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Effects of maternal stress on prenatal development
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The emotional distress that infants and young children show when they are approached by a very unfamiliar person is known as stranger anxiety. It’s perfectly normal and is an adaptive developmental achievement in a child's life. The first 6 months of an infant’s life, stranger anxiety is rare. My guess is that it’s because it’s too early in their lives to cling on to the parents or even be fully aware of their surroundings. But as they get older it’s quite common by about 8 months, and reaches its high point around the child's first birthday. Just in puberty, girls seem display this anxiety just a little slightly earlier than boys. Research shows that stranger anxiety is universal cross-culturally. Among most infants, it is signaled by a host of infant behaviors. These behaviors …show more content…
includes crying, gaze aversion, crawling or walking away from the stranger, hiding their faces, and self-soothing like sucking their own thumbs. When an infant starts to display these behaviors as a response to strangers, it indicates that infants are capable of distinguishing between familiar and unfamiliar people. This is a very significant cognitive task. Infants are people just as with any adults. So each infant is different in their own right. Some infants will exhibit stranger anxiety a lot stronger than others. The two factors linked to be responsible for individual differences in stranger anxiety is the intensity of the infant’s temperament and attachment. Researchers found that infants who are quite fussy are more than likely to respond more negatively to the approach of a stranger than more easy-going infants. Researchers also found that infants who have been known to be securely attached to their caregiver are more sociable and less cautious of strangers than infants classified as insecurely attached.
On the other hand, Infants who are securely attached tend to have caregivers who are sensitive and responsive to their infants' emotional signals, while infants who are insecurely attached tend to have caregivers who are either inconsistently sensitive or responsive to their infants' emotional signals or ignore their infants' signals altogether. The frequency and severity of stranger anxiety are influenced by a few factors. Infants tend to show greater stranger anxiety when the caregiver is not present. When a stranger is either tall, unattractive, male, approaches quickly, or touches them. Another scenario is the infant is physically restrained like in a high chair or car seat. I know parents often wonder how the rate and severity of stranger anxiety can be minimized. Doing some research I found that babies tend to show fewer negative displays if the stranger slowly approaches them and does not tower over them. They if the stranger approaches them friendly, playing with them like
peek-a-boo. The stranger should try smiling when the infant smiles. But the most effective route is simply having the caregiver is present. To sum it up, stranger anxiety is an adaptive response that is a naturally normal and healthy behavioral reaction. The rate of stranger anxiety is influenced by several factors, including the context in which infants find themselves as well as how strangers approach them. These factors and others can be modified to modulate infant wariness toward strangers. So if a new babysitter is coming, be sure to have that person spend some time with the family prior.
The Strange Situation places infants into one of three categories, however Main and Solomon (1986) argued that a fourth attachment type, called disorganized and disorientated, was displayed in a small number of children. Their behaviour was a confusing mixture of approach and avoidance, and they generally were unable to form a strategy to cope with the Strange Situation. There are also marked intercultural differences in the ways infants react, as shown by Van Ijzendioorm and Kroonenburg (1998), who carried out 32 studies worldwide. Overall, Type B (secure attachment) is prevalent, but there is a higher proportion of type A in western
A variety of studies, such as the ones described below, have been conducted over the years in an attempt to explain and examine the emergence of self-recognition in infants. As a result the general consensus is that infants as young as 15 months old and most infants by 24-month are able to respond to their image in a mirror (Anderson, 2005). Research has also shown there are various self-conscious reactions and self-labeling that also indicate the toddler has self-recognition during the second year, though more research is needed to test their validity (Anderson, 2005).
Xenophobia derived from the Greek word for stranger, means the fear of outsiders or foreigners or of anything that is strange and/or foreign (Winters). Foreigners tend to scare people because people usually do not like change and it takes awhile to adapt to and understand how and why people are the way they are. People fear outsiders because the fear of otherization and the unknown scares people and “turns them off” from those who are different, and causes people to form stereotypes from events that have happened throughout the past.
