Early childhood social and emotional development: Advancing the field of
measurement - ScienceDirect
Among the many foundational social and emotional skills and characteristics,
researchers consistently include in their work emotion expression and management,
perspective taking, empathy, inhibitory control, self-confidence, and the ability to
develop and support relationships with others >
BPD and Childhood Trauma Lit review
Social and emotional experiences with primary caregivers as well as interactions with
other children and adults early in life set the stage for future academic and personal
outcomes, and undergird other areas of development
Research indicates that social skills and accompanying process skills (e.g., attention
and approaches to learning) evident at school entry (i.e. by about age 5) are the best
predictors of later social and emotional competencies, such as managing behavior,
making social connections, and tolerating frustration with peers
Failure to develop secure attachments with caregivers may lead to later difficulties
communicating or managing emotions, or developing positive relationships with
peers
Emotional or behavioral problems in young children are linked to health and
behavioral problems in adolescence, including school dropout and juvenile
delinquency
Developmental origins of regulatory emotional self-efficacy beliefs in
preadolescence: A longitudinal investigation from early childhood till adolescence -
ScienceDirect
RESE = emotional self-efficacy beliefs
Maternal non-hostility and child cognitive competencies at 4–5 years predicted
adolescents’ RESE-NEG (βs =.26–.33), demonstrating first evidence how early social
experiences contribute to RESE.
Attachment and early brain development neuroprotective interventions in
infant-caregiver therapy
Infancy is a critical developmental period involving establishment of the neurological
underpinnings of psychological, affective and relational functioning
Infancy, specifically the period between 0 and 3 years of age, is increasingly being
conceptualised as a time of rapid and significant brain growth, facilitating the
development of core neurodevelopmental capacities underlying later psychological
and emotional wellbeing.
Early disruptions to early caregiver child relationships have been found to result in
alterations of particular brain regions implicated in emotional regulation.
Early deprivation of comfort on a broad range of domains, including neurological,
psychological, emotional and physical development and functioning. Early
disruptions to the attachment system have been found to influence subsequent
caregiving behaviour in adulthood, highlighting the salient role of early experience in
informing relational functioning across development.
‘internal working models’ of attachment theory/ ’internal object’ of psychoanalysis/
‘schema’ of cognitive psychology → the development of patterns of ideas, feelings,
and expectations about close relationships and the self, in addition to the individual’s
characteristic ways of managing anxiety in relationships→ significantly formed in
childhood
Freud described the infant’s relationship with the mother (primary caregiver) as the
first love relationship and prototype for later relationships.
Early communicative disturbances such as misinterpretations or unempathetic
responses to the infant’s signals have been found to disrupt the infant’s experience
of self-monitoring and communication and linked to the subsequent development of
infant psychological disorders, specifically attachment disorders and relationship
difficulties, as well as adult personality and interpersonal dysfunction.
Imaging studies suggest that structural and functional abnormalities in cortical and
sub-cortical regions may contribute to subsequent deficits in affect-regulation in
children and adults exposed to early relational trauma or maltreatment from abusive
or neglectful caregiving
