3 Psychosocial Development During The First Three Years

PSYCHOSOCIAL
DEVELOPMENT DURING
THE FIRST THREE YEARS
FOUNDATIONS OF
PSYCHOSOCIAL
DEVELOPMENT
• Emotional development is orderly; complex
emotions seem to develop from earlier,
simpler ones.
• Crying, smiling, and laughing are early

signs of emotion. Others are facial
expression, motor activity, body language,
and physiological changes
FIRST SIGNS OF EMOTION
Social Smiling
• Signals the infant’s
active, positive
participation in the
SMILING AND
CRYING relationship
LAUGHING
Most powerful way infants These involuntary smiles Anticipatory Smiling
can communicate occur spontaneously soon
• Infants smile at an
after birth, apparently as a object and then gaze
result of subcortical at an adult while
nervous system activity. continuing to smile
When do emotions appear?
From 15 to 24 From 2 ½ to 3
FIRST 6 MONTHS
• Contentment -> Joy
months Years
• Interest -> Surprise • Embarassment
• Embarassment
• Distress -> Sadness, disgust -> • Pride
• Envy
Anger, Fear • Shame
• Empathy
• Guilt
TEMPERAMENT
• Early-appearing, biologically
based tendency to respond to
environment in predicatble ways
• Affects how children approach and

react to the outside world
THREE TEMPERAMENTAL PATTERNS
“EASY” CHILD “DIFFICULT” CHILD “SLOW-TO-WARM-UP” CHILD
Displays intense and frequently

Has moods of mild to moderate Has mildly intense reactions, both
negative moods; cries often and
intensity, usually positive positive and negative
loudly; also laughs loudly
Responds well to novelty and Responds to poorly to novelty and Responds slowly to novelty and
change change change
Sleeps and eats more regularly

Quickly develops regular sleep
Sleeps and eats irregularly than the difficult child, less
and feeding schedules
regularly than the easy child
Takes to new foods easily. Smiles

Accepts new foods slowly. Shows mildly negative initial
at strangers
Is suspicious of strangers. response to new stimuli (a first
Adapts easily to new situations
Adapts slowly to new situations. encounter with a new food,
Accepts most frustrations with little
Reacts to frustration with tantrums. person, place, or simulation)
fuss
Gradually develops liking for new

Adapts quickly to new routines and
Adjust slowly to new routines stimuli after repeated,
rules of new games
unpressured exposures
Earliest Social
Experiences: The
Infant in the Family
• The Mother’s Role
• The Father’s Role
GENDER: HOW
DIFFERENT ARE
BOYS AND GIRLS
GENDER – significance of being male or
female
GENDER-TYPING – process by which

children learn behavior that their culture
considers appropriate for each sex.
DEVELOPMENTAL
ISSUES IN INFANCY
DEVELOPING
TRUST
● Basic sense of trust versus mistrust
- begins in infancy and continues until about 18
months
- babies develop a balance between trust and
mistrust
● Elements in developing trust:
- Sensitive
- Responsive
- Consistent Caregiving
DEVELOPING
ATTACHMENTS
● ATTACHMENT – reciprocal, enduring
emotional tie between an infant and a caregiver
- promotes a baby’s survival
● STRANGE SITUATION – sequence of

episodes and takes less than half an hour
- episodes are designed to trigger the
emergence of attachment-related
behaviors
MAIN PATTERNS OF ATTACHMENT
SECURE AVOIDANT
ATTACHMENT
01 infant cries or protests
when the primary caregiver
02 ATTACHMENT
infant rarely cries when
separated from the
leaves and actively seeks primary caregiver and
out the caregiver in his/her avoids contact on his/her
return return
AMBIVALENT (RESISTANT)
03 04
ATTACHMENT DISORGANIZED-
DISORIENTED ATATCHMENT
infant becomes anxious before
an infant, after separation
the primary caregiver leaves,
from the primary caregiver,
is extremely upset during his/
shows contradictory,
her absence, and both seeks
repititious, or misdirected
and resist contact on his/her
behaviors on his/her return
return
DEVELOPMENTAL
ISSUES IN
TODDLERHOOD
THE EMERGING
SENSE OF SELF
• SELF CONCEPT - Image of ourselves –
our total picture of our abilities and traits.
• SELF-AWARENESS – conscious
knowledge of the self as a distinct,
indetifiable being – builds on this dawning
of perceptual distinction between self and
others
DEVELOPMENT
OF AUTONOMY
● AUTONOMY VS. SHAME AND DOUBT - shift
from external control to self-control.
● Unlimited freedom is neither safe nor healthy
● Toddlers need adults to set appropriate limits,

