PSY2012 Chapter 7: What Are The First Emotions To Appear ✓ Solved

PSY2012 Chapter 7 What are the first emotions to appear in

What are the first emotions to appear in infants? What experiences trigger anger and sadness in infants? Do traits of temperament endure or change as development continues? According to Freud, what might happen if a baby’s oral needs are not met? What is the difference between proximal and distal parenting?

Chapter 8 Why do many adults overfeed children? Why are today’s children more at risk of obesity than children 50 years ago? How does brain maturation affect impulsivity and perseveration? What is primary prevention? What are some examples of primary prevention? What is secondary prevention? What are some examples of secondary prevention?

Paper For Above Instructions

Understanding the emotional development in infants is a pivotal area of inquiry in psychology, as it lays the foundation for various psychological theories and parental strategies. This paper will outline the first emotions that manifest in infants, the triggers of these emotions, the enduring attributes of temperament, implications of unmet oral needs according to Freudian theory, the distinctions between parenting styles, and an analysis of childhood obesity along with prevention methods.

First Emotions in Infants

The first emotions to develop in infants typically include joy, anger, sadness, and fear. Joy and contentment can be observed soon after birth, as infants demonstrate a preference for stimuli that are pleasant and arousing, such as smiling faces and soothing tones (Thompson, 2020). According to the theory of emotional milestones, joy emerges as early as six weeks, while anger and sadness arise predominantly in response to unmet needs or distressing circumstances (Sroufe, 1995). Anger tends to appear around 4-6 months of age as infants begin to assert their agency and react to their limitations.

Triggers of Anger and Sadness

Anger in infants is often triggered by frustration or obstacles to their desires, such as hunger, discomfort, or social interaction failure (Hornik & Sotsky, 1992). For example, when an infant is unable to reach a toy, they may express anger through crying or fussing. Sadness, alternatively, is typically evoked by separation from caregivers or the lack of responsiveness from them, illustrating the importance of attachment in early development (Krasnor, 2005). Observational studies highlight that the emotional responses of infants evolve as they interact more with their caregivers, indicating that emotional development is both innate and influenced by experiences.

Temperament Traits

Temperament refers to the biologically based individual differences in emotional, motor, and attentional reactivity and self-regulation. Research suggests that while certain traits of temperament, such as sociability and reactivity, appear early in infancy, they can change as children grow and experience different environmental contexts (Rothbart & Bates, 2006). For instance, a child identified as fearful at infancy may develop into a more sociable individual with the right encouragement and support from caregivers. This adaptability in temperament reflects a dynamic interaction between innate predispositions and environmental contexts.

Freudian Perspectives on Oral Needs

According to Sigmund Freud's psychoanalytic theory, unmet oral needs during infancy can lead to fixation and problematic behaviors in adulthood, termed as the oral stage of psychosexual development. Freud posited that if an infant’s needs for food and comfort are not adequately met, it could result in individuals developing an excessive dependency on others or engagement in oral activities such as smoking or overeating (Freud, 1975). This perspective underscores the significant role that caregiving plays not only in immediate emotional responses but also in shaping future personality traits.

Proximal vs. Distal Parenting

Parenting styles can significantly influence emotional and behavioral outcomes in children. Proximal parenting involves close physical contact, such as holding or co-sleeping, which fosters a secure attachment and emotional development (Keller, 2007). In contrast, distal parenting emphasizes more distant interactions, such as promoting independence through self-soothing techniques and less physical closeness. Differences in these styles can affect how children regulate their emotions and interact with the world (Bornstein, 2002). Research indicates that proximal parenting may be associated with higher levels of trust and emotional intelligence, while distal parenting could promote self-sufficiency but might also lead to issues with emotional expression.

Childhood Obesity and Prevention Methods

Shifting to Chapter 8, contemporary issues surrounding childhood obesity are critical for understanding child health. Adults often overfeed children due to various psychological, social, and cultural factors, including the desire to ensure a child’s health and happiness (Davis & Glickman, 2016). Many parents, anxious about their children's well-being, may inadvertently encourage unhealthy eating habits that lead to obesity. Data shows that today’s children are at an increased risk of obesity compared to children 50 years ago, attributed to genetic predispositions, changes in dietary patterns, and sedentary lifestyles (Ogden et al., 2014).

Brain Maturation and Impulsivity

The maturation of the brain plays a significant role in children's behavioral regulation, particularly concerning impulsivity and perseveration. As the prefrontal cortex develops, children become better at controlling impulses and engaging in sustained attention (Luna et al., 2010). Impulsivity can lead to challenges in decision-making and self-control, impacting academic success and social interactions. Therefore, understanding brain development is essential in creating effective interventions for improving self-regulation among children.

Primary and Secondary Prevention

Primary prevention refers to strategies aimed at preventing the onset of obesity before it occurs, such as promoting healthy eating and active lifestyles among children. Examples include community programs that educate families about nutrition and physical activity (Story et al., 2008). Secondary prevention focuses on early detection and intervention for individuals already exhibiting signs of obesity. This might involve weight management programs or counseling for families with children at risk of becoming overweight (Whitaker et al., 2004). Both levels of prevention are essential in combating the obesity epidemic among children.

Conclusion

In conclusion, understanding infant emotions, temperament, parental influence, and factors contributing to childhood obesity provides valuable insights for caregivers and professionals. Early emotional responses and parenting styles can profoundly shape children's development and emotional health. Additionally, addressing childhood obesity through primary and secondary prevention strategies is crucial not only for individual health but also for societal wellbeing.

References

• Bornstein, M.H. (2002). Parenting: An ecological perspective. New York: Psychology Press.
• Davis, S. M., & Glickman, D. (2016). Understanding the child obesity epidemic: A look at contemporary factors. Public Health Nutrition.
• Freud, S. (1975). The standard edition of the complete psychological works of Sigmund Freud. London: Hogarth Press.
• Hornik, R., & Sotsky, T. (1992). The emergence of anger and sadness in the first year of life. Developmental Psychology.
• Keller, H. (2007). Cultures of infancy. New York: Psychology Press.
• Krasnor, L. R. (2005). The role of anger and sadness in child development. Child Development Perspectives.
• Luna, B., Padmanabhan, A., & O'Hearn, K. (2010). A neural model of cognitive control development during adolescence. Neuroscience & Biobehavioral Reviews.
• Ogden, C. L., Carroll, M. D., Kit, B. K., & Flegal, K. M. (2014). Prevalence of childhood and adult obesity in the United States, 2011-2012. JAMA.
• Rothbart, M. K., & Bates, J. E. (2006). Temperament. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology. New York: Wiley.
• Story, M., Kaphingst, K. M., & Robinson-O'Brien, R. (2008). Creating healthy food and eating environments: Policy and environmental approaches. Annual Review of Public Health.
• Whitaker, R. C., Wright, J. A., Pepe, M. S., Seidel, K. D., & Dietz, W. H. (2004). Predicting obesity in young adulthood from childhood and parental obesity. New England Journal of Medicine.