The First Year Developmental Crisis: Origin of Cultural Action

According to the conception of cultural historical psychology, introduced by L. S. Vigotsky, the first year of a child’s life represents a specific period of development or the first psychological age. Psychological development should be differentiated from biological development and have proper objective indicators. Psychological development starts with the possibility of initial cultural communication between an adult and child, within a unique kind of social situation of development. The goal of the article is to describe the content of the crisis of the first year of life as a psychological phenomenon and to propose psychological and neuropsychological indicators for qualitative assessment of the progress of psychological development at the end of the first year of life. The article opens the discussion about guiding the activity of the first age, new psychological formations of the crisis of the first year, and qualitative changes in the social situation of development. The content of the first psychological age and crisis is presented in the article, according to proposals of cultural historical psychology. Future interdisciplinary research should be continued in order to establish optimal strategies for adult and child interaction during a stable period of development and the crisis of the first year.

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Child-Feeding and Appetite: What Can Programmes Do?

Food and Nutrition Bulletin ◽

10.1177/156482659501600408 ◽

1995 ◽

Vol 16 (4) ◽

pp. 1-9 ◽

Cited By ~ 13

Author(s):

Margaret E. Bentley ◽

Maureen M. Black ◽

Elena Hurtado

Keyword(s):

Central Component ◽

First Year ◽

Decision Making Process ◽

Child Feeding ◽

Dietary Consumption ◽

Consumption Data ◽

Biological Development ◽

First Year Of Life ◽

Nutrition Programme ◽

Infants And Young Children

Feeding is an ideal context in which to examine the interaction between biological development and cultural variability in international efforts to promote children's survival and health. The transition from liquid to semisolid and solid feeding is a major developmental milestone that occurs in the first year of life. Appetite is a central component in the decision making process used by caregivers to determine when and how much to feed their infants. Anecdotal, qualitative, and dietary consumption data provide evidence that both illness-related and chronic anorexia is an important problem among infants and young children in developing countries. For example, nutrition programme personnel have noted that children simply do not appear to be hungry or to eat all that is offered to them, even if they are clearly undernourished. Following the UNICEF triple-A framework, this paper describes programme strategies to improve child-feeding and appetite.

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The Social Origins of Human Prosociality

Current Directions in Psychological Science ◽

10.1177/0963721419830386 ◽

2019 ◽

Vol 28 (3) ◽

pp. 274-279 ◽

Cited By ~ 7

Author(s):

Audun Dahl ◽

Celia A. Brownell

Keyword(s):

Prosocial Behavior ◽

Social Interactions ◽

Early Development ◽

Future Research ◽

First Year ◽

Social And Emotional ◽

Caregiver Behavior ◽

The Social ◽

Second Year ◽

First Year Of Life

From early in life, children help, comfort, and share with other people. Recent research has deepened scientific understanding of the development of prosociality—efforts to promote the welfare of others. In this article, we discuss two key insights about the emergence and early development of prosocial behavior, focusing on the development of helping. First, children’s motivations and capabilities for helping change in quality as well as quantity over the opening years of life. Specifically, helping begins in participatory activities without prosocial intent in the first year of life, becoming increasingly autonomous and motivated by prosocial intent over the second year. Second, helping emerges through bidirectional social interactions starting at birth: Caregivers and other individuals support the development of helping in a variety of ways, and young children play active roles that often influence caregiver behavior. The question now is not whether but how social interactions contribute to the development of prosocial behavior. Recent methodological and theoretical advances provide exciting avenues for future research on the social and emotional origins of human prosociality.

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Knowledge and Practices of Mothers towards Infant Oral Health Care in Their Children’s First Year of Life

Journal of Health Sciences ◽

10.17921/2447-8938.2021v22n3p223-229 ◽

2021 ◽

Vol 22 (3) ◽

pp. 223-229

Author(s):

Mayara Delfino Sentone Rossato ◽

Márjori Frítola ◽

Paulo Henrique Rossato ◽

Valéria Campos Mariano Francelino ◽

Regina Célia Poli-Frederico ◽

...

