Emotional Competence, and the Parental Influence on this Development

at
Categories
Tags

In this unit, you will learn about social-emotional development in infancy/toddlerhood and early childhood. During the infancy/toddlerhood period, we see the development of an attachment relationship between the infant/toddler and caregiver. An early, healthy attachment relationship promotes many favorable aspects of emotional and social development (Berk, 2022). In the early childhood years, we see many changes in childrens understanding and expression of emotions. Caregivers play important roles in both the attachment process and the development of emotional competence. The focus of this discussion is on attachment, emotional competence and the role that parents play in this development.

Please respond to the following:

Imagine that you are part of a large longitudinal research study on attachment and emotions, observing infants and their caregivers in the lab at 12 months as they take part in the Strange Situation procedure and seeing them again in the lab two years later (when the children are 3 years old) for an information session on emotional competence.

At the 12-month observation:

What infant behaviors would you look for to distinguish between secure, insecure avoidant, insecure resistant, and insecure disorganized/disoriented attachment? Provide a brief description of infant behaviors for each attachment classification.
In assessing the attachment relationship between the infant and caregiver, what factors would you take into account that may be influencing attachment security?
At the emotional competence information session 2 years later:

Briefly describe the development the caregivers may see in emotional understanding, emotional regulation, self-conscious emotions, and empathy and sympathy during the early childhood years (ages 2-6 years).
Provide advice on how parents can promote the development of emotional competence in their children.

 

Sample Solution

Observing Attachment at 12 Months: Strange Situation Procedure

The Strange Situation Procedure is a common tool used to assess attachment styles in infants. Here’s what I would look for at the 12-month mark to distinguish between attachment classifications:

  • Secure Attachment:
    • Explores freely when the caregiver is present.
    • Shows some distress upon separation (cries, searches) but is easily comforted upon reunion with caregiver.
    • Initiates interaction and shows positive emotions (smiling, vocalizations) when reunited.
  • Insecure Avoidant Attachment:
    • Explores freely with or without the caregiver present.
    • May show minimal distress or avoidant behavior upon separation.
    • May appear indifferent or show minimal positive emotions upon reunion with caregiver.
  • Insecure Resistant Attachment:
    • Shows clingy behavior even when the caregiver is present.
    • Exhibits significant distress upon separation (crying, tantrums).
    • May push away or show ambivalence upon reunion with caregiver.
  • Insecure Disorganized/Disoriented Attachment:
    • Behavior appears unpredictable and inconsistent across the procedure.
    • May show a mix of anxious and avoidant behaviors.
    • May show confusion or fearfulness upon reunion with caregiver.

Factors Influencing Attachment Security:

  • Caregiver Sensitivity and Responsiveness: A caregiver who consistently meets the infant’s physical and emotional needs fosters secure attachment.
  • Marital Conflict: High levels of conflict within the home can negatively impact attachment security.
  • Mental Health of Caregiver: Caregiver depression or anxiety can influence their ability to respond sensitively to the infant’s needs.
  • Early Life Experiences of Caregiver: A caregiver’s own attachment history can influence how they interact with their child.

Emotional Competence Development (Ages 2-6): A Parent’s Guide

By age 3, significant progress occurs in emotional development:

  • Emotional Understanding: Children begin to identify and label basic emotions (happy, sad, angry) in themselves and others.
  • Emotional Regulation: They start to develop coping mechanisms to manage emotions, such as self-soothing or seeking comfort from a caregiver.
  • Self-Conscious Emotions: Children become aware of themselves as emotional beings and how their emotions might affect others (e.g., feeling shame after misbehaving).
  • Empathy and Sympathy: They begin to show concern for others’ feelings and may offer comfort or help when someone is sad or hurt.

Here’s how parents can promote emotional competence:

  • Modeling Healthy Emotional Expression: Parents who openly express their emotions and manage them constructively provide a valuable learning model for children.
  • Labeling Emotions: Help children identify and label their emotions by saying things like, “I see you’re feeling frustrated because you can’t reach that toy.”
  • Validation: Acknowledge and validate children’s emotions, even negative ones. For example, “It’s okay to feel angry that your sister took your toy.”
  • Problem-Solving Strategies: Help children develop coping mechanisms for managing difficult emotions. Offer suggestions like taking deep breaths, taking a break, or expressing their feelings with words.
  • Empathy in Action: Encourage children to show empathy and kindness towards others. Role-play scenarios, read stories about emotions, and praise acts of caring behavior.

By understanding attachment styles and fostering emotional competence, parents can play a crucial role in laying the foundation for their children’s healthy social and emotional development.

 

This question has been answered.

Get Answer