Students, the Discussion is based on a chapter of your choice included in the Quiz for this week… for the student to earn all the points, it requires a posted typed Discussion and a Reply to a classmate’s Discussion, and to follow the instructions below:
A minimum of one complete paragraph explaining your understanding of the chapter of your choice. 
You may include examples, experiences, and theories. 
Note: a paragraph is a writing structure that requires a minimum of five complete sentences.
These five or more sentences should represent a valid knowledge of the topic.
Chapter 5:
Entering the Social World: Socioemotional
Development in Infancy and Early Childhood
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
1
Icebreaker: Brainstorm
As a class, brainstorm what social and emotional factors are the most important when taking care of a newborn
• What do you think caregivers need to do to ensure a newborn feels safe?
• How would you personally take care of a new baby if needed (either yours, or someone else’s that you were asked to
watch for a while)?
• When do you think babies start to recognize their caregivers? How would you know?
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
2
Chapter Objectives
By the end of this chapter, you should be able to:
5.1 Describe growth of attachment during infancy
5.2 Summarize the course of emergent emotions in infancy and toddlerhood
5.3 Describe the development of play and prosocial behaviors in early childhood
5.4 Describe the development of gender stereotypes, gender differences, and gender typing
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
3
5.1: Beginnings: Trust and Attachment
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
4
Key Questions 1.1
• What are Erikson’s first three stages of psychosocial development?
• How do infants become emotionally attached to mother, father, and other significant people in their lives?
• What are the different kinds of attachment relationships, how do they arise, and what are their consequences?
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
5
Erikson’s Stages of Early Psychosocial Development
• Basic trust vs. mistrust (0–12 months)
• With a proper balance of trust and mistrust, infants can acquire hope, which is openness to new experiences
tempered by wariness that occurs when trust and mistrust are in balance
• Autonomy vs. shame and doubt (1–3 years)
• A blend of autonomy, shame, and doubt gives rise to will, which is the knowledge that within limits, youngsters
can act on their world intentionally; this happens when autonomy, shame, and doubt are in balance
• Initiative vs. guilt (3–5 years)
• In this stage, purpose is achieved with a balance between individual initiative and a willingness to cooperate with
others
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
6
Steps Toward Attachment
• According to Bowlby, children who form an attachment, or an enduring socioemotional relationship to an adult, are
more likely to survive
• Bowlby proposed four stages of attachment:
• Preattachment stage (birth to 6–8 weeks), when the infant’s behaviors and the responses they evoke in adults
create an interactive system
• Attachment in the making (6–8 weeks to 6–8 months), when babies begin to behave differently in the presence
of unfamiliar caregivers and familiar adults; begin to identify primary caregiver as person they can depend on
• True attachment (6–8 months to 18 months), when most infants have singled out their attachment figure as a
special individual who serves as their socioemotional base
• Reciprocal relationships (18 months on), when infants begin to act as partners in the attachment relationship
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
7
Forms of Attachment
• Ainsworth’s Strange Situation paradigm:
• Three phases (~3 minutes each)
• Child and mother first occupy an unfamiliar room filled with toys; then a stranger enters
• Mother leaves room momentarily and then the stranger talks to and approaches baby; comforts if needed
• Mother then returns to room
• This is repeated
• Observe child’s reactions during each phase
• Classified four types of attachment
• Three insecure types; one secure
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
8
Four Types of Attachment Relationships
• Secure attachment (60–65%): baby may or may not cry upon separation; wants to be with mom upon her return and
stops crying
• Avoidant attachment (20%): baby not upset by separation; ignores or looks away when mom returns
• Resistant attachment (10–15%): separation upsets baby; remains upset after mom’s return and is difficult to console
• Disorganized (disoriented) attachment (5–10%): separation and return confuse the baby; reacts in contradictory
ways (e.g., seeking proximity to the returned mom, but not looking at her)
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
9
Consequences of Attachment
Infant–parent attachment lays the foundation for all the infant’s later social relationships
• Secure attachment:
Prototype for later successful relationships
• Non-satisfying first relationship:
More prone to problems in their social interactions as preschoolers
• School-age children are less likely to have behavior problems if they have successful attachment relationships
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
10
Think, Pair, and Share Activity: Attachment
Students should find a partner for this activity
You just learned that there are four types of attachment relationships, and that your attachment early in life can affect
your later life relationships. Discuss the following questions with a partner after taking a minute to think about your
answers:
• Does it surprise you that early attachment impacts later life relationships? Why or why not?
