Interactions between Mothers and Their Young Children: Characteristics and Consequences

Clarke-Stewart, K. Alison

doi:10.2307/1165928

Cited by 464 publications

(292 citation statements)

References 71 publications

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“…Many studies of cognitive development show that variation in input is related to achieved skill levels. First, children from homes providing more input do better on tests of ability and tests of achievement ( e g , A. W. Gottfried, 1984;Honig, 1982;Kellaghan, Sloane, Alvarez, & Bloom, 1993), and language development is significantly related to amount of vocal stimulation at home (e.g., Clarke-Stewart, 1973;Huttenlocher, Haight, Bryk, Seltzer, & Lyons, 1992;Snow & Ferguson, 1977). Second, children from schools providing more input attain higher skill levels than children from schools providing less input.…”

Section: Introductionmentioning

confidence: 99%

Environmental Input and Cognitive Growth: A Study Using Time‐Period Comparisons

Huttenlocher¹,

Levine

Vevea

1998

Child Development

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In this study, we examined the relation of input to cognitive growth in a single population of children. We studied 4 domains: Language, Spatial Operations, Concepts, and Associative Memory. Four groups of children drawn from the same population were tested in October of kindergarten, April of kindergarten, October of first grade, and April of first grade. These time points are 6 months apart, but they span periods that differ in amount of school input children receive. Much greater growth was found over time periods with greater amounts of school input (October to April) than over time periods with less school input (April to October) for Language, Spatial Operations, and Concepts, but not for Associative Memory. These findings suggest that amount of input is causally related to cognitive growth in particular domains.

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Section: Introductionmentioning

confidence: 99%

Environmental Input and Cognitive Growth: A Study Using Time‐Period Comparisons

Huttenlocher¹,

Levine

Vevea

1998

Child Development

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“…L'analyse de ces interactions indique que les parents des bébés présentant des difficultés développe-mentales se comportent différemment des parents des bébés qui se déve-loppent de façon optimale (Bradley et Caldwell, 1980;Clarke-Stewart, 1973). Les mères de familles vulnérables utilisent un style moins didactique et centré sur la tâche ou les objets que le font les mères d'autres milieux, n'incitant pas ainsi l'enfant à explorer ou à porter attention à son environnement (Tamis-LeMonda et Bornstein, 1993).…”

Section: Importance De L'interaction Parent-nourrisson Dans Ie Dévelounclassified

Vulnérabilité et interaction mère-nourrisson : Illustration de conditions nécessaires mais non suffisantes à l’efficacité de l’intervention précoce

Moreau¹,

Léveillé²,

Roy³

2007

smq

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La présente étude évalue l'impact d'un programme de stimulation précoce qui s'adresse à 24 dyades mère-enfant (0-6 mois) vulnérables de la Montérégie. Ces dyades participent à une série de dix ateliers-stimulation. Vingt-quatre autres dyades forment un groupe témoin. L'objectif principal du programme vise à développer des interactions positives pour la mère et stimulantes pour l'enfant. Les hypothèses stipulent qu'à la fin du programme, les mères du groupe intervention se sentiront moins isolées, posséderont un niveau plus élevé de connaissances sur le développement de l'enfant, percevront plus positivement le tempérament de leur enfant et auront des comportements davantage contingents à ceux de leur nourrisson et fonctionnels à son développement. Les deux premières hypothèses ne sont pas confirmées. Toutefois, à la fin du programme, les mères du groupe intervention perçoivent le tempérament de leur nourrisson comme étant prévisible. Aussi, elles imitent plus fréquemment le comportement verbal et facial de leur nourrisson, et émettent plus de vocalisations lorsqu'elles sont en interaction avec lui. La discussion des résultats porte sur l'importance de modifier les conditions dans lesquelles les interactions parent-enfant se tiennent pour prévenir les déficits de développement des enfants.The present study evaluates the impact of an early stimulation program for 24 mother-infant (0-6months) vulnerable dyads from the Montérégie region. These dyads participate in a series of ten stimulation workshops. Twenty four other dyads form a witness group. The program's major objective aims at developing positive interactions for the mother and stimulative interactions for the infant. The hypotheses state that at the end of the program, the mother from the intervention group will feel less isolated, possess a higher level of knowledge on the development of their child, perceive more positively the temperament of their child and have behaviors that are more contingent to their infants as well as more functional to his development. The two first hypotheses are not confirmed. However, at the end of the program, the mothers of the intervention group perceive the temperament of their child as foreseeable. Also, they imitate more frequently the verbal and facial behaviors of their infant and emit more vocalizations when they are interacting with the child. The discussion of results bears on the importance of modifying conditions in which the parent-child interactions are held to prevent deficits in the development of the children.Este estudio évalua el impacto de un programa de estimulaciôn precoz dirigido a veinticuatro duos madre-nino (0-6 meses) vulnérables, en la region de Monterégie* Los veinticuatro duos del grupo de intervention participan a una série de diez talleres de estimulaciôn. Un grupo testigo es compuesto de otros veinticuatro duos. El principal objetivo del programa de intervention es de desarrollar en los duos, interacciones mas positivas para la madré y mas estimulantes para el nino. Las hipôtesis esta...

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“…9, 1971). This method is preferable to others for collecting behavioral data because the latter may be affected by selective recall and distortion on the part of the subject, certain difficulties with discrimination and synthesis for the re searcher, and a lack of sensitivity to behavioral dynamics of inter action (Clarke-Stewart, 1973). Weiss (1972b) suggested that many evaluators rely mostly on attitudinal and cognitive measures, avoiding the more difficult be havioral data.…”

Section: Observationmentioning

confidence: 99%

“…The rating scales used five-point continua. Elardo, Bradley, and Caldwell (1975) The study by Clarke-Stewart (1973), which was discussed ear lier, also used in interview schedule to collect data. In examin ing the relations between mothers and their children, the investiga tor used a maternal attitude score based on the number of "yes"…”

Section: Observational Studiesmentioning

confidence: 99%

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Evaluation of parenthood education components of vocational home economics programs in Iowa

McClelland

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Interactions between Mothers and Their Young Children: Characteristics and Consequences

Cited by 464 publications

References 71 publications

Environmental Input and Cognitive Growth: A Study Using Time‐Period Comparisons

Environmental Input and Cognitive Growth: A Study Using Time‐Period Comparisons

Vulnérabilité et interaction mère-nourrisson : Illustration de conditions nécessaires mais non suffisantes à l’efficacité de l’intervention précoce

Evaluation of parenthood education components of vocational home economics programs in Iowa

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