scholarly journals Infant frontal asymmetry predicts child emotional availability

2015 ◽  
Vol 39 (6) ◽  
pp. 492-496 ◽  
Author(s):  
Maria Licata ◽  
Markus Paulus ◽  
Nina Kühn-Popp ◽  
Jorg Meinhardt ◽  
Beate Sodian
Keyword(s):  
Emotional Availability ◽  
Frontal Asymmetry ◽  
Interaction Quality ◽  
Child Interaction ◽  
Mother Child Interaction ◽  
Child Involvement ◽  
Frontal Activity ◽  
Eeg Activation ◽  
Electroencephalogram Eeg

While factors influencing maternal emotional availability (EA) have been well investigated, little is known about the development of child EA. The present longitudinal study investigated the role of frontal brain asymmetry in young children with regard to child EA (child responsiveness and involvement) in mother–child interaction in a sample of 28 children at 7, 14, and 50 months of age. When infants were 7 months of age, mother–child interaction quality was assessed using the EA-Scales. At 14 months, infants’ resting asymmetric frontal activity was assessed by means of the electroencephalogram (EEG). When children were 50 months old, mother–child interaction quality was measured again. Analyses showed that relatively higher left frontal EEG activation was related to higher child involvement at 50 months, but not to child responsiveness. Those findings suggest a specific relation between individual differences in frontal asymmetry, and child approach and initiating behaviors in mother–child interaction.

Joint attention by mothers and children while using plans

2001 ◽  
Vol 25 (2) ◽  
pp. 176-183 ◽  
Author(s):  
Jennifer L. de la Ossa ◽  
Mary Gauvain
Keyword(s):  
Joint Attention ◽  
Attentional Focus ◽  
Older Children ◽  
Developmental Needs ◽  
Attentional Processes ◽  
Child Interaction ◽  
Mother And Child ◽  
Post Test ◽  
Child Involvement

This paper reports on the role of joint attentional processes in the development of children’s skill at using pictorial plans to construct objects. Efforts to establish joint attentional focus between mother and child were identified, and the nature and extent of maternal assistance and child involvement during planning were examined. Sixteen 4 to 5-year-old and sixteen 6 to 7-year-old children and their mothers participated in three problem-solving sessions (i.e., child-only pre-test and post-test, and mother-child interaction) that involved constructing a toy from multiple pieces using a pictorial, step-by-step plan. Older children were more planful than younger children during all the planning sessions. Mothers planning with younger children assumed greater responsibility for establishing joint attentional episodes than mothers planning with older children. Results indicate that mothers tailor their guidance on joint planning tasks in relation to developmental needs, and that an important aspect of these efforts is the establishment and maintenance of joint attention.

Father-child and mother-child interaction in families with a child feeding disorder: The role of paternal involvement

2010 ◽  
Vol 31 (6) ◽  
pp. 682-698 ◽  
Author(s):  
Naama Atzaba-Poria ◽  
Gal Meiri ◽  
Maaian Millikovsky ◽  
Anat Barkai ◽  
Maayan Dunaevsky-Idan ◽  
...  
Keyword(s):  
Paternal Involvement ◽  
Child Feeding ◽  
Feeding Disorder ◽  
Child Interaction ◽  
Mother Child Interaction

scholarly journals The Role of Mental Health of Mothers of Children With Learning Disabilities in the Relationship Between Parental Stress, Mother-child Interaction, and Children’s Behavioral Disorders

2021 ◽  
Vol 7 (2) ◽  
pp. 149-158
Author(s):  
Setareh Mohammadipour ◽  
◽  
Zahra Dasht Bozorgi ◽  
Farzaneh Hooman ◽  
◽  
...  
Keyword(s):  
Mental Health ◽  
Learning Disabilities ◽  
Behavioral Disorders ◽  
Parental Stress ◽  
Students With Learning Disabilities ◽  
Mediating Role ◽  
Child Interaction ◽  
Mother Child Interaction ◽  
The Relationship

