Copyright Goodheart-Willcox Co., Inc. Chapter 10 Social-Emotional Development in the First Year 285 Infants display many age-appropriate behaviors, which are also developmental milestones. Figure 10.9 lists social-emotional developmental milestones during infancy. Understanding social-emotional milestones can help parents and caregivers plan appropriate activities to meet babies’ social- emotional needs. Lesson 10.1 Review and Assessment 1. Name the three aspects of social-emotional development. 2. _____ is the inherited tendency to react in a certain way, such as being cheerful or grumpy. 3. Contrast the temperaments of a high-reactive infant and a low-reactive infant. 4. What three parenting behaviors negatively influence high-reactive children’s temperaments? 5. What is the meaning of “serve and return” in infant-adult relationships? Give an example of a positive and a negative interaction. 6. _____ is closeness between people that remains over time. 7. Give two examples of focused attachment behaviors. 8. What are the roots of the four emotions—love, fear, anxiety, and anger—in infants? 9. Why do very young infants show little separation anxiety? 10. Describe three social-emotional developmental milestones children might achieve in the first year. 11. Critical thinking. What is meant by the saying, “Temperament is the forerunner of personality”? 12. Critical thinking. Attachment is important to healthy brain development in infants. Based on what you know about the intellectual development of infants, how important is healthy brain development for intellectual growth? What could be the result if a child does not form attachments? infant rage is an instinctive response with no thought. True anger is a feeling caused by frustration that is directed or focused toward a certain person or object. By 8 to 10 months of age, infants develop true anger, which is often expressed in physical ways, such as kicking or hitting a person or object. Infants often show anger if • they are being held, diapered, or dressed when they do not want to be. Being in a confi ned space (crib, high chair) when they do not want to be may make them angry, too. • they cannot reach a toy they want or if toys are taken from them. • their needs are not being met and caregivers are trying to distract them. For example, showing a crying, hungry infant a toy may cause the infant to cry louder and push the toy away. Infants express their anger in physical ways because they lack language skills. Infants with calm dispositions may seem to show little anger during the fi rst year. Infants whose dispositions tend to be negative may show much more anger. Meeting the infant’s needs quickly often prevents anger. Staying calm by talking in a quiet voice and not looking upset are ways to show children how to control their anger. Parents might reduce an infant’s anger by holding him or her close for a short time. Social-Emotional Developmental Milestones Sometimes adults say, “Children should act their age.” This means that as people mature, the way they respond to their feelings changes. When people act their age, they use age-appropriate behaviors (proper or expected ways to express emotions at certain ages). For example, two-month-old infants will soothe themselves by sucking, which is an appropriate behavioral response for infants. This same response, however, may not be appropriate for school-age children.