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Play Situation (play + situation)

Distribution by Scientific Domains

Humanities and Social Sciences	60%

Selected Abstracts

Hierarchy of interactive functions in father-mother-baby three-way games

INFANT AND CHILD DEVELOPMENT, Issue 4 2004
France Frascarolo
Abstract In developmental research, the family has mainly been studied through dyadic interaction. Three-way interactions have received less attention, partly because of their complexity. This difficulty may be overcome by distinguishing between four hierarchically embedded functions in three-way interactions: (1) participation (inclusion of all participants), (2) organization (partners keeping to their roles), (3) focalization (sharing a common focus) and (4) affective contact (being in tune). We document this hierarchical model on a sample of 80 families observed in the Lausanne Trilogue Play situation across four different sites. Hierarchy between functions was demonstrated by means of Guttman scalability coefficient. Given the importance of the child's development in a threesome, the pertinence of this model for family assessment is discussed. Copyright © 2004 John Wiley & Sons, Ltd. [source]

Maternal distancing and event memory at 20 months

INFANT AND CHILD DEVELOPMENT, Issue 4 2003
Nathalie Prudhomme
Abstract Maternal distancing strategies (Sigel, 1993 in The Development and Meaning of Psychological Distance, Cocking R, Renninger KA (eds). Erlbaum: Hillsdale, NJ; 141,158) with 20-month-olds were analysed during a mother,child interaction in a free play situation. Then, they were related to memory performance of the children as assessed by the elicited imitation paradigm with 4 three-step sequences of actions (Bauer, Hertsgaard, Child Dev. 1993; 64:1204). The aim of this work was to (1) confirm that the Sigel's model of distancing could be used with very young children under two; (2) study relationships between maternal distancing that stimulate representational competence of the child and memory performance of the children. Results showed two different patterns of correlations depending on the sequence type: for enabling sequences, significant positive correlations were obtained for the first two distancing levels whereas for arbitrary sequences no correlation was found whatever the distancing level. As discussed, the first pattern brings new arguments in support of declarative memory before the age of 2 years and reframes the memory development in a Vygotskyian interactionist perspective. The second pattern of correlations calls for replication and more investigation about the processes implied in memory of very young children for different sequence types. Copyright © 2003 John Wiley & Sons, Ltd. [source]

Emotional availability: Differential predictions to infant attachment and kindergarten adjustment based on observation time and context

INFANT MENTAL HEALTH JOURNAL, Issue 4 2005
Zeynep Biringen
Two studies are used to illustrate the importance of context and length of time in the use of the Emotional Availability Scales (EAS) to predict aspects of child development. The purpose of the first study was to examine whether prediction of attachment by the EAS is better with increasing amounts of time. We scored emotional availability (EA) every 15 min for a total of 2 hr, with correlations showing an increasingly stronger relation with attachment with increasing time. In addition, difference scores were calculated between the first and the last 15 min for each EAS dimension. The difference score was significantly higher for the insecure group, suggesting that we need more observation time for the prediction of insecure attachments than is the case for the prediction of secure attachments. The second study investigated whether EA is differentially predictive based on context. We explored play contexts versus reunion contexts. We also explored the relations with other indices of child development. Results revealed that some dimensions of EA (e.g., maternal nonhostility) are difficult to detect outside of a stress context. Maternal nonhostility during the reunion (but not the play situation) was correlated with child aggression in the kindergarten classroom. In addition, most dimensions of EA assessed in the reunion context were better predictors of teacher reports of kindergarten adjustment than was EA assessed in the play situation. [source]

Brain responses to surprising sounds are related to temperament and parent,child dyadic synchrony in young children

DEVELOPMENTAL PSYCHOBIOLOGY, Issue 6 2010
Anu-Katriina Pesonen
Abstract This study investigated the relationship between temperament characteristics, parent,child dyadic synchrony and auditory event-related potentials (ERP) in 15 two-year-old children. Temperament was assessed with the Early Childhood Behavior Questionnaire, and parent,child dyadic synchrony was analyzed from video-taped play situations. Involuntary switching of attention toward surprising sounds was measured with auditory ERPs by quantifying the P3a response for repeated and nonrepeated novel, naturally varying sounds, presented in a continuous repetitive sound sequence. Lower negative emotionality, higher effortful control and higher dyadic synchrony were associated with larger P3a responses to repeated novel sounds. The results demonstrate that temperament is related to P3a responses in early childhood, and that parent,child synchrony associates with both temperament and P3a responses in a theoretically meaningful way. © 2010 Wiley Periodicals, Inc. Dev Psychobiol 52: 513,523, 2010. [source]

,If I had a friend in a wheelchair': children's thoughts on disabilities

CHILD: CARE, HEALTH AND DEVELOPMENT, Issue 3 2001
M Tamm
Summary The purpose of the present study was to examine what notions there are among ordinary preschool children and schoolchildren about physically handicapped children using wheelchairs. Forty-eight children,16 children of preschool age (half boys, half girls, aged around 6), 16 children in primary school class 2 (half boys, half girls, aged around 8) and 16 children in class 4 (half boys, half girls, aged around 8),constituted the investigated group. The method used was a combination of drawings produced by the children themselves serving as a projective image, interview questions in connection with the drawings and a self-assessment scale, based on Osgood's semantic differential technique. The results showed that most children had favourable attitudes towards a child in a wheelchair. They were willing to include the disabled child in their games and recreational activities, and they considered that the disabled child would have many friends and a high self-esteem. However, they saw real obstacles for the disabled child both in play situations and in other environmental settings. No tangible differences between the sexes could be found; however, differences by age were present. The results were discussed with regard to earlier research and topics for further research are suggested. [source]