Keyword(s):

Oral Health ◽

Social Class ◽

Dental Caries ◽

Health Knowledge ◽

First Year ◽

Chi Square ◽

The Social ◽

Health Related ◽

Chi Square Test ◽

First Year Of Life

AbstractThis study aimed to assess mothers’ oral health-related knowledge and practices in immediate and late puerperium, and in the child’s first year of life. This study is a prospective cohort study, in which data were collected from 358 mothers of children born between 2013 and 2014, in immediate and late puerperium, and in children’s first year of life, by interviews with sociodemographic characterization and oral health questionnaires, and were analyzed by descriptive statistics and Chi-square test (α = 5%). Participants were mainly aged 20 to 29 years (53.9%), with 7 to 11 years of education (67.6%), from low social class (72.3%), unemployed (58.9%), married or in common-law marriage (84.1%), with more than one child (60.1%). Although 51.7% of them had received information about children’s oral health, only 0.8%, 32.4% and 13.7%, respectively, knew the concept, etiology and preventive attitudes regarding dental caries. Mothers aged under 20 and over 30 years, with lower education and from low social class presented significantly lower oral health-related knowledge. At children’s first year of life, although 78.7% of the children had already been taken to the dentist, half of them had already tasted sugary foods and drinks. It is highlighted the social determination and the need of an improvement of mothers’ oral health related knowledge and practices. Educational actions, especially in prenatal programs, are important to achieve this improvement and to decrease early childhood caries rates.Keywords: Dental Caries. Child. Health Knowledge Attitudes, Practice. Parents. Oral Health.ResumoAvaliar o conhecimento e as práticas de mães sobre a saúde bucal de seus filhos no puerpério imediato, tardio, e no primeiro ano de vida da criança. Trata-se de um estudo de coorte prospectiva, no qual os dados foram coletados de 358 mães de bebês nascidos entre 2013 e 2014, no puerpério imediato, tardio e um ano após o parto, por entrevistas com perguntas sobre dados sociodemográficos e sobre saúde bucal. Os dados foram analisados por estatísticas descritivas e pelo teste Qui-quadrado (α = 5%). As participantes apresentavam, majoritariamente, idades entre 20 a 29 anos (53,9%), com 7 a 11 anos de estudo (67,6%), eram de baixa classe social (72,3%), desempregadas (58,9%), casadas ou em união estável (84,1%), e tinham mais de um filho (60,1%). Apesar de 51.7% delas afirmarem ter recebido informações sobre saúde bucal infantil, apenas 0,8%, 32,4% e 13,7%, respectivamente, sabiam o conceito, etiologia e as atitudes preventivas à cárie. Mães com idades abaixo de 20 e acima de 29 anos apresentaram menor conhecimento sobre saúde bucal do que as demais. No primeiro ano de vida, apesar de 78,7% das crianças já terem ido ao dentista, metade delas já havia experimentado alimentos e bebidas açucarados. Destaca-se a determinação social e a necessidade de melhora no conhecimento e práticas das mães sobre saúde bucal. Ações educativas, especialmente em programas de atenção pré-natal, são importantes para atingir essa melhora e, consequentemente, diminuir as taxas da cárie na primeira infância. Palavras-chave: Cárie Dentária. Criança. Conhecimentos, Atitudes e Práticas em Saúde. Pais. Saúde Bucal.

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Contribution of Social and Developmental Factors to Lead Exposure During the First Year of Life

PEDIATRICS ◽

10.1542/peds.75.6.1114 ◽

1985 ◽

Vol 75 (6) ◽

pp. 1114-1119

Author(s):

Kim N. Dietrich ◽

Kathleen M. Krafft ◽

Douglas T. Pearson ◽

Leslie C. Harris ◽

Robert L. Bornschein ◽

...