• Can you think of an example from your own life (either you or someone you know) where you have seen this
happen?
• How does this affect how you’d like to act with children in your life, either now or in the future?
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
11
What Determines Quality of Attachment?
• Secure attachment results from predictable, sensitive, and responsive parenting
• Infants develop an internal working model, a set of expectations about parents’ availability and responsiveness
• Positive model: When parents are dependable and caring, babies develop an internal working model in which
they believe their parents are concerned about their needs and will try to meet them
• Negative model: When parents respond slowly, intermittently, or angrily, infants come to see social
relationships as inconsistent and frustrating
• Parental training helps parents interact more affectionately, responsively, and sensitively
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
12
5.2: Emerging Emotions
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
13
Key Questions 1.2
• At what ages do children begin to express basic emotions?
• What are complex emotions, and when do they develop?
• When do children begin to understand other people’s emotions? How do they use this information to guide their
own behavior?
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
14
The Function of Emotions
• Emotions have functional (adaptive) value (e.g., guiding behavior and facilitating relationships)
• Theorists distinguish complex from basic emotions
• Basic emotions consist of a subjective feeling, a physiological change, and an overt behavior
• Joy, sadness, anger, fear, distress, disgust, interest, and surprise all occur by 8–9 months
• Studying infants’ facial expressions and overt behaviors reveals their probable trajectory
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
15
Development of Basic Emotions
• Newborns: pleasure and distress
• 2–3 months: sadness
• 2–3 months: social smiles occur upon seeing a human face, sometimes accompanied by cooing
• 6 months: anger
• Reflects an increasing understanding of goals and their frustration
• 6 months: stranger wariness occurs; this is the first distinct sign of fear—when infants are wary around unfamiliar
adults
• Adaptive as a natural restraint against wandering away from familiar others
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
16
Emergence of Complex Emotions
• Complex emotions include guilt, embarrassment, pride, regret, and shame
• To be experienced, child first must understand the self and behavior in relation to whether they have met
standards or expectations
• This self-understanding emerges around 15–18 months
• Complex emotions emerge at 18–24 months
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
17
Later Developments
• With increasing cognitive development, children experience basic and complex emotions in more and different
situations
• Regret and relief are expressed by 5 or 6 years of age
• By 9 years, these emotions are being expressed appropriately (cognitive growth)
• Reasons for fear shift from the dark and imaginary creatures to school, health, and personal harm
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
18
Discussion Activity: Childhood Fears
The following can be discussed as a class
Think back to your own childhood
• What were you afraid of? If you are comfortable, please share!
• Do you remember your fears changing with age?
• Do you still have any of the same fears that you did at age 4 or 5?
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
19
Cultural Differences in Emotional Expression
• Many basic and complex emotions are expressed similarly around the world
• Expressing emotions differs across cultures
• Asian children are encouraged to show emotional restraint
• European American 11-month-olds cried and smiled more than Chinese infants of same age
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
20
Recognizing and Using Others’ Emotions
• 4–6 months: differentiate among faces expressing happiness, sadness, and fear
• Engage in social referencing, a behavior in which infants in unfamiliar or ambiguous environments look at an
adult for cues to help them interpret the situation
• Factors contributing to children’s understanding of emotion:
• Parents and children frequently discussing past emotions (especially negative ones, such as fear and anger)
• Parents explaining how feelings differ and feelings’ situational elicitors
• Positive and rewarding relationship with parents and siblings
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
21
Regulating Emotions
• Emotion regulation is controlling what one feels and how to communicate feeling
• Dependent on cognitive processes, including redirecting attention and reappraisal of the situation
• Not all children regulate their emotions well
• Those who regulate emotions poorly tend to have problems, including more frequent conflicts with peers, less
satisfying peer relationships, and less adaptive adjustment to school
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
22
5.3: Interacting with Others
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
23
Key Questions 1.3
• When do youngsters first begin to play with each other? How does play change during infancy and the preschool
years?
