of smile change with age
6-7 weeks: social smile
3-4 months: laugh and smile during activities
7 months: only laugh at familiar people
Age 2: happy to make people laugh
Key development of negative emotions?
Generalised distress: earliest
2 months: in some contexts, can differentiate anger and sadness from distress/pain
Age 2: can fully differentiate between anger and other negative emotions
Key development of fear?
6-7 months: first emerged of fear
7 months -> Age 2: fear of strangers intensified
7-12 months: other fears emerged then decline
Key development of anger/sadness
4-8 months: can differentiate anger from other emotions
Age 2: anger due to loss of control OR feeling frustrated
After age 2: anger declined with age
-> Same with sadness, less frequent
-> Prolonged sadness if separated from parents for a long time
Key development of self-conscious emotion (W10)
Feelings relate to our sense of self, and our awareness of how others react to us
-> situations that induce these emotions vary across culture
Age 2: emerge
15-24 months: embarrassment when made the centre of attention
Age 3: pride - performance
Difference between guilt and shame
Guilt:
- link to feeling empathy for others
- leads to prosocial behaviours
- feeling remorse and want to make amends
Shame:
- not related to concern for others
- desire to hide and be less conspicuous
Evidence: after breaking a rigged doll, children who feel guilty will try to fix and tell adults right away, as opposed to those who feel shame will try to avoid adult and delay telling them
Change in emotion expression beyond preschoolers?
- Less intense and less emotionally negative
- Fear tend to be about real-life concerns
- Pride is linked to achievements and peers acceptance
- Evaluate motives to decide feeling angered
Key development in understanding emotion?
- 4-7 months: identify certain emotional expressions (e.g. happiness and surprised)
- 8-12 months: using social referencing and other’s facial cues to solve a situation
- Age 2: can identify happy situations in stories, less good at identifying sad situations
- Age 4: better at identifying sad situations
- Age 4-6: explanations for other’s feeling negative emotions are similar to adults
Key development of display rule
- Increased understanding up to age 9
- Understand verbal better than facial display rule
- Understand prosocial better than self-protective display rule
Key development of understanding simultaneous and ambivalence emotions
- Age 5-7: can feel compatible emotions simultaneously (e.g. happiness and excitement)
- Age 7+: can feel both +ve and -ve emotions from DIFFERENT sources
- Age 10: understand ambivalence emotions (feel +ve and -ve emotions for SAME thing)
Discrete emotion theory vs. Functionalist approach to emotions
Discrete emotion theory:
- Emotions are innate
- Distinct from one another from the start
- Packaged with specific and distinctive set of bodily and facial reactions
Functionalist approach:
- Emotions are not distinct from the start
- Environment influenced
- Emotions promote goal-oriented actions
What is the dynamic system theory for motor development?
emphasizes that it is the interaction between the person, the environment, and the task that changes how our movements are, also in terms of how we develop and learn new movements.
Development of behaviours during fetus stage?
- 5 weeks: spontaneous movement
- 7 weeks: hiccups (movement of diaphragm for practice breathing)
- 12 weeks: most movements present at birth have appeared
+ show prenatal to postnatal continuity
+ swallowing amniotic fluid -> promote development of digestive system
+ movement of chest wall -> respiratory system
=> increasingly integrated from jerky movements - 18-19 weeks: hand-to-mouth arm movement
- 14-26 weeks: rest-activity cycle stable, apparent circadian rhythms (similar to new born at the end of pregnancy)
Development of sense of self (W9)
- 3-4 years: understand sense of self in terms of concrete, observable characteristics (psychological arousal, skills, personality traits)
- school: engage in social comparison
Development of prosocial behaviour?
- Infant (<2 years): feel others’ distress but can’t differentiate other’s emotional reactions and their own → seek comfort for themselves
- Infant (2 years): can differentiate other’s emotional reactions and their own (still egocentric)
- Children (2-3 years): frequency and variety of prosocial behaviours increases, although they don’t always act on it
Development of prosocial behaviour?
- Infant (<2 years): feel others’ distress but can’t differentiate other’s emotional reactions and their own → seek comfort for themselves
- Infant (2 years): can differentiate other’s emotional reactions and their own (still egocentric)
- Children (2-3 years): frequency and variety of prosocial behaviours increases, although they don’t always act on it
Development of antisocial behaviour
- 18 months: physical aggression emerges → increase to age 2
- 2 years and up: aggression decreases in frequency
- 3-5 years: show instrumental aggression and sometimes relational aggression (isolating others from social group)
- 2-8 years: aggression declines in most children
→ However with those who aggression remains: neurological deficits - difficulty in paying attention and hyperactivity
What are the disappearance of newborn reflexes?
- Rooting: 3 weeks
- Stepping reflex: 2 months (dynamic system)
- Sucking: 4 months
- Grasping: 4 months
- Moro: 6 months
- Babinski: 8-12 months
Key development of controlled movement (W5)
Reaching: 3-4 months
Manual dexterity:
- 7 months (stable reaching)
- 9-10 months (grasp based on intentions)
- 1 year (refined manual dexterity
Crawl: 8 months
Walk: 13-14 months
Key development for categorical hierarchies?
- 1st month: start
- 7th month: using perceptual categorisation - grouping together objects with similar appearance (e.g. birds and planes in the same group)
- 9-11th month: able to make conceptual categorisation - grouping object based on attributes and meaning
- 2nd years: categorise based on overall shape and function → decide actions with object
- Beyond infancy: increase in understanding of category hierarchies AND causal connections (why sth is the way they are - functions)
→ help children remember new categories
Understanding of living things?
- Year 1: Understand certain properties difference between humans and non-living things
- 5 years: difficult understanding that humans are animals
- 7-9 years: plants are living things
Understanding of growth, illness and death?
- 3-4 years: realise that growth is a product of internal processes
- they understand that plants and animals can heal themselves, BUT NOT inanimate objects
- they understand illness and old age can cause death (permanent & no recovery)