... Rosnay, Marc, Joanna Pearson, Caroline Bergeron, Elizabeth Schofield, Melanie Royal-Lawson, and Peter J. Cooper. "Intergenerational Transmission of Social Anxiety: The Role of Social Referencing Processes in Infancy." Child Development. By Lynne Murray. Vol. 79. N.p.: Wiley, n.d. 1049-064. JSTOR. Web. 1 Mar. 2014.
For example, when the child first arrived he made no contact with those that were in the area. The only eye contact that he made was with his grandmother. The secure attachment theory supports that children are least likely to make contact with strangers when caregivers are around. One example of no contact is, the child not making eye contact with those who were among his presence while he stayed extremely close to his grandmother. Children that are securely attached seem to become somewhat defensive when they are in different environments. They tend to push away from strangers to stay within the presence of their caregivers. They become very anxious of when they feel as if the caregiver could possibly be away from their presence. An example of “anxiousness” is when the observed child got comfortable to venture off, he hesitated leaving his grandmother; it took him a while to get comfortable with the strange surroundings and people. After the child was comfortable, he relaxed and became less anxious. When the observed child started to become comfortable within his surroundings, he slowly but cautiously shied away while turning around and hesitating before he ventured away too far. After the child ventured off, he became even more aware of his surroundings. The child had a pattern of looking for his grandmother to make sure that she was still
The results of the study claimed that the attachments developed over time and goes through four stages. From birth to six weeks it’s the Pre-attachment or Indiscriminate phase, the infants respond to all stimuli in the same ways and so does not have certain attachments or preferences about who they were with, towards the end of the stage the child begins to show a preference for social stimuli (e.g. smiling). Between six weeks to six months it’s the Discriminating phase, they become extremely sociable with anybody, cl...
Fear is a potent emotional response developed by the intrinsic need to learn in order for one to better their means of self-preservation. Though often overlooked, fear is a mental construct which presents great importance in understanding an individual’s thoughts and mannerisms. Children can help scientists to better recognize how these fears emerge. The early years of life can be considered the most daunting; everything in the environment surrounding a child is fairly new, strange, and unfamiliar. In the psychological community, it is widely accepted that fears are determined from two main constituents: biological and environmental factors. Both factors play an essential role in defining fear as well as the determination of what a child may
Mary Main was Ainssowrth student. She therefore introduced another fourth category of attachment styles with her attachment studies with adults. During her longitudinal research project alongside her colleague Goldwyn on middle class children’s attachment styles, they found that about 79% of the time attachment styles remained constant from 18 months to 6 years of age (in Brandell & Ringel, 2007,). However in their observations about 5%) that did not fit into Ainsworth’s classification of attachment styles, which they called ‘disorganized/disoriented attachment’ (Main & Solomon, 1986, 1990). These children were fearful and engaged in repetitive or aggressive behaviors. Their behaviors at reunion were unpredictable. They displayed contradictory behavior patterns such as approaching and then suddenly avoiding or exhibiting misdirected behavior patterns such as crying when the stranger leaves or stereotypical behaviors such as rocking, hair pulling or freezing. The mothers of these children were either depressed or had unresolved grief due to early loss of own parents (Main & Solomon, 1986). In this type of attachment, there is no or very little organized strategy to cope with stress and to form an attachment relationship with the caregiver, because here, the attachment figure is the direct cause of distress or fear. An abusive, abandoned and frightening caregiver is the source of fear and the protector at the same time. The infant shows signs of distress and displays avoidant and inconsistent reactions in the presence of the caregiver (Bakermans-Kranenburg & van IJzendoorn, 2007; Stams et al, 2002).