Keyword(s):

Lead Exposure ◽

Parental Behavior ◽

Blood Lead ◽

First Year ◽

Parental Management ◽

Developmental Factors ◽

Child Relationship ◽

The Social ◽

Lead Levels ◽

First Year Of Life

The social and developmental correlates of early lead exposure were explored in an interim analysis of data from an ongoing longitudinal investigation in Cincinnati. Regardless of the apparent net availability of lead in the infant's physical environment, parental behavior was still significantly associated with infant blood lead levels. However, this was only the case after infants in the study reached 6 months of age and beyond when prewalking progression and early walking made parental management all the more critical. Future lead screening and abatement programs should include supports for the caretaker-child relationship.

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The brain as an organ of the person

Ecology of the Brain ◽

10.1093/med/9780199646883.003.0005 ◽

2017 ◽

pp. 173-208

Author(s):

Thomas Fuchs

Keyword(s):

Mirror Neurons ◽

First Year ◽

Human Beings ◽

Resonance System ◽

Child Relationship ◽

The Social ◽

Intentional Agents ◽

First Year Of Life ◽

Mother Child Relationship ◽

The Brain

‘The brain as an organ of the person’ examines the socially and culturally scaffolded development of the human brain, especially in early childhood. Beginning with early intersubjectivity and intercorporeality in the mother–child relationship, it first focuses on interactive forms of implicit memory. As a neurological basis of this development, the attachment system and the social resonance system (‘mirror neurons’) are discussed. Secondary intersubjectivity manifests itself towards the end of the first year of life, among others, in the development of joint attention. Understanding others as intentional agents lays the foundation for later perspective-taking and thus for the ‘eccentric position’ of human beings. On this basis, language acquisition is examined as the anchoring of an embodied interpersonal practice, connected with the biological resonance system of mirror neurons.

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The Relationship of Early Behaviour to Later Developmental Outcome for Preterm Children

International Journal of Behavioral Development ◽

10.1177/016502549601900304 ◽

1996 ◽

Vol 19 (3) ◽

pp. 517-532 ◽

Cited By ~ 1

Author(s):

Jaroslava Dittrichová ◽

Václav Břicháček ◽

František Mandys ◽

Karel Paul ◽

Daniela Sobotková ◽

...

Keyword(s):

Social Environment ◽

Preterm Infants ◽

Gestational Age ◽

Early Identification ◽

Developmental Outcomes ◽

First Year ◽

The Social ◽

First Year Of Life ◽

Relationship Of ◽

The Relationship

The present study aimed, first, to analyse in detail early sleep states in 21 preterm infants born before the 33rd week of gestational age and compare them with sleep states in 23 fullterm infants assessed at gestationally matched ages in the first six months. Second, to determine whether analyses of early sleep states in preterm infants may enable identification of infants with future developmental disabilities. In addition to evaluations of perinatal risk factors, neurological condition, psychological development, and social environment during the first year of life, examinations of psychological and neurological development and the assessment of the social environment at 3 and 9 years were carried out. Measures of perinatal status and sleep states up to the age of 40 weeks gestational age did not correlate with outcome measures at 3 and 9 years. However, the polygraphic measures of sleep states at 12 and 24 weeks corrected age, predicted the 3-year developmental outcomes. The complexity of these measures may contribute to their predictive validity for the outcomes at 3 years. Measures of the social environment at 3 and 9 years contributed significantly to the prediction of 9-year developmental outcomes. These results indicate that environmental factors may become more important with age. The detailed analysis of early sleep patterns may enable the early identification of infants who need special care and intervention.

