SHEPHERDVILLE COLLEGE

CHILD AND ADOLESCENT DEVELOPMENT

(Course/ Class)
Ms. Juliet Shayne S. Bogtong
Instructor
Email: julietshaynesergio@gmail.com
Week 6
Module 2- B
Module Title: (1) EMOTION, TEMPERAMENT, AND PERSONALITY DEVELOPMENT
(2) ATTACHMENT AND EARLY PARENT- CHILD CARE

EMOTION, TEMPERAMENT, AND PERSONALITY DEVELOPMENT

In this part, we examine the development of emotions, temperament, and personality. We first look at the development
of emotional expressions, emotional recognition, emotional understanding, and emotional regulation followed by a look
at emotional development in adolescence and some emotional problems in childhood. We next examine the
development of temperament, personality, and risk- taking. We then investigate the degree to which temperament and
personality are heritable (biologically based), emerge early in development, and are stable over time.

KEY TERMS and CONCEPTS:

1. DISCRETE EMOTION THEORY- The theory that basic emotions are innate and associated with distinctive bodily and facial
reactions.
2. ENDOGENOUS SMILE- Smiles that are elicited by an infant’s internal states, as opposed to something in the external
environment.
3. SOCIAL SMILING- Smiling in response to social events.
4. CONTAGIOUS CRYING- Crying that occurs when newborns cry in response to the cries of other newborns.
5. INFANT- DIRECTED SPEECH- The specialized register of speech that adults and older children use when talking specifically to
infants and young children.
6. INTERNALIZING PROBLEMS- Emotional problems that affect the people who experience them (they “internalize” their
problems, or turn inward), and include anxiety disorders (phobias, posttraumatic stress disorder, obsessive- compulsive
disorder) depression, and eating disorders, among others.
7. EXTERNALIZING PROBLEMS- Emotional problems reflected by “acting out,” such that one’s behavior adversely affects other
people.
8. OPPOSITIONAL DEFIANT ORDER- A type of externalizing problem in childhood that is characterized by a pattern of defiant,
uncooperative, and hostile behavior toward adults (particularly at home and school) that interferes with a child’s daily
functioning.
9. CORTISOL- One of several hormones and biochemical associated with people’s ability to regulate aspects of their
psychology and behavior in response to stress.
10. TEMPERAMENT- The term that developmental psychologists use to refer to “personality” in infants and young children.
11. EASY BABIES- Infants described as having regular patterns of eating, sleeping, and toileting; they easily adjust to new
situations and have a generally positive mood; they are eager to approach objects and people, and react to events with low
to moderate levels of intensity.
12. DIFFICULT BABIES- Infants described as being unpredictable, having generally negative moods, difficulty adjusting to new
situations, and react to events with high levels of intensity.
13. SLOW- TO- WARM- UP BABIES- Infants described as having a slow pattern of reaction; they have a difficult time adapting to
new situations, show a tendency to withdraw in novel situations, and are generally low in activity.
14. NEGATIVE EMOTIONALITY- A dimension of temperament linked to anger/ irritability, fearful, and sadness.
15. SURGENCY (or extraversion)- A dimension of temperament related to positive affect and activity, reflected in high activity
level, smiling and laughter, and high- intensity expression of pleasure.
16. ORIENTING/ REGULATION- A dimension of temperament that is associated with effortful control in early childhood, which
is linked to the capacity to inhibit a dominant response and reorient attention to another goal.
17. EFFORTFUL CONTROL- In temperament theory, the ability to regulate one’s emotions; effortful control is necessary for
focused attention and is involved in tasks requiring executive function, processes involved in regulating attention and
aspects of information processing.
18. FIVE FACTOR MODEL- A model that describes human personality in terms of five core traits: extraversion, neuroticism,
conscientiousness, agreeableness, openness- to- experience.
19. EXTRAVERSION - Factor in the Five Factor Model that focuses on how gregarious, cheerful, energetic, and withdrawn (in
the reverse direction) individuals are.
20. NEUROTICISM- Factor in the Five Factor Model that focuses on how afraid, touchy, tearful, and steady (in the reverse
direction) individuals are.