and shame and doubt help them recognize the
need for those limits
DEVELOPING SELF-
REGULATION
● SELF-REGULATION – a child’s independent
control of behavior to conform to understood
social expectations
- foundation of socialization
> physical
> cognitive
> emotional
> and social
● ATTENTIONAL REGULATION – enables

children develop willpower and cope with
frustration.
ORIGINS OF CONSCIENCE:
COMMITED COMPLIANCE
CONSCIENCE
• Internal standards of behavior,
which usually control one’s
conduct and produce emotional
discomfort when violated
COMMITED RECEPTIVE
SITUATIONAL
COMPLIANCE COMPLIANCE
COMPLIANCE
• Wholehearted obedience • Eager willingness to
• Obedience of a parent’s orders
of a parent’s orders cooperate harmoniously
only in the presence of signs of
WITHOUT reminders or with a parent in daily
ongoing parental control
lapses interactions, including
routines, chores, hygiene,
and play
CONTACT
WITH OTHER
CHILDREN
SIBLINGS
• Sibling relationship play a distinct
role in socialization
• Sibling conflicts can become a

vehicle for understanding social
relationships.
• Lessons and skills learned from

interactions with siblings carry
over to relationship outside the
home.
• Rivalry may be present, so is

affection
CHILDREN OF WORKING
PARENTS
• Parent’s work determines more

than the family’s financial
resources
• Much of adults’ time, effort, and

emotional involvement goes into
their occupations.
MALTREATMENT:
ABUSE AND NEGLECT
FORMS OF MALTREATMENT
PHYSICAL NEGLECT
ABUSE
Failure to meet a child’s
Injury to the body through
basic needs, such as
punching, beating, kicking,
food, clothing, medical
or burning
care, protection, and
supervision
SEXUAL ABUSE EMOTIONAL
Any sexual activity involving a MALTREATMENT
child and an older person Including rejection,
terrorization, isolation,
exploitation, degradation,
ridicule, or failure to provide
emotional support, love, and
affection
MALTREATMENT IN INFANCY
AND TODDLERHOOD
• NONORGANIC FAILURE TO
THRIVE – slowed or arrested
physical growth with no known
medical cause, accompanied by
poor developmental functioning
• SHAKEN BABY SYNDROME –

form of maltreatment in which
shaking an infant or toddler can
cause brain damage, paralysis, or
death
LONG-TERM EFFECTS OF
MALTREATMENT
• Long-term consequences of
maltreatment may include:
• Poor physical, mental, and emotional
health
• Impaired brain development
• Cognitive, language, and academic
difficulties
• Problems in attachment and social
relationships
• Memory problems
• Teenage pregnancy
• Alcohol and drug use
• Suicide
THANK YOU!

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PSYCHOSOCIAL

• Crying, smiling, and laughing are early

• Affects how children approach and

Displays intense and frequently

Sleeps and eats more regularly

Takes to new foods easily. Smiles

Gradually develops liking for new

GENDER-TYPING – process by which

● Elements in developing trust:

● STRANGE SITUATION – sequence of

● Unlimited freedom is neither safe nor healthy

● Toddlers need adults to set appropriate limits,

● ATTENTIONAL REGULATION – enables

• Sibling conflicts can become a

• Lessons and skills learned from

• Rivalry may be present, so is

• Parent’s work determines more

• Much of adults’ time, effort, and

• SHAKEN BABY SYNDROME –

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