Social behavior of infants and toddlers in a day-care environment.

Finkelstein, Neal W.; Dent, Cathy H.; Gallacher, Kathleen; Ramey, Craig T.

doi:10.1037/0012-1649.14.3.257

Cited by 45 publications

(22 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Unfortunately, this skill has most often been assessed in a very general form: How often does a socially directed behavior from one child follow after a socially directed behavior by another child within 5, 8, or 10 seconds? The answers t o this general question are mixed, with some observers reporting an increase with age in such responses to a peer's initiative (10,25) and others no such change (e.g., 26,9). Even where increases are found, we have little information about whether these percentages of ))responses)) exceed those to be expected from the chance association of the two children's behaviors in time or whether the ))responses)) are in any sense appropriate.…”

Section: The Infant Shows Only Rudimentary Social Skills With a Peer mentioning

confidence: 99%

Lessons Drawn From Observing Young Peers Together

Eckerman

Didow

1988

Acta Paediatrica

View full text Add to dashboard Cite

Based on studies during the past 13 years of what transpires between young peers, lessons are drawn about the nature of human sociability and the development of social skill during the first three years of life. Peer encounters have proven especially helpful for discovering the forms of sociability and social skill the infant is capable of without the aid of a more skillful social partner.From early in infancy, children are quite sociable with peers (age-mates), both in novel play settings and in their own home or customary group care settings, both with an unfamiliar peer and with those quite familiar, both at the start of acquaintanceship with a particular peer and after many encounters with that peer. Their sociability is seen in their attraction to peers, their directing to peers of such distinctively social behaviors as vocalizations,smiles, and gestures, and the predominantly friendly nature of their behavior. Peer encounters in the absence of customary play materials refute claims that attraction to peers is a by-product of interest in toys and the inanimate spectacles peers create through their actions on toys.Distinctions should be drawn between sociability and social skills, especially interactive skills. Interactive skills are systematic ways the young child relates his/her own behavior to the details of a partner's behavior that function to facilitate such valued social outcomes as the generation of a cooperative game or a conversation or the resolution of a dispute. Observations of young peers highlight the distinctive nature of the infant's interactive skills. Social influence between peers is present from 6 months, but rarely takes the form customary for older children. Joining a peer and manipulating the same play material as the peer are rudimentary interactive skills that emerge by 12 months. Interactive skills enabling the generation of extended sequences of social interaction on a common cooperative theme progress rapidly during the third year of life.The distinctive form of the young child's interactive skills produces distinctive patterns of interaction among young peers. Their interactions are managed largely nonverbally well into the third year of life, and extended Cooperative interactions most often take the form of games in which one or both' children imitate each other's actions. Despite the predominance of imitation, their encounters are also marked by complementary role relationships. The distinctive features of peer encounters prompt speculations about the role peer encounters can play in early development.

show abstract

Section: The Infant Shows Only Rudimentary Social Skills With a Peer mentioning

confidence: 99%

Lessons Drawn From Observing Young Peers Together

Eckerman

Didow

1988

Acta Paediatrica

View full text Add to dashboard Cite

show abstract

“…Um dos aspectos de sua análise buscou verificar a abordagem metodológica usada na realização das pesquisas: quantitativa, qualitativa ou quantitativa/qualitativa. Encontrou-se tendência predominante de estudos com base em abordagens qualitativas (Amorim, 2012;Amorim, Anjos, & Rossetti-Ferreira, 2012;Amorim, Costa, Rodrigues, Moura, & Ferreira, 2012;Anjos et al 2004;Melchiori & Alves, 2004;Nyland, 1999;Pantoja & Nelson-Goens, 2000;Rouchouse, 1978, Saullo, Rossetti-Ferreira, & Amorim, 2013Vasconcelos, Amorim, Anjos, & Ferreira, 2003;Weltzer, 1985;Zanella & Andrada, 2002) em detrimento das qualitativas/ quantitativas (Finkelstein, Dent, Gallacher, & Ramey, 1978;Melchiori & Alves, 2000;Melchiori & Biasoli-Alves, 2002) e quantitativas (Chóliz, Fernández-Abascal, & Martínez-Sánchez, 2012;Deynoot-Schaub & Riksen-Walraven, 2006;Bergamasco, 1997).…”

Section: Tipos De Trabalhos Encontrados E Questões Metodológicasunclassified

Expressões emocionais entre bebês na creche: Revisão sistemática da literatura

Dentz

Amorim

2019

Psi. rev.

View full text Add to dashboard Cite

O artigo apresenta revisão sistemática sobre a expressividade emocional entre pares de bebês de creche. Aquela foi conduzida através de diversas bases de dados (Scielo, PePSIC, LILACS, PsycINFO e ERIC), pelo cruzamento das palavras-chave bebê($), baby, infant development, interação, social interaction, emoção, facial expression, emotion, creche, day care e nursery, sendo resgatados 24 artigos indexados. A maioria dos trabalhos são empíricos, de perspectiva qualitativa, reconhecendo as expressividades emocionais dos bebês exclusivamente na face e na sua relação com adultos. Dentre as conclusões, destaca-se a importância de trabalhos que acompanhem longitudinalmente as interações de pares de bebês, considerando toda a corporeidade da criança não apenas a face. Sob a hipótese de que há uma riqueza de expressividades emocionais nas interações de bebês em creche, já no primeiro ano de vida, aponta-se para a relevância de estudos futuros sobre esta temática investigativa.

show abstract

“…There are a number of other studies in the literature on play (Barnes, 1971;Parten, 1932;Roper & Hindle, 1978;Rubin, Watson, & Jambor, 1978;Shure, 1963;Smith, 1978) and adultchild interaction in child care centers (Finkelstein, Dent, Gallacher, & Ramey, 1978;Huston-Stein, Friedrich-Cofer, & Susman, 1977;Jambor, 1975;Johnson, 1979;O'Connor, 1975;Reuter & Yunick, 1973;Rubenstein & Howes, 1979;Sheehan & Abbot, 1979;Tizard, Philps, & Plewis, 1976a, 1976b, 1976c which have examined variables similar to those used in this study. For the sake of economy, these findings will be presented in the discussion section when they provide relevant comparisons to the results of this study.…”

mentioning

confidence: 89%