The Origins of Social Skills and Interaction among Playgroup Toddlers

Mueller, Edward; Brenner, Jeffrey

doi:10.1111/j.1467-8624.1977.tb01241.x

Cited by 22 publications

(34 citation statements)

References 4 publications

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“…In an investigation of toddlers in a center-based early intervention program, Lieber, Beckman, and Strong (1991) found that these children initiated about five times during a IS-minute observation. This rate was similar to the initiation rates of younger children without disabilities in other studies (Holmberg, 1980;Mueller & Brenner, 1977). But Lieber et al found that when toddlers did initiate, they were relatively successful.…”

Section: Initiationsupporting

confidence: 82%

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Social Coordination as a Component of Social Competence in Young Children with Disabilities

Lieber¹,

Beckman²

1991

Exceptional

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Substantial evidence shows that young children with disabilities frequently have difficulty with social interaction (Guralnick & Weinhouse, 1984). Although the interactions of children with disabilities and their peers do not seem to be any more negative than the interactions of nondisabled children and their peers, evidence suggests that the overall frequency of interactions is much lower (Beckman, 1983;Guralnick, 1990;Guralnick & Weinhouse, 1984). For example, Beckman (1983) found that preschool children with disabilities engaged in fewer and shorter behavior chains than their nondisabled peers. One reason may be that longer interchanges depend on more sophisticated social skills including the ability to coordinate social behavior with that of a partner. From our perspective, social coordination should be distinguished from social interaction. Whereas social interaction includes any exchange that occurs between partners, social coordination requires additional sophistication.In this article we review what is currently known about social coordination in young children with disabilities. A discussion of the role of social coordination in developing social competence is followed by a description of how social coordination develops in children with and without disabilities. Next we discuss how available assessments of social skills address the concept of social coordination. Finally we identify intervention strategies that may be useful in facilitating social coordination. THE IMPORTANCE OF COORDINATING SOCIAL BEHAVIOROne important component of social competence that is associated with more sophisticated behavioral exchanges between children involves the ability to coordinate behavior with that of a partner. For example, social coordination occurs when a toddler looks at her partner, points to a toy, makes a sound, then looks back at her partner. The toddler and her partner are simultaneously coordinating their attention to each other and to an object. Thus, social coordination requires the ability to coordinate the focus of attention, the timing, and the sequence of behaviors with that of a social partner.

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Section: Initiationsupporting

confidence: 82%

“…By the second year, however, children without disabilities are able to coordinate their attention to toys and peers. In their study, Mueller and Brenner (1977) found that about 83% of the social interactions for toddlers included physical objects.…”

Section: Coordination Of Attention To People and Objectsmentioning

confidence: 99%

Social Coordination as a Component of Social Competence in Young Children with Disabilities

Lieber¹,

Beckman²

1991

Exceptional

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“…Ritualized forms of social coordination such as peek-a-boo can be observed early in life, but these infant games require only the acquisition of simple stimulus-response rules, such as turn alternation (see Bruner, 1983;Ross & Kay, 1980). What appears to emerge during the second year is the more advanced ability of coordinating one's behavior with the nonritualized behavior of an adult Eckerman & Stein, 1990;Ross & Lollis, 1987) or a peer (Eckerman, Davis & Didow, 1989;Mueller & Brenner, 1977;Ross, 1982). Most clear to interpret are situations in which a child in an unfamiliar environment is confronted with an unfamiliar partner, because the child cannot communicate with the partner by means of preestablished behavioral rituals.…”

mentioning

confidence: 99%

Self-awareness and other-awareness: Mirror self-recognition and synchronic imitation among unfamiliar peers.

Asendorpf¹,

Baudonnière²

1993

Developmental Psychology

128

111

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A theoretical analysis of the cognitive capacities underlying self-awareness and other-awareness suggested that (a) self-and other-awareness are closely linked because both require a cognitive capacity for secondary representation, and (b) other-awareness facilitates the synchronic imitation of object use with an unfamiliar peer. The relation between mirror self-recognition and synchronic imitation was investigated in 56 dyads of unfamiliar 19-month-old children who were systematically paired according to their mirror self-recognition status and who were observed during free play with sets of duplicate toys. Long phases of synchronic imitation occurred in nearly all dyads consisting of recognizers but in only one dyad composed of nonrecognizers; in mixed dyads these phases were shorter than in recognizer dyads. Discussion focuses on the synchrony of the development of self-and other-awareness.

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“…Synchronic imitation was coded only when the child looked to the partner at least once every 10 s. Because behavioral contingencies in social interaction occur within 10 s (see, e.g., Mueller & Brenner, 1977), the 10-s criterion for sustained synchronic imitation is an appropriate threshold for communication through synchronic imitation. With this criterion, the present findings support our hypothesis that only recognizers understand and use synchronic imitation as a form of communication.…”

Section: Discussionmentioning

confidence: 99%

“…They regularly look at the partner and seem to realize and enjoy the reciprocity inherent in their joint play, as is indicated by a positive mood, and they often begin and end the object use at the same time or shift to a different activity almost synchronically. The reciprocity involved in the activity distinguishes synchronic imitation from simple immediate imitation Baudonniere, Werebe, Michel, & Liegeois, 1988) and from parallel play (Mueller & Brenner, 1977;Parten, 1932).…”

mentioning

confidence: 99%

Self-awareness and other-awareness. II: Mirror self-recognition, social contingency awareness, and synchronic imitation.

Asendorpf

Warkentin²,

Baudonnière³

1996

Developmental Psychology

173

117

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Eighteen-month-old children were tested for mirror self-recognition using the classic rouge test or an alternative procedure, for social contingency awareness by being closely imitated for a long time, and for the capacity for communication by synchronic imitation. The classic mirror rouge test was shown to produce false negatives. Most recognizers and nonrecognizers became aware of being imitated and imitated the activity of a model, but only recognizers engaged in sustained synchronic imitation of the model. The results support our hypothesis that self-recognition and spontaneous perspective-taking develop in close synchrony because both require a capacity for secondary representation.

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The Origins of Social Skills and Interaction among Playgroup Toddlers

Cited by 22 publications

References 4 publications

Social Coordination as a Component of Social Competence in Young Children with Disabilities

Social Coordination as a Component of Social Competence in Young Children with Disabilities

Self-awareness and other-awareness: Mirror self-recognition and synchronic imitation among unfamiliar peers.

Self-awareness and other-awareness. II: Mirror self-recognition, social contingency awareness, and synchronic imitation.

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