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MODULE 6: (1) EMOTION, TEMPERAMENT, AND PERSONALITY DEVELOPMENT
(2) ATTACHMENT AND PARENT- CHILD
CARE
SHEPHERDVILLE COLLEGE
CHILD AND ADOLESCENT DEVELOPMENT
(Course/ Class)
Ms. Juliet Shayne S. Bogtong
Instructor
Email: julietshaynesergio@gmail.com
21. CONSCIENTIOUSNESS- Factor in the Five Factor Model. Conscientious individuals are diligent, planful, careful, and focused,
whereas those low in this trait are irresponsible, unreliable, careless, and distractible.
22. AGREEABLENESS- Factor in the Five Factor Model. Agreeable individuals are cooperative, considerate, empathetic, generous,
polite, and kind, whereas disagreeable individuals are aggressive, rude, spiteful, stubborn, cynical, and manipulative.
23. OPENNESS- TO- EXPERIENCE- Factor in the Five Factor Model that focuses on how original, creative, aesthetically sensitive,
knowledgeable, and curious individuals are.
24. RISK- TAKING- Engaging in behaviors that can result in harm to the individual.
25. PERSONAL FABLE- A belief in one’s uniqueness and invulnerability, which is an expression of adolescent egocentrism.

Discrete emotion theory holds that basic emotions are innate and associated with distinctive bodily and facial
reactions, whereas the functionalist perspective emphasizes the universal and adaptive value of emotions. Evolutionary
explanations focus either on the benefit that emotional expression has for communication between members of a
species on the survival value they provide for the individual.

Emotional expression of primary emotions, including interest, joy, anger, and sadness among others emerges
during the first year whereas secondary, or self- conscious, emotions, including shame, embarrassment, empathy, guilt,
and pride among others, require interpersonal awareness and do not emerge until the second year of life or later. The
endogenous smile has been viewed as a precursor to joy, although social smiling is not an ambiguously seen about three
months. There is evidence of prepared learning for some fears (of snakes, for instance), and other fears develop about
the same time in most children (for example, fear of falling, of separation from care giver, of strangers). Emotional
recognition is seen even in newborns, reflected by contagious crying and neonatal imitation, although the ability to
recognize emotions increases over infancy as seen in social referencing and expressions of empathy. Children’s
emotional understanding also improves over infancy and into childhood.

Emotional self- regulation develops over infancy and through childhood. Mothers attempt to regulate their
infants’ emotions as reflected by their use of infant- directed speech. Maturation of brain areas associated with
executive function play an important role in the development of emotional self- regulation. Adolescence is no longer
seen as a time of emotional “storm and stress”, although adolescents experience on average more negative emotions
than do children. Adolescents strive to achieve emotional autonomy, which can be fostered or hindered depending on
their interactions with their parents.

The most common type of externalizing problem is oppositional defiant disorder, which predicts the more serious
conduct disorder, both of which occur more frequently in boys, whereas depression is the most serious internalizing problem,
which occurs more frequently in girls. Children who deal with chronic stress, which produces elevated levels of cortisol,
sometimes experience health and psychological adjustment problems. However, individual differences in biological sensitivity
to context can interact with early stress experiences and produce differential reactions to stress.

Temperament and personality refer to biologically based, early emerging, and stable moods and behaviors of
individuals, with personality including higher- order cognitions societal influences beyond temperament. The New York
longitudinal study identifies easy babies, difficult babies and slow- to- warm- up babies, and these different
temperaments predicted psychological characteristics later in childhood. Other researchers have classified temperament
differently, with one taxonomy proposing the dimensions of negative emotionality, surgency, or extraversion, and
orienting/ regulation (including effort full control). Research has demonstrated that aspects of temperament predict
later psychological characteristics, sometimes into adulthood. The five- factor model of personality describes five core
personality dimensions: extraversion, neuroticism, conscientiousness, agreeableness, openness- to- experience. Like
adults, measures of children’s personality correlate moderately with many psychological outcomes. Personality
development is influenced by environmental factors, such as parenting and culture, as well as how genetic dispositions
influence the experiences he or she has.

