Chapter 4: Lifespan Development

Describe How Psychosocial Theory Interacts with Other Developmental Theories

Psychosocial Theory interacts with other developmental theories by

Explain How Temperament Interacts with Synchrony and Goodness of Fit

Synchrony is when your child and you connect, and the temperament is how the child interacts with the world and different situations. Temperament is connected to synchrony because the temperament of the child can differ per the parent. Temperament is biological.

Explain the Differences Between Types of Attachment and Phases of Attachment

The differences between the types of attachment and the phases of attachment are that: I. Types of attachment only include four separate types, those being secure, insecure/avoidant, Organized/anxious ambivalent, and disorganized attachment, whereas the phases mark the larger periods of time in which things occur. The phases are pre-attachment, attachment in the making, and clear-cut attachment.

Identify and Explain Erikson's Psychosocial Stages Related to Infancy and Toddlerhood

I. Trust v. Mistrust: Infancy through 18 months. This stage is determined by the parents or caregivers Related to attachment by establishing the relationship between the caregiver and the child. If a child successfully develops trust, the child will feel safe and secure in the world. Caregivers who are inconsistent, emotionally unavailable, or rejecting contribute to feelings of mistrust in the children under their care. Failure to develop trust will result in fear and a belief that the world is inconsistent and unpredictable. II. Autonomy v. Shame & Doubt: Focuses on children developing a greater sense of personal control. This includes the dichotomy between doing things for children or letting them do things themselves. Children who struggle and who are shamed for their accidents may be left without a sense of personal control. Success during this stage of psychosocial development leads to feelings of autonomy; failure results in feelings of shame and doubt. III. Initiative v. Guilt: Takes place during preschool years, and children begin to assert their power and control over the world through directing play and other social interactions. Children who are successful at this stage feel capable and able to lead others. Those who fail to acquire these skills are left with a sense of guilt, self-doubt, and lack of initiative. The major theme of the third stage of psychosocial development is that children need to begin asserting control and power over the environment. Success in this stage leads to a sense of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt. IV. Industry v. Inferiority: From ages 5 - 11. Through social interactions, children begin to develop a sense of pride in their accomplishments and abilities. Children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority. Children who are encouraged and commended by parents and teachers develop a feeling of competence and belief in their skills. Those who receive little or no encouragement from parents, teachers, or peers will doubt their abilities to be successful.

Recount the History of Attachment Theory

Konrad Lorenz: I. Konrad Lorenz was a biologist who worked specifically with geese. He raised them, and they imprinted on him. Harry Harlow: I. Harry Harlow did lots of research on attachment styles through Reese's monkeys. He experimented by putting a baby monkey in a cage with food and a cloth mother. He wanted to see if the baby would grow attached to the food dispenser or the mother. He found that they wanted to be with the mother more than they wanted food. John Bowlby: Famous for creating the stages of attachment. I. Pre-Attachment Phase ( first three months ). Starts at birth, and refrains from showing preference for caregiver. II. Attachment in the Making ( 4 - 7 months ). Shows slight preference for caregiver, but still okay with strangers. III. Clear-Cut Attachment ( 7 months through toddlerhood ). Becomes upset when primary attachment figure leaves. Mary Ainsworth: Famous for her experiment "The Strange Situation", where she would put an infant in a room with their primary caregiver, have the caregiver leave, and then eventually have the caregiver return. They did this to test and observe attachment styles.

Synthesize the Different Aspects of Attachment Theory to Explain How it Impacts Development

Konrad Lorenz: I. Konrad Lorenz was a biologist who worked specifically with geese. He raised them, and they imprinted on him. Harry Harlow: I. Harry Harlow did lots of research on attachment styles through Reese's monkeys. He experimented by putting a baby monkey in a cage with food and a cloth mother. He wanted to see if the baby would grow attached to the food dispenser or the mother. He found that they wanted to be with the mother more than they wanted food. John Bowlby: Famous for creating the stages of attachment. I. Pre-Attachment Phase ( first three months ). Starts at birth, and refrains from showing preference for caregiver. II. Attachment in the Making ( 4 - 7 months ). Shows slight preference for caregiver, but still okay with strangers. III. Clear-Cut Attachment ( 7 months through toddlerhood ). Becomes upset when primary attachment figure leaves. Mary Ainsworth: Famous for her experiment "The Strange Situation", where she would put an infant in a room with their primary caregiver, have the caregiver leave, and then eventually have the caregiver return. They did this to test and observe attachment styles.

Identify Types and Stages of Attachment

Types of Attachment: I. Secure Attachment: This has a better outcome for children. It is organized and secure. This is developed when caregivers are consistent and respond lovingly to children when they are distressed. Marked by children getting upset when they are separated from their caregiver, and comforted when they are reunited with their caregiver. II. Insecure/Avoidant Attachment: Puts children at-risk for socioemotional issues further in development. Organized and insecure. Infants whose caregivers consistently respond to distress in insensitive or 'rejecting' ways, such as ignoring, ridiculing, or becoming annoyed. When they are separated and reunited with their caregiver, they are typically indifferent upon reunion. III. Organized/Anxious Ambivalent Attachment: The child knows what to expect from their primary caregiver. Organized and insecure. Infants whose caregivers respond in inconsistent, unpredictable, and 'involving' ways, such as expecting the infant to worry about the caregiver's own needs or by amplifying the infant's distress and being overwhelmed. Sometimes this is also called insecure-resistant attachment style. When children with this attachment style are separated and reunited, they often show significant distress. IV. Disorganized Attachment: The child doesn't know what to expect from their primary caregiver. Disorganized and insecure. 82% of kids in high-risk situations show this type of attachment, and freeze or are scared when reunited with their caregiver. This often happens because caregiver exhibits atypical parenting behaviors when interacting with the child ( I.E. frightening, sexualized. ). Many times, parents who exhibit these types of parenting behaviors have unresolved prolonged mourning of trauma. Stages of Attachment: I. Pre-Attachment Phase ( first three months ). Starts at birth, and refrains from showing preference for caregiver. II. Attachment in the Making ( 4 - 7 months ). Shows slight preference for caregiver, but still okay with strangers. III. Clear-Cut Attachment ( 7 months through toddlerhood ). Becomes upset when primary attachment figure leaves.