JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. and GNEZDA, M. THERESE. Maternal Separation Anxiety: Mother-Infant Separation from the Maternal Perspective. CHILD DEVELOPMENT, 1989, 60, 793-802. Mother-infant separation from the maternal perspective is the focus of 2 studies reported here. First, a questionnaire, the Maternal Separation Anxiety Scale (MSAS), was developed and administered to 620 mothers soon after their infants were born and again 3 months later. The scale was highly reliable; factor analytic studies supported a 3-factor solution that served as the basis for forming 3 subscales labeled (1) Maternal Separation Anxiety, (2) Perception of Separation Effects on the Child, and (3) Employment-related Separation Concerns. In Study 2, maternal separation anxiety was assessed using the MSAS and other methods: an interview, an emotional status index (taken at the point of actual separation), and an observational index based on mothers' behavior during departure and reunion from their infants in a structured laboratory setting. Data from this multiplemeasures approach supported the validity of the MSAS and verified the strength of the construct.Developmental and clinical psychologists have viewed the processes of motherinfant separation as central to the understanding of human development, yet, given the undeniable importance of this topic, it is startling to find that the focus of attention in the existing literature is almost exclusively devoted to the infant. Typically, investigators allude to the importance of the mother's behavior, attitudes, and feelings, but observations of mothers have been incidental and findings briefly reported. However, Hinde and McGinnis (1977) observed mother responses to separation from their babies in rhesus mon-keys. They concluded that the animal's capacity for synchronized interaction broke down during the separation period; for a while after reunion the mothers were unable to continue the relationship as they had previously. Although it is unlikely that similar clear-cut effects can be found in human mothers, the data underlined the fact that "it is the couple that has become separated and not just the child, and that both individuals rather than just one must subsequently readjust" (Schaffer, 1977, pp. 97-98). The studies described in this manuscript will focus on the mother's interpretation and experience of the separation event.1The authors wish to thank Keith Widaman for his thoughtful advice on the data analysis and the manuscript preparation. We are indebted to Mary Beth Schirtzinger for her support and helpful editorial work. We gratefully acknowledge the thoughtful comments of the reviewers which greatly improved the quality of the manuscript. Requests for reprints should be se...

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Five commonly used selection criteria were investigated to determine their relationship to nine teaching behaviors of 112 pre‐service teachers in laboratory preschools. Subjects com pleted two questionnaires to provide data relative to demographic information, academic background, work experience with children, and leadership ability. Trained observers rated each subject's teaching behavior during the last weeks of their preschool teaching practicum. Findings indicate that academic major, grade point average, motivation, and leadership ability have potential for predicting behavior in seven of the nine teaching behaviors. Ex perience with children was not related to any teaching behavior measured. Results indicate that the commonly used factors for selecting and hiring preschool teachers are moderately useful indicators of certain behaviors that comprise teaching.

A comprehensive model for child life programming for young children integrating cognitive and affective theories is described. Continual assessment of the cognitive and affective states of children provides the basis for programming. Degree of structure facilitated by the child life worker through his or her physical and/or verbal interaction and type of activities selected and implemented varies with children's cognitive-affective states.