The Interaction between Mothers and their Visually Impaired Infants: An Intersubjective Developmental Perspective

Loots, Gerrit; Devise, Isabel; Sermijn, Jasmina

doi:10.1177/0145482x0309700703

Cited by 42 publications

(25 citation statements)

References 46 publications

(79 reference statements)

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“…Thus, learning to communicate is learning to make ones intentions known and learning how to recognize the intentions of others (Bruner 1984). For the theme interaction/communication articles were included which described the interaction between both partners; the repertoire of signals used, and the interpretation of and response to these signals.Intersubjectivity: In the early interaction between infant and caregiver, intersubjectivity is a core process (Loots et al 2003). Intersubjectivity is described as the reciprocal exchange or ‘dialogue’ between infant and caregiver.…”

Section: Methodsmentioning

confidence: 99%

A Systematic Review of the Literature on Parenting of Young Children with Visual Impairments and the Adaptions for Video-Feedback Intervention to Promote Positive Parenting (VIPP)

et al. 2016

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Secure parent-child attachment may help children to overcome the challenges of growing up with a visual or visual-and-intellectual impairment. A large literature exists that provides a blueprint for interventions that promote parental sensitivity and secure attachment. The Video-feedback Intervention to promote Positive Parenting (VIPP) is based on that blueprint. While it has been adapted to several specific at risk populations, children with visual impairment may require additional adjustments. This study aimed to identify the themes that should be addressed in adapting VIPP and similar interventions. A Delphi-consultation was conducted with 13 professionals in the field of visual impairment to select the themes for relationship-focused intervention. These themes informed a systematic literature search. Interaction, intersubjectivity, joint attention, exploration, play and specific behavior were the themes mentioned in the Delphi-group. Paired with visual impairment or vision disorders, infants or young children (and their parents) the search yielded 74 articles, making the six themes for intervention adaptation more specific and concrete. The rich literature on six visual impairment specific themes was dominated by the themes interaction, intersubjectivity, and joint attention. These themes need to be addressed in adapting intervention programs developed for other populations, such as VIPP which currently focuses on higher order constructs of sensitivity and attachment.

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Section: Methodsmentioning

confidence: 99%

A Systematic Review of the Literature on Parenting of Young Children with Visual Impairments and the Adaptions for Video-Feedback Intervention to Promote Positive Parenting (VIPP)

et al. 2016

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“…OŠTEĆENJEM VIDA U uslovima oštećenja/nedostatka vida redukovane su mogućnosti da se na spontan način razvija interakcija između majke i bebe i postigne zadovoljavajući kvalitet afektivnog vezivanja (Lootes et. al, 2003;Stanimirović i Mijatović, 2012).…”

Section: Kvalitet Interpersonalnih Odnosa Dece Saunclassified

Social interaction of children with visual impairment: Risk and protective factors

Vučinić¹,

Stanimirović²,

Anđelković³

et al. 2013

Spec eduk i rehabilitacija

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“…33 We understand that the caregivers of sighted infants and toddlers often rely on their children's eye gaze, gestures, and facial expressions to guide their interactions [42][43][44] as well as to modulate engagement and clarify early communicative intent. 45,46 Although children with VI as young as 2 months of age offer subtle movements of their hands as a basis of communication and interaction, these movements are difficult to interpret, 33 and caregivers often miss or ignore movements and other vocalizations. 41,47 Although studies have consistently revealed potential delays and differences in oral language development for children with VI, there is a growing body of evidence suggesting that adults can modify their interactions with children to have a positive influence.…”

Section: Optimizing Literacy For Toddlers and Preschoolers With Visuamentioning

confidence: 99%

Literacy and Visual Impairment

Erickson¹,

Hatton²

2007

Semin Speech Lang

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Research supporting specific instructional approaches for young children with visual impairments and blindness is limited. There is, however, a growing body of evidence to support the belief that the critical components of emergent and early conventional literacy for children with visual impairments do not differ markedly from those of their sighted peers. Specifically, infants and toddlers with visual impairments and blindness require interactions that support their oral language development, awareness of print or braille, and opportunities to explore writing. Although these very young children are often delayed in developing emergent literacy understandings, the path of their development is consistent with emergent literacy development of sighted children. The research regarding older children with visual impairments and blindness suggests that they too benefit from instruction that emphasizes the critical elements of early literacy instruction for all children. Research also suggests that specific strategies, such as repeated readings, direct instruction in phonics, and big word decoding that emphasizes morphemes, can benefit school-aged children with visual impairments and blindness. Further research is needed if we are to understand fully the most effective approaches to emergent and early literacy instruction for children with visual impairments and blindness, but there is a solid base from which we can begin.

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The Interaction between Mothers and their Visually Impaired Infants: An Intersubjective Developmental Perspective

Cited by 42 publications

References 46 publications

A Systematic Review of the Literature on Parenting of Young Children with Visual Impairments and the Adaptions for Video-Feedback Intervention to Promote Positive Parenting (VIPP)

A Systematic Review of the Literature on Parenting of Young Children with Visual Impairments and the Adaptions for Video-Feedback Intervention to Promote Positive Parenting (VIPP)

Social interaction of children with visual impairment: Risk and protective factors

Literacy and Visual Impairment

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