Which emotion do babies develop last

For her part, your baby will suddenly discover that just by moving her lips she can have "conversations" with you. Smiling will also give her another way besides crying to express her needs and exert control over what happens to her.

The more engaged she is with you and your smiles and the rest of the world around her, the more her brain development advances, and the more she'll be distracted from internal sensations hunger, gas, fatigue that once strongly influenced her behavior.

At first your baby may seem to smile past you without meeting your gaze, but don't let this disturb you. Looking away from you gives her some control and protects her from being overwhelmed. It's her way of taking in the total picture without being "caught" by your eyes. In this way, she can pay equal attention to your facial expressions, your voice, your body warmth, and the way you're holding her. As you get to know each other, she'll gradually hold your gaze for longer and longer periods, and you'll find ways to increase her tolerance—perhaps by holding her at certain distances, adjusting your voice level, or modifying your expressions.

By three months, your baby will be a master of "smile talk. Other times she'll lie in wait, watching your face until you give the first smile before beaming back her enthusiastic response. Her whole body will participate. Her hands will open wide, one or both arms will lift, and her limbs will move in time with your speech. Like adults, your infant will prefer certain people. By contrast, strangers may receive no more than a curious stare or fleeting smile. This selective behavior shows she's starting to sort out who's who in her life.

At about three or four months, she'll become intrigued by other children. If she has brothers or sisters, you'll see her beaming as they talk to her. This fascination with children will increase as she gets older. These early exchanges play an important part in her social and emotional development. By recognizing her cues when she's "talking," you'll also show you are interested in and value her. This contributes to her developing self-esteem. As your baby grows, communication will vary with her needs and desires.

On a day-to-day basis you'll find she has three general levels of need, each of which shows a different side of her personality:. When her needs are urgent—hunger or pain, for instance—she'll let you know. She may do this by screaming, whimpering, or using desperate body language. Becomes increasingly assertive Can differentiate between family members parents and siblings and strangers Likes to play during meals.

May quickly tire of a toy but will never tire of your attention Temperament becomes increasingly apparent. You'll see whether she tends to be easygoing or easily upset; gentle or active Recognizes his own name Coos for pleasure and cries with displeasure Can make noises like grunts and squeals; clicks his tongue. Starts to understand the meaning of "no" Enjoys social interaction Expresses anger more strongly Tries to mimic adult sounds.

Can differentiate between familiar and unfamiliar May become shy or anxious with strangers Cries in frustration when he can't reach a toy or do something he wants to do. Imitates gestures that other people make Looks at correct picture when an image is named Smiles and kisses own image in the mirror Likes to play near parent i.

Separation anxiety may begin Self-esteem begins to develop Responds to positive recognition such as clapping Becomes cautious of heights Shows moods such as sad, happy, and angry. Tries to gain approval and avoid disapproval Can be uncooperative. May have temper tantrums Can fluctuate between being cooperative and uncooperative Shows a developing sense of humor May cling to parents or one parent in particular.

By Kristen Finello. Be the first to comment! Some young children enjoy new experiences and meeting new people while others are slower to warm up in new situations. Rothbart defined temperament as the individual personality differences in infants and young children. Infants are born with a unique temperament. There is no right or wrong, good or bad temperament. By understanding temperament, you can continue to use what you know about infants and toddlers to encourage their strengths and support their needs.

In the Apply section you will review more information about temperament and consider what it means for your role as a responsive caregiver. No matter how well you understand temperament and are attuned and responsive, there will be times that an infant or toddler in your care may not seem to be developing socially and emotionally.

Some infants and toddlers may experience social or emotional difficulties. These difficulties may be related to inborn nature or environmental nurture influences. The caregiving strategies in this lesson apply and relate to all children; however, some children may require an additional level of support.

The following general strategies can help you care for infants and toddlers who are experiencing social and emotional difficulties. You can also talk with your supervisor, trainer or coach about additional community resources and specialists who support your program who may offer additional support.

Take a moment to list behaviors that you believe indicate healthy social-emotional development. While thinking about the infants and toddlers in your care, highlight behaviors that you notice regularly and the ways you can encourage these behaviors during the first three years of life.

Then, share and discuss your responses with a trainer, coach, or supervisor. Observe the infants and toddlers in your care as you pay attention to their social-emotional behaviors, and plan ways to support their further development.

Download and print the handout, Learning More About Temperament , which contains links to additional resources you can use to explore and better understand temperament of infants and toddlers. Finish this statement: When an infant drops a toy over and over again, the appropriate response is…. True or False? You may need to limit visual stimuli or noise level for an infant or toddler who is experiencing social-emotional difficulties.

Berk, L. Child Development 9th ed. Feldman, R. Child Development 4th ed. Murphy, L. Babies and their senses. Rothbart, M. Temperament and development. Kohnstamm, J. Rothbart Eds. Chichester, UK: Wiley. Temperament and the pursuit of an integrated developmental psychology. Merrill-Palmer Quarterly, 50 4 , — Trawick-Smith, J.

Secondary tabs Objectives :. Identify social-emotional milestones in infants and toddlers.