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Extrinsic emotion regulation efforts by caregivers, including situation selection, modification, and distraction, are particularly important for infants. [72] The emotion regulation strategies employed by caregivers to attenuate distress or to up-regulate positive affect in infants can impact the infants' emotional and behavioral development ...
There are two additional Bayley-II Scales depend on parental report, including the Social-Emotional scale, which asks caregivers about such behaviors as ease of calming, social responsiveness, and imitation play, and the Adaptive Behavior scale which asks about adaptions to the demands of daily life, including communication, self-control ...
Caregivers use strategies such as distraction and sensory input (e.g., rocking, stroking) to regulate infants’ emotions. Despite a reliance on caregivers to change the intensity, duration, and frequency of emotions, infants are capable of engaging in self-regulation strategies as young as 4 months.
The Interpersonal World of the Infant (1985) is one of the most prominent works of psychoanalyst Daniel N. Stern, in which he describes the development of four interrelated senses of self. [1] These senses of self develop over the lifespan, but make significant developmental strides during sensitive periods in the first two years of life.
Co-regulation has been identified as a critical precursor for emotional self-regulation.Infants have instinctive regulatory behaviors, such as gaze redirection, body re-positioning, self-soothing, distraction, problem solving, and venting, [3] but the most effective way for an infant to regulate distress is to seek out help from a caregiver.
Axis II focuses on children and infants developing in the context of emotional relationships. Specifically, the quality of caregiving can have a strong impact on nurturance and steering a child on a particular developmental course, either adaptive or maladaptive.
In the latter case, the infant itself might be drawn to construct a negative working model of the self and the relationship. Furthermore, a parent with a negative, poorly organized and inconsistent working model might fail to provide useful feedback about the parent-infant dyad and other relationships, thus disrupting the infant's forming of a ...
In addition, children who have increased levels of cortisol, during daycare or nursery school time, experience extreme hardship upholding attention. [25] Maintaining attention is a part of self-regulation, and these children are not able to regulate their behaviors due to the high cortisol levels. [25]