Lifespan and Development

• 3-4 months: Sensitivity to structure and timing of face-to-face interactions
• 8-10 months: social referencing 
• 3 years: Temperament develops with age

• Basic trust vs. mistrust
• Autonomy vs. shame and doubt

• Emotional Self-Regulation 
• Requires effortful control 
• Improves over first year, with brain development

• from birth 
• aided by capacity for inter-modal perception

• Emerges end of second year 
• Promoted by acting on environment and noting effecfts

• ability to "feel with" another person 
• Aided by self-awareness and advancing cognitive, language and social skills

• parental emotional and verbal responsiveness
• Parental acceptance
• organization of physical environment
• Provision of appropriate play materials
• Opportunities for variety in daily stimulation

• Private speech - important process to organize your thoughts (inner speech)
• Zone of Proximal Development - help with task by an adult
• Scaffolding -> Guided Participation (direct interaction is not needed) ("model")

Middle childhood (age: )

Initiative - new sense of purposefulness; eagerness to try new task; play permits trying out new skills; strides in conscience developement

Guilt - overly strict superego or conscience, causing too much guilt

• by age 3-4
• aware of strategies for adjusting emotional arousal 
• Affect by temperament of effortful control and warm parents who use verbal guidance

• observable characteristics (apperance, behavior, possesions)
• typical emotions (I like/I don't like)
• Does not yet reference personality traits (shy)

• self-judgements and associated feelings
• influences are emotional experiences, future behavior, and long term psychological adjustment

authoritative

authoritarian

permissive

uninvolved

• Conservation: Decentration and reversibility
• Classification
• Seriation: Transitive inference
• Spatial reasoning: cognitive maps

Operations are concrete: applied to info children can perceive directly; work poorly with abstract ideas

Continuum of acquisition: children master concrete operational tasks step by step

• Middle Childhood (age: 6-11)
• Industry: developing a sense of competence at useful skills and tasks; school provides many opportunities

Inferiority: Pessimism and lack of confidence in own ability to do things well; negative responses from family, teachers and peers can contribute to negative feelings

Self conscious emotions: governed by personal responsibility

Emotional understanding: explains emotion using internal states; understands mixed emotions, empathy increases

Emotional self-regulation: motivated by self-esteem and peer approval; emotional self-efficacy

more balanced, fewer all-or-none descriptions; social comparisons, real vs ideal self, references social groups, cultural variations

• Adolescence: 11-18
• Hypothetico-deductive reasoning: problem solving based on a hypothesis, deducing logical, testable inferences, pendulum problem

Propositional thought: evaluating the logic of verbal propositions without using real-world circumstances

Adolescence: 11-18

Identity: Defining who you are, what you value and direction in life; commitments to vocation, relationships, sexual orientation, ethic group, ideals; exploration, resolution of "identity crisis"

Role Confusion: Lack of direction and self-definition - earlier psycho-social conflicts not resolved; society restricts choices; unprepared for challenges of adulthood

• maturity of moral reasoning
• emotions: empathy, sympathy, guilt
• temperament
• cultural experiences and beliefs
• moral identity
• parenting practices

• Cognitive advances: attention, planning, integrating info, self-regulation 
• Increased responsiveness to stress, pleasure and novelty

• Synaptic pruning continues, expansion of synaptic
• connections, myelination; Neurotransmitter response changes