Strange Situation Procedure: I do not have personal experience with this concept but have learned about throughout school. This concept is a great way for researchers to learn more about how attachment styles manifest in infancy and shows true reactions well.

Consequences of inconsistent and unaffectionate caregiving: I experienced this from one of my own parents and I believe it made my attachment style very anxious in many ways. The actions of parents affect children more than they realize at times.

How attachment develops: This was interesting to learn about because it shows how attachments are formed over time and through the experiences of children. This is how all of our attachment styles were formed during infancy and later affect our interpersonal relationships.

Strange Situation Procedure: an experiment used to test attachment styles that involves a mother leaves her baby in an unfamiliar room for a certain period of time. The baby is left with a stranger at first and then alone. Their reaction towards the strange situation gauges their attachment style. Example: a baby who is not overly upset or concerned when their mother both leaves and returns has a more secure attachment style.

Consequences of inconsistent and unaffectionate caregiving: Children who have caregivers that do not always respond to their child's needs and are overall unaffectionate may develop insecure-ambivalent attachment styles. For example, a mom who sometimes feeds their child dinner but at other time forgets may have a child with this attachment style.

How attachment develops: Infants first must decipher familiar and unfamiliar people in situations they encounter. Babies then form attachments to certain people and their attachment style shows when these people appear and leave temporarily in situations. For example, a baby deciphers their mother as a familiar person and forms attachment to them over time.

Primary and secondary emotions: There are different levels of emotions that are divided up among primary and secondary. Some examples of primary emotions would be fear, joy, disgust, surprise, sadness and interest. Secondary emotions include pride, shame, guilt, jealousy, embarrassment or empathy. Secondary emotions usually become more prevalent after primary emotions have rooted in development.

Emotion regulation: Refers to how children learn over time to manage emotions in a healthy and productive way to reduce any over-intensity of emotions experienced. For example, if a child becomes angry often, they can try different tactics to work with when they feel angry to descale the emotions and avoid a negative outburst.

Childhood depression: This is the most common emotional problem in children. This can be identified when a child loses their interest or spark in normally enjoyed activities for over two weeks. For example, a child who has enjoyed playing baseball his whole life suddenly becomes irritable and disinterested in anything having to do with baseball or his other regular activities for over two weeks. This is a potential case of childhood depression.

Sense of self: A sense of self, in the individual context, refers to how an individual understands themselves as a unique person. For example, a person may see themselves as happy or outgoing, and another may see themselves as anxious or shy.

Sense of self with Autism: 31% of children with Autism in a study were unable to recognize their own reflection as themselves. This is due to how Autism affects the ability to harbor a sense of self as a child and ability for these children to see themselves in a sense of social independence.

Identity achievement: This is the highest social achievement that can take place within a developmental outcome. This individual would be characterized with high self esteem, mature reasoning skills, academic achievement and more. For example, a class president at a high school could possess identity achievement.

Primary and secondary emotions: Emotions are something we all experience on a daily basis so understanding them at a base level is important. I have found that working on emotional intelligence throughout my life has made things easier for me in times where I may struggle.

Emotional Regulation: As a preschool teacher, I work with my students on emotional regulation every day. This is something my age group is really working on at this time since they are 3.5-4 years old. Working on their emotional regulation has also helped me get better with mine as well when deciding how we want to react to certain situations.

Childhood depression: I was not a child who experienced childhood depression, but my younger sister was diagnosed with depression at a young age and it was concerning. It was clear when she started to be uninterested in regular activities that something was wrong and we were able to get her some services.

Sense of self: Children have to develop their sense of self to see themselves as an individual person and create their identity. This is a really important part of becoming an independent person and I believe is vital for kids to learn at a young age.

Sense of self with Autism: Autism makes having a sense of self more difficult. I hope that specialists can continue to find ways to help kids develop their sense of self as much as possible despite their Autism challenges.

Identity achievement: For children to develop their identity over time, identity achievement is something to look at as well. There are different forms of identity and children can grow to identity achievement. I feel like in school I knew many people with different levels of identity and some that were perhaps close to identity achievement.