scholarly journals Associations between Infant Behaviors during the Face-To-Face Still-Face Paradigm and Oppositional Defiant and Callous-Unemotional Behaviors in Early Childhood

2016 ◽  
Vol 44 (8) ◽  
pp. 1439-1453 ◽  
Author(s):  
Nicholas J. Wagner ◽  
W. Roger Mills-Koonce ◽  
Cathi B. Propper ◽  
Michael T. Willoughby ◽  
Pete D. Rehder ◽  
...  
Keyword(s):  
Early Childhood ◽  
Face To Face ◽  
Callous Unemotional ◽  
Oppositional Defiant ◽  
The Face ◽  
Still Face Paradigm

Mother-Infant Vagal Regulation in the Face-To-Face Still-Face Paradigm Is Moderated by Maternal Sensitivity

2009 ◽  
Vol 80 (1) ◽  
pp. 209-223 ◽  
Author(s):  
Ginger A. Moore ◽  
Ashley L. Hill-Soderlund ◽  
Cathi B. Propper ◽  
Susan D. Calkins ◽  
W. Roger. Mills-Koonce ◽  
...  
Keyword(s):  
Maternal Sensitivity ◽  
Face To Face ◽  
The Face ◽  
Still Face Paradigm

scholarly journals Psychological problems of learning from home during the covid-19 pandemic in early childhood

2021 ◽  
Vol 4 (2) ◽  
pp. 11-20
Author(s):  
M. Syukri Azwar Lubis ◽  
Hotni Sari Harahap ◽  
Armanila Armanila
Keyword(s):  
Early Childhood ◽  
Psychological Problems ◽  
Learning System ◽  
Case Study Approach ◽  
Face To Face ◽  
Study Approach ◽  
The Face ◽  
Face To Face Learning ◽  
North Sumatra

The COVID-19 pandemic has caused the face-to-face learning system to switch to learning from home. This transition makes parents have to adapt to these new circumstances. This study aims to determine the psychological problems of learning from home during COVID-19 in early childhood. This qualitative research with a case study approach involves parents of children aged 5-6 years, schools, and the community in Paya Geli Village, Sunggal District, Deli Serdang Regency, North Sumatra Province. Data were obtained through interviews, observation, and documentation techniques. Data analysis uses the Miles and Huberman model, including data reduction, display, and verification. The results of this study found several problems, namely: 1) Parents became stressed so that violence occurred in teaching. 2) Children become passive, uncreative, unproductive due to stress. 3) gadgets have become a place for children to escape to avoid stress. Thus, it is hoped that parents will be wiser in teaching their children at home to minimize the occurrence of psychological problems learning from home.

scholarly journals Associations between Infant-Mother Physiological Synchrony and 4- to 6-Month-Old Infants’ Emotion Regulation

2021 ◽  
Author(s):  
Drew H. Abney ◽  
Elizabeth B. daSilva ◽  
Bennett I. Bertenthal
Keyword(s):  
Emotion Regulation ◽  
Individual Differences ◽  
Physiological Responses ◽  
Self Regulation ◽  
Continuous Measure ◽  
Sinus Arrhythmia ◽  
Face To Face ◽  
Physiological Synchrony ◽  
The Face ◽  
Still Face Paradigm

AbstractIn this study we assessed whether physiological synchrony between infants and mothers contributes to infants’ emotion regulation following a mild social stressor. Infants between 4- to 6-months of age and their mothers were tested in the Face-to-Face-Still-Face paradigm, and were assessed for behavioral and physiological self-regulation during and following the stressor. Physiological synchrony was calculated from a continuous measure of respiratory sinus arrhythmia (RSA) enabling us to cross-correlate the infants’ and mothers’ RSA responses. Without considering physiological synchrony, the evidence suggested that infants’ distress followed the prototypical pattern of increasing during the Still Face episode and then decreasing during the Reunion episode. Once physiological synchrony was added to the model, we observed that infants’ emotion regulation improved if mother-infant synchrony was positive, but not if it was negative. This result was qualified further by whether or not infants suppressed their RSA response during the Still Face episode. In sum, these findings highlight how individual differences in infants’ physiological responses contribute significantly to their self-regulation abilities.

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