Risk- taking is more frequent in boys than girls in boys than girls. Risk- taking and risky decision making increase over
childhood and into adolescence and decrease in early adulthood. Several factors influence risk- taking, including peer

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MODULE 6: (1) EMOTION, TEMPERAMENT, AND PERSONALITY DEVELOPMENT
(2) ATTACHMENT AND PARENT- CHILD CARE
SHEPHERDVILLE COLLEGE
CHILD AND ADOLESCENT DEVELOPMENT
(Course/ Class)
Ms. Juliet Shayne S. Bogtong
Instructor
Email: julietshaynesergio@gmail.com
pressure and psychobiological development. According to Elkind, adolescents’ increased self- consciousness leads to the
personal fable, a belief in one’s uniqueness and invulnerability.

Temperament and personality are moderately heritable emerge relatively early depending on the particular
trait, and are moderately stable, with stability increasing with age.

ATTACHMENT AND EARLY PARENT- CHILD CARE

Most of this section examines infant-mother attachment. We focus on the theorizing of John Bowlby and Mary
Ainsworth, two pioneers of modern attachment research. We then examine the development of attachment, individual
differences in the quality, or security, of attachment, and the causes and consequences of individual differences in
quality of attachment for psychological development and well-being. In the final section we look at the evolution of
childcare, applying inclusive-fitness theory and parental investment theory to examine the care that mothers, fathers,
grandparents, stepparents, and adoptive parents devote to children.
KEY TERMS and CONCEPTS:
1. ATTACHMENT- close emotional relationship exhibited by a child toward a caregiver expressed by maintaining physical
proximity, stress upon separation, and relief of stress upon reunion.
2. HOSPITALISM- the deteriorating effects on infants of long-term confinement to hospitals or similar institutions.
3. SEPARATION DISTRESS (separation protest, separation anxiety) - Infants’ distress response on being left by their
attachment figure.
4. FEAR ( or wariness) of strangers- Pattern of behavior displayed by infants during second half of the first year that serves as
an indication that the infant has developed an attachment for his or her caretaker.
5. STRANGE SITUATION- A technique developed by Ainsworth and her colleagues to assess quality of attachment in young
children.
6. SECURE ATTACHMENT- Optimal type of attachment where infants display confidence when their caregivers are present,
show mild distress when temporarily left alone, and quickly re-establish contact with caregivers upon their return.
7. INSECURE- RESISTANT ATTACHMENT- An insecure style of attachment in which infants keep very close to their caregivers
and tend not to explore much. They become distressed when their caregivers leave them temporarily but displaying anger
and initially rejection to contact when the caregivers return.
8. INSECURE- AVOIDANT ATTACHMENT- An insecure style of attachment in which infants show little distress when their caregivers
depart temporarily, avoid contact with them when they return, and usually do not show wariness of the stranger.
9. DISORGANIZED/ DISORIENTED ATTACHMENT- Attachment style in which infants seek to be close to their caregivers in
inconsistent ways, often showing patterns typical for secure, insecure- avoidant, and/ or insecure- resistant attachment
simultaneously.
10. ATTACHMENT Q- SET- Method for assessing infant- caregiver attachment in which the caregiver or a trained observer sorts
90 statements describing a certain attachment relationship into pre-established categories (ranging from “most like” to
“least like”).
11. INTERACTIONAL SYNCHRONY- Mother- infant harmonious interaction, where partners take turns responding to each
other’s leads, needs, and emotions.
12. INTERNAL WORKING MODELS OF ATTACHMENT- Mental models to describe children’s developing mental representations
of their attachment relationships.
13. NATURAL PARENTING- A movement in some Western nations to return to a more “natural” form of infant care. Including
having greater closeness between infants and parents (particularly mothers, but also father), increased sensitivity and
responsiveness to infants’ signals, and extended breastfeeding on demand.
14. OPIOIDS- Neurohormonal regulator associated with reward, or pleasure, recognized by specific reception in the brain.
15. OXYTOCIN- Neurohormonal regulator that is produced at orgasm in both males and females, during cuddling, birth,
suckling, stroking, and hugging; it reduces levels of the stress hormone cortisol and promotes relaxation and feelings of
warmth and affiliation.
16. INCLUSIVE FITNESS- In evolutionary theory, how many copies of one’s genes make it into the next generation, either
directly through children or indirectly through relatives who share one’s genes.
17. PARENTAL INVESTMENT THEORY- Theory coming from evolutionary biology that predicts differences behaviors between
males and females as a function of how much each invests in mating versus parenting.
18. ALLOPARENTING- Provision of care to children by individuals other than the genetic mother.
19. COOPERATIVE BREEDING HYPOTHESIS- Proposal that humans evolved a system of parenting in which mothers shared the
responsibility for childcare with others in the family and the larger social group.