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Infant Emotional Mimicry of Strangers: Associations with Parent Emotional Mimicry, Parent-Infant Mutual Attention, and Parent Dispositional Affective Empathy

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18020654 ◽

2021 ◽

Vol 18 (2) ◽

pp. 654

Author(s):

Eliala A. Salvadori ◽

Cristina Colonnesi ◽

Heleen S. Vonk ◽

Frans J. Oort ◽

Evin Aktar

Keyword(s):

Social Interactions ◽

Facial Expressions ◽

Self Report ◽

First Year ◽

Affective Empathy ◽

Emotional Displays ◽

Fearful Faces ◽

The Social ◽

Path Models ◽

First Year Of Life

Emotional mimicry, the tendency to automatically and spontaneously reproduce others’ facial expressions, characterizes human social interactions from infancy onwards. Yet, little is known about the factors modulating its development in the first year of life. This study investigated infant emotional mimicry and its association with parent emotional mimicry, parent-infant mutual attention, and parent dispositional affective empathy. One hundred and seventeen parent-infant dyads (51 six-month-olds, 66 twelve-month-olds) were observed during video presentation of strangers’ happy, sad, angry, and fearful faces. Infant and parent emotional mimicry (i.e., facial expressions valence-congruent to the video) and their mutual attention (i.e., simultaneous gaze at one another) were systematically coded second-by-second. Parent empathy was assessed via self-report. Path models indicated that infant mimicry of happy stimuli was positively and independently associated with parent mimicry and affective empathy, while infant mimicry of sad stimuli was related to longer parent-infant mutual attention. Findings provide new insights into infants’ and parents’ coordination of mimicry and attention during triadic contexts of interactions, endorsing the social-affiliative function of mimicry already present in infancy: emotional mimicry occurs as an automatic parent-infant shared behavior and early manifestation of empathy only when strangers’ emotional displays are positive, and thus perceived as affiliative.

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Archaeological and Epigraphic Evidence for Infancy in the Roman World

10.1093/oxfordhb/9780199670697.013.8 ◽

2018 ◽

Author(s):

Maureen Carroll

Keyword(s):

Childhood Studies ◽

First Year ◽

Life And Death ◽

The Social ◽

Roman Culture ◽

One Year ◽

Key Aspects ◽

First Year Of Life ◽

Epigraphic Evidence ◽

Insight Into

The Roman family has become a vibrant and challenging field of study, and the growing interest in children in Roman culture can be seen as a development within this trend. Nevertheless, studies of children tend to focus on the later phases of childhood, with few investigations of the role and significance of infants. While the Roman life-course and the social construction of ageing are occasional themes in childhood, discussions the distinct life stages of development and socialization apparent already in the first year of life hardly feature in current discourses. In view of this imbalance in childhood studies, this chapter explores some key aspects of Roman infancy and earliest childhood, using archaeological, epigraphic, and historical evidence to gain insight into the attitudes towards the very young, and particularly those under the age of one year, in both life and death, and, sometimes, even before birth.

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Social Smiles of Visually Impaired Infants

Journal of Visual Impairment & Blindness ◽

10.1177/0145482x8608000712 ◽

1986 ◽

Vol 80 (7) ◽

pp. 863-865

Author(s):

S. J. Rogers ◽

C. B. Puchalski

Keyword(s):

Cognitive Development ◽

Social Behavior ◽

Cognitive Skills ◽

Visually Impaired ◽

First Year ◽

Parental Behaviors ◽

Play Interactions ◽

The Social ◽

Environmental Events ◽

First Year Of Life

Social smiles of 10 visually impaired infants, ages 4 to 12 months, were examined longitudinally in play interactions with their mothers. Characteristics examined included the cognitive skills of the infants when the social smile was first seen, the parental behaviors that elicited and followed social smiles, and the frequency of social smiles in play interactions across the first year of life. All infants demonstrated both the presence of social smiles and the second Piagetian stage of cognitive development at the start of the study. Social smiling appeared to increase in frequency from 6 to 12 months except for a drop at 8 months. Smiles occurred in response to social and environmental events and were consistently followed by another parental social behavior.

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