Reflection:

I don't have much memory of my cognitive development age, but I do remember pretty distinctly when I started to understand around the age of four that my sister was going to join our family and how that would affect the family as well as noticing that it was going to affect my parents.

• Secure Attachment example= when babies are able to explore novel environments are minimally disturbed by brief separations from their primary caregiver, and their separation distress is efficiently and effectively alleviated when they return.

• Insecure-Avoidant example= babies seem not to be bothered by their caregiver's brief absences but specifically avoid him/her when she returns, sometimes becoming visually upset

• Insecure-Ambvient example= babies tend to become very upset at the departure of their caregiver and exhibit inconsistent behavior on the mother's return, sometimes seeking contact, sometimes pushing their mother away.

• Insecure-Disorganized example= babies seem disorganized and disoriented when reunited with their mother after separation.

Reflection:

During this chapter we did an assessment where we were able to discover our attachment style and my attachment style was secure. I would say my attachment style has changed quite a bit over the years. I would say I am probably more secure now with fewer relationships in my life that made me feel more insecure. I think knowing your attachment style can be incredibly important during relationships to know where you are coming from and the other person.

Children with secure attachments:

• exhibit more complex exploratory behavior

• are more interested, persistent, and effective when solving a problem

• display more advanced cognitive abilities at age 7

Securely attached children vs. insecurely attached children

• rated by teachers as more emotionally positive, more empathic, and more socially competent at ages 4-5

• Whined less and were less aggressive

• Had more friends and were considered more popular by classmates

The security of attachment affects the way children process emotional information and understand and regulate their emotions.

Description of Consequences for Self-Esteem:

• securely attached children: view themselves more positively, although they are able to acknowledge their less-than-perfect qualities

• insecure-avoidant children: tend to view themselves as perfect

• insecure-ambvient children: show no clear pattern

An example of a securely attached child would be much more likely to develop close friendships versus an insecurely attached child would not be able to develop as many close friendships.

Reflection:

With the consequences of attachment, I can determine that I had an insecure attachment style as a child as I tended to have the view of perfection towards myself and was often whinier than I was not.

Secondary or self-conscious emotions: pride, shame, guilt, jealousy, embarrassment, and empathy, which emerge in the second year of life and depend on a sense of self and the awareness of other people's reactions.

Primary emotions are directly related to the events that cause them. Fear is a direct response to a visible threat; distress is a direct result of pain; and joy often results from interacting with a primary caregiver.

Secondary emotions depend on children's abilities to be aware of, talk about, and think about themselves in relation to others.

Reflection:

I have lots of fond memories with both primary and secondary emotions and having them defined is a very useful tool. With primary emotions, there have always been an array of events to reflect on that have caused those emotions such as a fear of heights after being exposed to tall rollercoasters at a young age. My secondary emotions would have been more on the side of the time slid down the bleacher in front of my whole elementary school on my first day there and the embarrassment that ensued.

Reflection:

Currently teaching a kindergarten class is showing me the importance of the learning of these emotions for children. There are some children who understand emotions and how they work together as a 5-6 year old should. Some of the children however struggle with understanding that there are external causes for all of their emotions daily.

Reflection:

Watching children start to recognize their parents emotions has been a huge part of the care providing I do. I watched as a four year old with significant disabilities started to recognize facial expressions as well as make his own and it showed how important that can be as the child had lots of hardship with emotions and seeing others.

Puberty:

• signals break from childhood

• awareness of self as a sexual being

Changes in cognitive functioning:

• abstract reasoning influences thinking about the self

• ability to recognize different selves in different contexts

Identity formation is when a person starts to discover who they are as a separate entity for example learning that they like to play outdoors versus indoors.

Reflection:

I remember starting to form my identity when choosing to swim over dance as a competitive sport because I enjoyed being outdoors and in the water more than being inside and performing.

Reflection:

I never quite understood ethnic identity growing up as a caucasian American, there have never been really any ethnic groups I identified with due to being a mixing pot of ethnicities, but I always loved seeing friends of different ethnicities start to embrace their culture and wear or participate in cultural rituals.

Reflection:

I never thought I had a prejudice, but in recent years have noticed a certain stereotyping and prejudice that was instilled in me at a young age growing up in a white middle class neighborhood. I have over the last few years been trying to rewrite that prejudice and inform myself on different ethnicities and cultures.