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MODULE 6: (1) EMOTION, TEMPERAMENT, AND PERSONALITY DEVELOPMENT
(2) ATTACHMENT AND PARENT- CHILD CARE
SHEPHERDVILLE COLLEGE
CHILD AND ADOLESCENT DEVELOPMENT
(Course/ Class)
Ms. Juliet Shayne S. Bogtong
Instructor
Email: julietshaynesergio@gmail.com
20. GRANDMOTHER HYPOTHESIS- Evolutionary hypothesis that by living one’s reproductive years, women can devote their time and
resources to their children and grandchildren, and, as a result, increase the chances of survival of their grandchildren.
21. FILLICIDE- the killing of a child by a parent.

Attachment refers to a close emotional relationship between a child and his or her caregiver. Attachment theory
was originally proposed by John Bowlby, a British psychiatrist trained in Bowlby’s theorizing was influenced (1) by high
death rates and psychological deterioration of infants housed in orphanages (hospitalism) due, presumable, to lack of
social interaction; (2) ethological theory; and (3) the research on “mother love” by Harry Harlow.

Attachment is not instantaneous at birth, although research into bonding suggests that monkey and perhaps
human mothers are biologically primed shortly after birth to form an emotional bond with their babies.

Stages of attachment have been proposed. During the clear- cut attachment, or specific attachment, stage,
beginning between 6 to 8 months, most infants develop separation distress (or separation protest) and a fear (or
wariness) of strangers?
Based on the Strange Situation by Mary Ainsworth and her colleagues, four attachments classifications have
been described: (1) secure, (2) insecure- resistant, (3) insecure- avoidant, and (4) disorganized/ disoriented. Secure
attachment results when mothers are responsive to their babies’ emotional signals, encourage them to explore, enjoy
close contact with their infants, ad develop interactional synchrony with their infants. Securely attached infants are
more independent and as children have a better self- concept, more positive social relationships, greater cognitive skills,
and less psychopathology relative to insecure and, especially, disorganized children. Distributions of infants according to
Ainsworth’s classification vary among cultures. Alternative methods have been developed to measure attachment,
including the Attachment Q-Set which uses the Q-sort method in which prepared statements are sorted into categories.

Some have argued for the practice of natural parenting, fostering greater closeness between infants and
parents, increased sensitivity and responsiveness to infants’ signals and extended breastfeeding on demand.

The development of children’s attachment has been described in terms of their internal working models of
attachment. A set of neurohormonal regulators has been specified for attachment, including opioids, associated with
reward, and oxytocin, which promotes relaxation and feelings of warmth and affiliation.