• What determines whether children help one another?
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
24
The Joys of Play
• 6 months: babies look, smile, and point at each other
• 12 months: children begin parallel play, in which children play alone but are keenly interested in what others are
doing
• 15–18 months: children begin simple social play, in which children do similar activities and talk or smile at each
other
• 24 months: children begin cooperative play, theme-based play where children take special roles
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
25
Make-Believe
• Pretend play promotes language, memory, reasoning, and understanding the thoughts, beliefs, and feelings of others
• Cultural influences:
• India and Peru—parents do not routinely engage in pretend play with their children, and children do not begin
pretend play until older
• The content of pretend play reflects cultural values
• European American children—adventure and fantasy
• Korean American children—family roles and everyday activities
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
26
Think, Pair, and Share Activity: Imaginary Friends
Students should find a partner in the class for this activity
Make-believe is an enormous part of childhood play, and part of that for some children is imaginary friends. With your
partner, discuss the following:
• Did you have an imaginary friend?
• If you did, what do you remember about them?
• If not, did any kids you knew have them?
• Why do you think so many children have imaginary friends? Based on what you’ve learned so far, why do they
disappear as people age?
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
27
Solitary Play
• Usually not an indicator of problems
• Can reflect social avoidance or uneasiness with others for which professional help should be sought if child
• Wanders aimlessly among others
• Hovers over others who are playing
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
28
Gender Differences in Play
• 24–36 months: children spontaneously prefer playing with same-sex peers
• Gender-typed play styles differ, such as
• Boys prefer rough and tumble, competition, and dominance
• Girls are more cooperative, prosocial, and conversation oriented
• Girls’ actions are more enabling; their actions and remarks tend to support others and sustain the interaction
• Boys’ actions are more constricting; one partner tries to emerge as the victor by threatening or contradicting the
other or by exaggerating, for example
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
29
Parental Influence
• Parental involvement in child’s play can lead to later improved peer relations when parents serve as:
• Playmate: actively interact with their child, use the opportunity to scaffold their children’s play
• Social director: create opportunities for social interactions with other children
• Coach: help their children learn how to initiate interactions, make joint decisions, and resolve conflicts
• Mediator: when conflict occurs, help children iron out these conflicts
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
30
Helping Others
• Prosocial behavior is any behavior that benefits another person
• At 18 months, children recognize others’ distress signals and will try to comfort them
• Prosocial behavior typically increases with development: adolescents are more likely to help than children, who are
more likely to help than preschoolers
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
31
Skills Underlying Prosocial Behavior
• Perspective taking: accurate perception of another’s physical, social, or emotional viewpoint as distinct from one’s
own
• Empathy, the actual experiencing of another’s feelings, is related to perspective taking
• The state and trait of empathy promote helping
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
32
Situational Influences
Children tend to act prosocially when they:
• feel responsible for the person in need (Feelings of responsibility)
• believe that they have the skills to help the person in need (Feelings of competence)
• are happy or feeling successful, but not when they are sad or feeling as if they have failed (Mood)
• share it is typically with members of their own group than with children that are not in their group (Group
membership)
• being prosocial would only entail few or modest sacrifices (Costs of prosocial behavior)
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
33
The Contributions of Heredity
• Prosocial behavior is more similar in identical twins than fraternal ones
• Genes influence aspects of temperament related to prosocial behavior
• Some children are aware of another’s need, but either:
• Feel so distressed that they cannot figure out how to help due to poor emotion regulation skills
• Their inhibition (shyness) prevents them from helping, despite knowing how
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
34
Socialization of Prosocial Behavior
• Children are more prosocial and/or empathic when parents:
• Model warmth and concern for others, and are cooperative, helpful, and responsive
• Use reason while disciplining, stating how children’s actions affect others
• Provide children opportunities to behave prosocially in and outside the home
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
35
5.4: Gender Roles and Gender Identity
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
36
Key Questions 1.4
• What are our stereotypes about males and females?
• How well do they correspond to actual differences between boys and girls?
• How do young children learn gender roles?
