Lesson #10, Chapter 8: 10 - 12 Months
I once heard a Professor say that the field psychology is in, "the age of attachment." She was referring to the huge amount of research and attention that is given to attachment and its relationship to various aspects of development. In this chapter, pay particular attention to the section on attachment. You are likely to encounter the concepts again and again in your undergraduate education.
Also notice the development of qualitatively new motor skills during this period of an infants life (such as learning to walk). How could learning how to walk be related to the development of other areas such as the subjective self?
Study Question #8.
Experiential Lesson #8 Walking/Balancing #1
Infants from 10 -12 months (Chapter 8)
| 1. Compare and contrast the concepts of affective sharing and social referencing. Under what conditions are infants of this age most likely to reference an adult? What theory best explains these emotional phenomena? |
| 2. Describe the four patterns of attachment quality found in the ASST. Which of these patterns best fit you as a baby, and why? Which of these patterns best fit you in your relationships with romantic partners today, and why? |
| 3. Defend or contest the following thesis: Parents can be held responsible for creating attachment security or insecurity in their infants. |
Lesson #11, Chapter 9: Infants from 12 - 18 months
Dr. Fogel calls this time frame in infancy, one of "consolidation and growth" (p. 255). Children are refining and expanding their motor control, and learning more words, emotions and ways to communicate. They are also mastering imitation and pretend-play, learning to try on new roles and new ways of being in the world. Sounds like fun!
Study Question #9.
Experiential Lesson #9: Fine Movements of the Hand.
Infants from 12 - 18 months (Chapter 9)
| 1. Describe developments in "positive" and "negative" emotions during this period. |
| 2. What is coordinated joint attention? Intersubjectivity? Metacommunication? |
| 3. What are conventional gestures? How are first words like conventional gestures? What types of words do children use in this age period and why? How is linguistic overextension and example of conventional uses of words? |
| 4. Write about one aspect of special needs infants and their care the interests you. Do you know any people with special needs and how does this section of the chapter fit for them? |
Lesson #12, Chapter 10: Infants from 18 - 24 Months
In this chapter, we are seeing more clearly how various factors interact in evolving behavior. For instance, how parenting styles, child temperament, and cultural practices can interact to create certain kinds of behavior in children.
Keep an eye on your own ideas about your adult and child self and how they may have been affected by your own early childhood experiences. Can you imagine how your self-image could have been different if you were raised by different caregivers, or in a different culture? How about if you had a different number of brothers and sisters (or none at all)? How might your family "system" and your role in it, have developed differently?
Study Question #10.
Experiential Lesson # 10: Jumping
Infants from 18 - 24 months (Chapter 10)
| 1. Distinguish between the ecological, subjective and existential self (this information is in several different chapters). What are some of the experimental procedures that have been used to find out the nature of the infant's sense of self? |
| 2. What is infantile autism? How is it related to the sense of self? What are some of the signs of autism that can be diagnosed at this age? |
| 3. Describe the major mental health disorders of infancy, in addition to autism. Are they easily diagnosed? Explain. |
| 4. Define guided participation, authoritative parenting, and parental proactive behavior. How do these forms of parenting foster the development of compliance? What types of outcomes can be seen in parenting focused on coercion and control? |