Section B. Self-Regulation, Attention, and Problem Solving

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1 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike License. Your use of this material constitutes acceptance of that license and the conditions of use of materials on this site. Copyright 2011, The Johns Hopkins University and Lynne Michael Blum. All rights reserved. Use of these materials permitted only in accordance with license rights granted. Materials provided AS IS ; no representations or warranties provided. User assumes all responsibility for use, and all liability related thereto, and must independently review all materials for accuracy and efficacy. May contain materials owned by others. User is responsible for obtaining permissions for use from third parties as needed.

2 Section B Self-Regulation, Attention, and Problem Solving

3 Qualifier: Cultures Vary Vary by parental expectations, disciplinary practices, religious and spiritual values, child-rearing goals Haitian: Vulnerability of infancy leads to co-sleeping and around-theclock physical contact Japanese: Infants are separate beings to be drawn into codependecy through continuous physical contact Western world: Teach infants independence through increasing self-reliance sleep alone, follow schedule 3

4 Qualifier: Cultures Vary Africa and Southeast Asia: Instant parental soothing before the baby cries teaches selfregulation later in life; assumes parent creates the non-stressed state (Papousek, 2000) United States: Training self-soothing teaches independent problem solving Baby will work it out and learn to seek the non-stressed state 4

5 Toddler Self-Regulation Effortful Control: Months Effortful control (EC): child learns how to stop doing what he wants to do in order to do what he has to do to solve a problem or reach a goal (e.g., Red Light-Green Light, Simon Says) Organize behavior to follow directions Inhibit/delay/give self the green light to act Monitor behavior to change according to the situation 5

6 Terrible 2 s or 3 s The infant brain instinctively copes with negative stimulation through self-soothing Gradually the toddler learns to feel powerful in this control Drive to exercise power and satisfy needs leads to the terrible 2 s and 3 s 6

7 The Intersection: Brain, Temperament, Environment Previous theories studied domains separately Current view: dynamic view of self-control as function of child s Choice temperament Brain development executive control Environmental training role models Source: Ayoub and Fischer. (2006). 7

8 Toddler: Self-Regulation Leads to Socialization Modify drive to meet needs Modulate behavior to meet demands of others Assert control over impulses Parents nurture socialization by helping children learn effortful control in the way that their environment deems acceptable 8

9 Executive Functioning and Temperament Temperament explains individual differences in attention, effortful control, and self-regulation Study of overstimulating infants emerging 4 month temperament predicts preschool behavior: Reactive at 4 months, less self-regulation as toddlers Inhibited at 4 months, inhibited as preschooler At 1 year old, infants who have self-regulation skills to disengage from stressful situations also show less frustration and anger in preschool Source: Kagan et al. (1998). 9

10 Fearful Temperament: Fearful Infants Have Increased childhood fear, sadness, and shyness Decreased approach, impulsivity, and aggression at age 7 Fear does not predict later frustration/anger Source: Rothbart et al. (1994). 10

11 Nature-Nurture: Chicken-Egg Question Influences on early self-regulation skills Temperament Caregiver response Cultural expectations Positive feedback cycle: easy to manage, easy to like, and gain more help in problem solving 11

12 Parent s Temperament and Self-Regulation Photo by Mindaugas Danys. Creative Commons BY. 12

13 Outcomes: Empathy Self-regulators: high in effortful control Less attention on their own inhibition More attention on the needs of others High in empathy and guilt/shame Low in aggressiveness Source: Rothbart et al. (1994). 13

14 Outcomes: Early Effortful Control and Later Coping Preschoolers: those who could delay gratification have better selfcontrol, and are better at coping with stress, frustration, and temptation Adolescence: later parent-reported attentiveness, concentration, competence, ability to plan, and intelligence, SAT scores (controlling for intelligence) Adulthood: goal-setting and self-regulation skills Source: Michel et al. (1988 and 1990). 14

Section C. Intrinsic and Extrinsic Influences on Infant and Early Childhood Regulatory Development

Section C. Intrinsic and Extrinsic Influences on Infant and Early Childhood Regulatory Development This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike License. Your use of this material constitutes acceptance of that license and the conditions of use of materials on this