• How are gender roles changing? What further changes might the future hold?
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
37
Images of Men and Women: Facts and Fantasy
• All cultures have gender stereotypes, which are beliefs and images about males and females which may not
necessarily be true
• Social role: cultural guidelines as to how we should behave, especially with others
• Gender roles are among the first learned
• Learning gender stereotypes
• Our world is not gender neutral
• At 18 months: girls and boys look longer at gender-stereotyped pictures of toys
• At 4 years: extensive knowledge of gender-stereotyped activities and some behaviors or traits
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
38
Gender-Related Differences
• How do boys and girls actually differ?
• Verbal ability: girls have larger vocabularies and are more talkative; boys are more likely to have language-related
problems
• Mathematics: girls are more advanced than boys in elementary school, but other differences are very small
• Spatial ability: boys are more advanced in mental rotation skills
• Memory: girls and women have better memory; boys navigate more accurately than girls
• Social influence: girls are more likely than boys to comply with the directions of adults
• Relational aggression: aggression used to hurt others by undermining their social relationships; more common in
girls
• Emotional sensitivity and expression: girls are better at identifying and expressing emotion
• Effortful control: girls are more skilled at regulating behavior and focusing attention
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
39
Gender Typing
• Parents are equally warm and encouraging to boys and girls
• Parents model and differentially reinforce “appropriate” gender-typed behaviors
• Results support social learning theory
• Parental differences
• Fathers, more than mothers, treat sons and daughters differently
• Encourage gender-related play
• Punish their sons more but accept their daughter’s dependence
• Mothers tend to respond based on each child’s need, and fathers respond based on gender stereotypes
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
40
Gender Identity
• Gender identity is the sense of self as male or female
• In gender-schema theory, children want to learn more about an activity or object only after deciding if it’s masculine
or feminine
• Children decide if objects, activities, or behaviors are “male” or “female” and then decide whether they should
learn more
• After children understand gender, they focus on gender-typical activities; their choices shift along gender-specific
lines
• This changes over time; by elementary school, most children know that gender roles are flexible
• A small number of preschool children are gender nonconforming; of these, children whose gender nonconformity is
the greatest are most likely to transition socially and become transgender
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
41
Biological Influences
• Evolutionary theory: men and women evolved different traits and behaviors adaptive to their unique investments
(e.g., childrearing for women and resource provision for men)
• Identical twins are even more similar than fraternal twins in preference for sex-typical toys and activities
• Sex hormones are key players in gender-role learning and help explain genetic disorders:
• Congenital adrenal hyperplasia (CAH) is a genetic disorder in which the adrenal glands secrete large amounts of
androgen
• Affects baby girls in that it can enlarge the clitoris to resemble a penis
• Androgen also affects prenatal development of brain regions critical for masculine and feminine gender-role
behavior
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
42
Evolving Gender Roles
• Gender roles are changing and have evolved over time
• Studies of nontraditional families indicate that some components of gender stereotypes are more readily changed
than others and more readily influenced by experience than others
• Even so, the cultural changes of the past few decades won’t erase thousands of years of evolutionary history; some
differences will remain
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
43
Discussion Activity: Changing Gender Roles
The class should discuss the following as a group
As just mentioned, gender roles are evolving over time
• What gender roles have you seen change in your lifetime?
• What do you think still needs to change?
• Why do you think these roles persist so strongly over time?
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
44
Self-Assessment
Students should find something to write with for this activity and answer the following
Attachment is the foundation of social and emotional development in many ways, so it’s important to understand it
clearly. Please write down your answers to the following:
• What are the four attachment styles?
• How does each react in Ainsworth’s Strange Situation?
• What cultural differences are seen related to attachment?
Once you go through this on your own, you can swap with a partner to compare results or discuss as a class if time
allows. If there’s something that is unclear, ask for clarification!
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
45
Chapter Summary
Now that the lesson has ended, you should have learned how to:
5.1 Describe growth of attachment during infancy
5.2 Summarize the course of emergent emotions in infancy and toddlerhood
5.3 Describe the development of play and prosocial behaviors in early childhood
5.4 Describe the development of gender stereotypes, gender differences, and gender typing
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
46