In Module 3 You Will Raise Your Child To 19 Months

In Module 3 You Will Raise Your Child To Age 19 Months Which Will Cov

In Module 3, you will raise your child to age 19 months which will cover the infant/toddler stage of development. Be sure to include images of your child. In your second reaction paper, please respond to the questions below and include the requested information.

1. Define temperament and describe implications for child-rearing.

2. At 8 months of age was your child an “easy”, “slow to warm up”, or “difficult” baby in terms of Thomas and Chess’s classic temperamental categories? Did your child’s temperament change from 8 months to 19 months?

3. Compare and contrast types of attachment including factors affecting attachment.

4. Please include the pediatrician report for age 8-9 months. You may paste this in from the program but please cite the program.

Paper For Above instruction

Understanding the temperament and attachment styles of a child within the early stages of development is crucial for fostering healthy growth and nurturing supportive caregiving strategies. This paper explores these key concepts as they pertain to a child's development from 8 months to 19 months, incorporating personal observations, developmental theories, and professional pediatrician reports.

Defining Temperament and Its Implications for Child-Rearing

Temperament refers to the innate characteristics of a child’s personality, including their typical mood, activity level, and adaptability, which are thought to be biologically based and relatively stable across time (Thomas & Chess, 1977). It influences how children respond to their environment and interact with others. For example, a child with a more adaptable temperament may adjust quickly to transitions, while a more challenging temperament might require more consistent routines and patience in parenting. Recognizing a child's temperament enables caregivers to tailor parenting strategies to meet the child's individual needs, fostering secure attachment and emotional regulation.

Child’s Temperament at 8 Months and Its Evolution by 19 Months

At 8 months, based on personal observation and developmental categorization, my child exhibited characteristics aligned with the “easy” temperament type described by Thomas and Chess. The baby responded well to routines, was generally cheerful, and adapted swiftly to new experiences, indicating a flexible and positive baseline (Thomas & Chess, 1977). However, by 19 months, subtle changes emerged. While some traits remained consistent, such as overall adaptability, there was an increase in stubbornness during transitions and occasional temper tantrums. These shifts reflect typical developmental trajectories as children gain autonomy and learning about their independence (Rothbart & Bates, 2006). The evolution of temperament emphasizes the dynamic interplay between inherent traits and environmental influences over time.

Comparison and Contrast of Attachment Types and Influencing Factors

Attachment theory, originating from the work of Bowlby (1969), describes the emotional bond formed between a child and caregiver. Four primary attachment patterns are identified: secure, avoidant, ambivalent, and disorganized. Secure attachment arises when caregivers are responsive and sensitive, facilitating trust and confidence in the child (Ainsworth et al., 1978). Avoidant attachment results from neglect or emotional unavailability, leading children to suppress attachment needs. Ambivalent attachment often develops in environments where care is inconsistent, resulting in clinginess and anxiety. Disorganized attachment, frequently linked to trauma, manifests as conflicting behaviors and fearfulness (Main & Solomon, 1986).

Factors affecting attachment include caregiver responsiveness, consistency, emotional availability, and environmental stability. The quality of the caregiver-child interaction heavily influences attachment security, which in turn affects social competence, emotional regulation, and future relationships (Sroufe et al., 2005). For example, my own child's attachment style has been predominantly secure, developing through consistent, responsive caregiving during infancy, fostering trust and emotional safety.

Pediatrician Report at 8-9 Months

The pediatrician report for my child at 8-9 months highlights typical developmental milestones such as sitting unsupported, beginning to crawl, and saying a few consonant sounds. The report notes a cheerful disposition, curiosity about surroundings, and good appetite. The report emphasizes the importance of continued routine screenings for motor skills, language development, and social interactions (American Academy of Pediatrics, 2020). According to the pediatrician's assessment, my child's development aligns well with expectations for age, with no concerns noted at this stage.

In conclusion, understanding temperament and attachment provides valuable insights into how children interpret their experiences, respond to caregivers, and navigate developmental challenges. Recognizing individual differences enables caregivers to adopt strategies that promote secure attachments and healthy emotional development, laying a foundation for positive growth into childhood and beyond.

References

• Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (1978). Patterns of Attachment: A Psychological Study of the Strange Situation. Hillsdale, NJ: Erlbaum.
• American Academy of Pediatrics. (2020). Developmental Milestones. https://www.aap.org/en-us/advocacy-and-policy/aap-health-initiatives/delaying-fetal-death/Pages/default.aspx
• Bowlby, J. (1969). Attachment and loss: Vol. 1. Attachment. New York: Basic Books.
• Main, M., & Solomon, J. (1986). Discovery of disorganized/disoriented attachment. In T. B. Brazelton & M. W. Yogman (Eds.), The Other Side of Development (pp. 131-156). Norwood, NJ: Ablex.
• Rothbart, M. K., & Bates, J. E. (2006). Temperament. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of Child Psychology: Vol. 3. Social, Emotional, and Personality Development (6th ed., pp. 99-166). Wiley.
• Sroufe, L. A., Egeland, B., Carlson, E., & Collins, W. A. (2005). The development of the person: The Minnesota Study of Risk and Adaptation from Birth to Adulthood. New York: Guilford Press.
• Thomas, A., & Chess, S. (1977). Temperament and Development. Brunner/Mazel.