Background: Behavioral problems are common in childhood, presenting debilitating conditions that cause numerous difficulties for the affected children and their families. The present study aimed to investigate the relationship between parental stress and mother-child interaction, and children’s behavioral disorders with the mediating role of mental health in the mothers of children with learning disabilities. Methods: The research population of this descriptive-correlational study consisted of the mothers of all students with learning disabilities in Adnimeshk City, Iran, in 2020. Applying the convenience sampling method, 210 students were selected as the study sample. The research instruments included the Child Behavior Checklist, the Parental Stress Scale, the Child-Parent Relationship Scale, and the Mental Health Questionnaire. The proposed model was evaluated using path analysis in AMOS v. 24. Results: The obtained results indicated a direct and significant relationship between parental stress and children’s behavioral disorders (β=0.321, P=0.0001), as well as mother-child interaction and mothers’ mental health (β=0.255, P=0.001). There was a negative relationship between mother-child interaction and children’s behavioral disorders (β=-0.148, P=0.019), as well as parental stress and mothers’ mental health (β=-0.581, P=0.0001). Furthermore, the collected results presented a reverse and significant relationship between mothers’ mental health and children’s behavioral disorders (β=-0.360, P=0.0001). The indirect path analysis data revealed that mothers’ mental health played a mediating role in the relationship between parental stress, mother-child interaction, and children’s behavioral disorders (P=0.001). Conclusion: According to the present research results, the model proposed in this study was favorably fitted; thus, it can be considered as an important step in identifying the factors affecting behavioral disorders in students with learning disabilities.

Learning discourse topic management in the preschool years

1986 ◽  
Vol 13 (2) ◽  
pp. 231-250 ◽  
Author(s):  
Susan H. Foster
Keyword(s):  
Language Development ◽  
Physical Environment ◽  
First Year ◽  
Child Interaction ◽  
Mother Child Interaction ◽  
Prelinguistic Communication ◽  
Development Of Language ◽  
Discourse Topic ◽  
Modular Framework

ABSTRACTThe ability of children aged 0;1 to 2;6 to initiate and maintain topics of conversation is explored using videotaped data of mother–child interaction collected at home. An analysis of both verbal and non-verbal behaviours suggests that initially children attract attention exclusively to themselves as topics of conversation. The emergence of manipulative skills from 0; 5 and the development of deictic gestures from around the end of the first year facilitate the initiation of topics concerned with items in the physical environment. Finally, with the development of language, reference to intangibles becomes possible. In maintaining topics, children are initially capable of extended sequences only within the context of routines, but by 2;6 are able to maintain coherent topics independently. The implications of the analysis presented for understanding the role of prelinguistic communication in language development are discussed against the background of a modular framework.

Observational Context of Mother-Child Interaction: Impact of a stress Context on Emotional Availability

2017 ◽  
Vol 26 (6) ◽  
pp. 1583-1591 ◽  
Author(s):  
Katja Dittrich ◽  
Anna Fuchs ◽  
Daniel Führer ◽  
Felix Bermpohl ◽  
Dorothea Kluczniok ◽  
...  
Keyword(s):  
Emotional Availability ◽  
Child Interaction ◽  
Mother Child Interaction

Pragmatic Assessment

1984 ◽  
Vol 49 (4) ◽  
pp. 368-377 ◽  
Author(s):  
Tanya M. Gallagher ◽  
Holly K. Craig
Keyword(s):  
Language Impaired ◽  
Frequent Type ◽  
Child Interaction ◽  
Mother Child Interaction ◽  
Multiple Context ◽  
Conversational Interactions ◽  
Pragmatic Assessment

The present study examined the pragmatic role of a frequently repeated utterance, "it's gone," within the multiple context conversational interactions of a 4-year-old specifically language-impaired boy. The data indicate that the phrase was an interactive access strategy to engage his partners in a nonexistence/disappearance game, a frequent type of early mother-child interaction. The assessment and intervention implications of these data are discussed.

Sign in / Sign up

Export Citation Format

Share Document