Infant attachment is the first relationship a child experiences and is crucial to the child’s survival (BOOK). A mother’s response to her child will yield either a secure bond or insecurity with the infant. Parents who respond “more sensitively and responsively to the child’s distress” establish a secure bond faster than “parents of insecure children”. (Attachment and Emotion, page 475) The quality of the attachment has “profound implications for the child’s feelings of security and capacity to form trusting relationships” (Book). Simply stated, a positive early attachment will likely yield positive physical, socio-emotional, and cognitive development for the child. (BOOK)
Weinfield, N., Sroufe, L., Egeland, B., & Carlson, E. (2008). Individual differences in infant-caregiver attachment: Conceptual and empirical aspects of security. In J. Cassidy, P. Shaver (Eds.). Handbook of Attachment: Theory, research, and clinical application (2nd ed.) (pp. 78-101). New York, NY US: Guilford Press.
The child feels more desire to explore when the caregiver is around, and he or she is discontented when the caretaker goes away. This pattern of attachment is characterized by high discriminative aspects where the child highly sensitive to the presence of strangers (Newton, 2008). A child becomes happy where the caregiver is present and dull when the caregiver goes away. Secure attachment level and intensity is determined by the caregiver sensitivity to the needs of a child. Consistent response to a child needs by the caregiver or parents will create a relatively strong secure attachment pattern. Care and attention are the major determinants of secure attachment and a child who revives a lot of attention and care from his or her parent are much prone to develop secure attachment, and it is an indication that the parent is responsive to the child
The article was basically about how experiences, emotional development and wariness of heights are related. At a very early age, the child starts experiencing such as crawling. And this crawling leads to another experience for an infant. Infants development of height fear differs from adult acrophobia. Changes occur abruptly in fearfulness between the ages of six months to ten months. Gottlieb's "bootstrapping" approach stresses that possibly, under certain circumstances, psychological functions precedes the development of neuropsychological structures.
One important component of Attachment theory talks about fear children have in which children have less fear when they are aware of their primary caregivers’ availability and affection leads to a secure attachment to form between a caregiver and child. On the other hand, Erikson states that if the virtue of hope is not established then an infant will have a fear and start to mistrust and this will affect the development. This will have an effect on the confidence that the children develop during infancy, childhood, adolescence, and adulthood. A child can start to present separation anxiety and stranger anxiety at around 9 to 18 months a child had a stranger anxiety when they were young, that may affect their development based on the type of Patterns of attachment are secure, avoidant, and ambivalent. If a child had a secure attachment he will probably not have any form of trust issues and long-lasting relationships, a secure attachment will impact his self-esteem and have a good healthy relationship with his parents and friends and seek out social support from others because of him being able to function by himself in his adolescence and adulthood. On the other hand, if a child experienced avoidant or
Emotion regulation involves intrinsic and extrinsic processing of monitoring and modifying emotional reactions in both positive or negative situations (Martins, 2012). In order for individuals to have the ability to regulate emotions, they must beware of their emotions. Although infants are unaware and lack the ability to regulate their emotions, it then becomes the role of a primary carer to nurture the infant, thus acting as a model for regulating emotions. Evidently, infants grow to reflect the ways in which their carers control and modify their emotions as well as social boundaries. Furthermore, emotion regulation is considered an important aspect of an individuals life as it 'can moderate emotions and keep them in a manageable range in which individuals can cope' (Leahy, R.L., et al, 2012). Therefore the main focus of this essay will be exploring emotion regulation, however paying close attention to over and under regulations and its functional affects on infants. The role of attachment in infant over-regulation as well as some implications of infants in centre based care will also be explored throughout this essay.
It is very natural for toddlers to be fearful about certain things, especially when learning about the world around them. Parents should respond to toddlers fears right away when they happen; don't expect the toddler to overcome fears by themselves. Although some fears may seem irrational or even silly they are serious and real to toddler, try not to ridicule the child or be dismissive. You are suppose to talk to the child by explaining and helping the child get through the issue. Sometimes reassurance and comfort helps the child feel at ease during frightful moment.