The role of maternal behavior in children's pretense during the second year of life

Marková, Gabriela; Legerstee, Maria

doi:10.1016/j.cogdev.2014.12.011

Cited by 8 publications

(2 citation statements)

References 31 publications

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“…Moreover, children’s creation of imaginary worlds is often a social construction ( Leslie, 2002 ) that involves adults. Already when they are 15-month-old, children engage with mothers in reciprocal imitation of pretense actions, and mothers’ imitation predicts children’s pretending ( Markova and Legerstee, 2015 ).…”

Section: The Development Of Anthropomorphic Thinking: From Objects Inmentioning

confidence: 99%

The Development of Anthropomorphism in Interaction: Intersubjectivity, Imagination, and Theory of Mind

Airenti

2018

Front. Psychol.

108

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Human beings frequently attribute anthropomorphic features, motivations and behaviors to animals, artifacts, and natural phenomena. Historically, many interpretations of this attitude have been provided within different disciplines. What most interpretations have in common is distinguishing children’s manifestations of this attitude, which are considered “natural,” from adults’ occurrences, which must be explained by resorting to particular circumstances. In this article, I argue that anthropomorphism is not grounded in specific belief systems but rather in interaction. In interaction, a non-human entity assumes a place that generally is attributed to a human interlocutor, which means that it is independent of the beliefs that people may have about the nature and features of the entities that are anthropomorphized. This perspective allows us to explain the problems that emerge if we consider anthropomorphism as a belief: (i) adults under certain circumstances may anthropomorphize entities even if they perfectly know that these entities have no mental life; (ii) according to the situation, the same entity may be anthropomorphized or treated as an object; (iii) there is no consistency among the entities that are anthropomorphized; (iv) there is individual variability in anthropomorphization, and this variability derives from affective states rather than from different degrees of knowledge about the entity that is anthropomorphized or greater or lesser naivety of the person who anthropomorphizes. From this perspective, anthropomorphism is a basic human attitude that begins in infants and persists throughout life. The difference between adults and children is not qualitative but rather a matter of complexity.

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Section: The Development Of Anthropomorphic Thinking: From Objects Inmentioning

confidence: 99%

The Development of Anthropomorphism in Interaction: Intersubjectivity, Imagination, and Theory of Mind

Airenti

2018

Front. Psychol.

108

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“…Gradually, infants become able to use little tricks and funny movements to attract and retain the attention of other people well before they engage in protodeclarative pointing ( Reddy, 2010 ). Based on the observation that the infant changes from calling attention to the self as a whole to calling attention to particular actions of her body, and then to external things through the first year, Reddy claimed that the awareness of attention develops not through a discovery of covert entity hidden behind the behavior (implied by such terms as “theory of mind,” c.f., Wellman, 2014 ), but through developing awareness of the scope of others’ overt engagement with some object or fact of the environment in specific situations (see also Markova and Legerstee, 2015 ; Nomikou et al, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

When do toddlers point during mealtime?: Pointing in the second year of life in everyday situations

Kasuya

Nonaka

2023

Front. Psychol.

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The present study aimed to gain insight into the development of the infant’s awareness of others’ attention that takes place in everyday contexts. We examined the relation between the toddler’s pointing, the toddler’s visual attention to the caregiver, and the context of the action of the caregiver in the same child-caregiver dyads at two time points (13 and 17 months of age) during lunchtime at a Japanese daycare center, in which toddlers ate lunch with the help of caregivers. Specifically, we focused on the question of whether the timing of the toddler’s pointing reflected the ongoing context of the action of the caregiver, based on the analysis of what the caregiver was doing when a toddler exhibited pointing behavior. Our analysis revealed several interrelated results. First, the toddler’s pointing behavior was related to the visual exploration of the face of the caregiver at 17 months of age, which was not obvious at 13 months of age. Second, toddlers were more likely to point when the caregivers were just looking at them without being engaged in other salient goal-directed activities. Third, toddlers were less likely to exhibit pointing behavior when the caregivers were manipulating objects or feeding the toddlers. Taken together, the results suggested that toddlers were increasingly aware of the dynamic context of social partner’s engagement, differentiating the right time to modulate the attention of others by pointing in everyday situations. The present study supplemented the existing knowledge about pointing and the development of shared intentionality based on controlled experiments by providing a description of the context in which toddlers tend to point in the naturalistic situation of lunchtime within a specific cultural setting during the second year of life.

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Communicative Mediation by Adults in the Construction of Symbolic Uses by Infants

Palacios

Rodríguez

Méndez-Sánchez

2018

Integr. psych. behav.

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Adult semiotic mediation in the origin and evolution of the first symbolic uses of objects by infants in contexts of triadic interactions was investigated. Six infant-parent dyads interacting together with ten objects were observed longitudinally from 9 to 15 months of age, with an interval of three months between each observation. The communicative mediators used by adults, in the form of demonstrations and ostensive gestures, decrease as infants grow up. The orchestration of these semiotic mediators also decreases and the functions of the demonstrations change. At the beginning, the adults use them merely to demonstrate the symbolic uses of object, but later they use them to evaluate, complete or correct the symbolic uses by the infants. The semiotic mediators are first used to guide the child at the level of attention and later at the level of cultural practices of symbolic uses of objects. These changes in communicative mediators and their functions reveal the educational role of adults through adjustment in communication, always in tune with the infant's knowledge and performance.

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The role of maternal behavior in children's pretense during the second year of life

Cited by 8 publications

References 31 publications

The Development of Anthropomorphism in Interaction: Intersubjectivity, Imagination, and Theory of Mind

The Development of Anthropomorphism in Interaction: Intersubjectivity, Imagination, and Theory of Mind

When do toddlers point during mealtime?: Pointing in the second year of life in everyday situations

Communicative Mediation by Adults in the Construction of Symbolic Uses by Infants

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