Inclusive fitness refers to how many copies of one’s genes make it into the next generation, which is
hypothesized to influence the amount of care or investment people provide to children. Parental investment theory
postulates that there is a trade-off between how much individuals invest in mating versus parenting, with mammal
females, including humans, having obligatory investment in infants that males do not.

The demands of a slow-developing child required that mothers receive help from others in child-rearing
(alloparenting). The cooperative breeding hypothesis suggests that humans involved a system of parenting in which
mothers shared the responsibility for childcare with others.

The amount of care mothers devote to their children is related to a variety of factors, including the child’s
health and age, mother’s age, and amount of social support available. Paternal care is related to child survival, health,
and success, especially in high-stress environments. Grandparents, particularly maternal grandmothers, are important
alloparents. Grandparental care is related to paternity certainty. The grandmother hypothesis process that the care that
grandmothers provide for their grandchildren may have been selected in evolution, contributing to human longevity.

Stepparents, on average, provide less care for children that do genetic parents, and although most stepparents
provide support for their stepchildren, there is a higher incidence of child abuse and filicide (the killing of a child) by
stepparents than genetic parents. Unlike stepparents, adoptive parents provide more care for their adoptive children
than their biological children.

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MODULE 6: (1) EMOTION, TEMPERAMENT, AND PERSONALITY DEVELOPMENT
(2) ATTACHMENT AND PARENT- CHILD CARE
SHEPHERDVILLE COLLEGE
CHILD AND ADOLESCENT DEVELOPMENT
(Course/ Class)
Ms. Juliet Shayne S. Bogtong
Instructor
Email: julietshaynesergio@gmail.com
EXERCISES: Going Further

1. Answer the following:

a. Why are emotions considered so critical in human development, and how is the development of emotions
related to other important aspects of child development?
b. What are some of the significant emotional problems some children experience during childhood and
adolescence?
c. Read the article below and from the text, make a list of facts that would potentially increase the probability
of child abuse, neglect, or filicide.

WHEN PARENTS KILL THEIR CHILDREN

It fortunately does not happen often, and when it does it almost always makes the headlines: filicide,
the killing of a child by a parent. Which children are apt to be victims of filicide and under what conditions are
parents likely to kill their children? As we noted in Chapter 1 in discussing the history of childhood, infanticide,
the killing of an infant, was a common practice in Europe if a child was of poor health, deformed, one of the
twins, illegitimate, or otherwise unwanted. Infanticide particularly during the newborn period (termed
neonatalcide), has been found in most traditional cultures studied. It is practiced when resources are scarce and
the newborn will not likely survive or would take resources away from a mother’s other children. For example,
among the Eipo of West New Guinea, mothers give birth alone outside and based on the apparent health of the
infant, decide whether to bring the baby to the village or abandon it in the bush wrapped in leaves and
branches (Schiefenhovel 1998). These decisions are also made based on the resources available to support a
new baby, as the village can only support a limited number of people.

Note:
You can submit your output directly via email (see the email account located on the upper left part of this paper) or submit a hard copy to the
office of respective courses.

For online submission, follow the file name format for this subject: CAD_ (Course or Section) _FULL NAME
Example: CAD_BSED- FILIPINO_ RODRIGUEZ, Sophia P.

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MODULE 6: (1) EMOTION, TEMPERAMENT, AND PERSONALITY DEVELOPMENT
(2) ATTACHMENT AND PARENT- CHILD CARE
SHEPHERDVILLE COLLEGE
CHILD AND ADOLESCENT DEVELOPMENT
(Course/ Class)
Ms. Juliet Shayne S. Bogtong
Instructor
Email: julietshaynesergio@gmail.com

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MODULE 6: (1) EMOTION, TEMPERAMENT, AND PERSONALITY DEVELOPMENT
(2) ATTACHMENT AND PARENT- CHILD CARE