Occupational choice of graduate students in psychology as a function of early parent-child interactions.

1969 ◽  
Vol 16 (5, Pt.1) ◽  
pp. 385-389 ◽  
Author(s):  
Arnold M. Medvene
Keyword(s):  
Graduate Students ◽  
Occupational Choice ◽  
Parent Child Interactions ◽  
Early Parent ◽  
Parent Child

The Development of Young Deaf and Hard-of-Hearing Children

2018 ◽  
Author(s):  
Evelien Dirks
Keyword(s):  
Cognitive Development ◽  
Hard Of Hearing ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Parent Child Interactions ◽  
Mental State Language ◽  
Early Parent ◽  
Hearing Children ◽  
State Language ◽  
Parent Child

Early parent–child interactions influence children’s later linguistic, social-emotional, and cognitive development. Since deaf and hard-of-hearing (DHH) children are more at risk for difficulties in their development than hearing children, the caregiving environment is an important context to enhance their development. This chapter describes different aspects of parent–child interactions that are related to the development of young DHH children. Parental language input, mental state language, and sensitivity are related to young DHH children’s language skills, social-emotional development, and executive functions. The chapter addresses parent-based interventions to promote DHH children’s linguistic, social-emotional, and cognitive development.

Recalled early parent-child relations, adult needs, and occupational choice: A test of Roe's theory.

1968 ◽  
Vol 15 (4) ◽  
pp. 324-328 ◽  
Author(s):  
Alvah P. Byers ◽  
Gary G. Forrest ◽  
Joseph S. Zaccaria
Keyword(s):  
Occupational Choice ◽  
Parent Child Relations ◽  
Early Parent ◽  
Parent Child

Mother–child interactions in young children with excessive physical aggression and in typically developing young children

2017 ◽  
Vol 22 (3) ◽  
pp. 467-482 ◽  
Author(s):  
Nadine Urbain-Gauthier ◽  
Jaqueline Wendland
Keyword(s):  
Young Children ◽  
Aggressive Behavior ◽  
Physical Aggression ◽  
Free Play ◽  
Young Age ◽  
Clinical Samples ◽  
Typically Developing ◽  
Parent Child Interactions ◽  
Early Parent ◽  
Parent Child

Background: Among the multiple risk factors, the emergence of conduct problems in young children may be linked to harsh parenting and child’s temperamental difficulties, leading to a reciprocal early discordant relationship. Little is known about the characteristics of early parent–child interactions in young children with physical aggression. Objective: The purpose of the current study was to evaluate the characteristics of mother–child interactions in dyads referred for excessive physical aggression in young children under 5 years of age compared to mother–child interactions in typically developing young children. Method: Mother–child interactions were assessed during a free-play session in both a clinical sample ( N = 70, child mean age  = 3.5 years) and a nonclinical sample ( N = 80, child mean age  = 3.5 years) by using the Rating Scale of Interaction Style (Clark and Seifer, adapted by Molitor and Mayes). Results: Significant differences were found between several interactive features in clinical and nonclinical dyads. In clinical dyads, mothers’ behaviors were often characterized by intrusiveness and criticism toward children, and poor facilitative positioning. Children with excessive aggressive behavior often displayed poor communication, initiation of bids, and poor responsiveness toward the mother. They displayed fewer sustained bouts of play than typically developing children did. In clinical dyads, strong positive correlations were found between child responsiveness and maternal interest in engagement ( r = .41, p < .001), while the child displaying sustained bouts of play was negatively correlated with the mother’s attempts to intrude on the child’s activity ( r = .64, p < .05). Conclusions: These data show that children with excessive aggressive behavior develop disrupted mother–infant interactions from a very young age. Several negative interactive features and correlations between child behavior and maternal behavior were found in clinical samples. The effects of these features add up and probably strengthen each other, thus leading to interactive difficulties from a very young age. More attention should be paid to early parent–child interactions in case of child behavioral problems. The recognition of these interactive dysfunctions is discussed in terms of clinical implications for therapeutic interventions.

scholarly journals Maternal Use of Decontextualized and Contextualized Talk: An In-Depth Investigation of Early Parent–Child Interactions in Down Syndrome

2021 ◽  
pp. 1-14
Author(s):  
Elizabeth Hilvert ◽  
Emily Lorang ◽  
Audra Sterling
Keyword(s):  
Down Syndrome ◽  
Free Play ◽  
Book Reading ◽  
Typical Development ◽  
Early Language ◽  
Future Directions ◽  
Parent Child Interactions ◽  
Early Parent ◽  
Insight Into ◽  
Parent Child

Purpose The goal of this study was to characterize and quantify maternal use of decontextualized and contextualized input during mother–child interactions including young children with Down syndrome (DS). Method Participants included 22 mother–child dyads with DS ( M age = 42.8 months) and 22 mother–child dyads with typical development ( M age = 44.0 months). Parent–child language samples were collected during free-play, book reading, and snack time, and coded for maternal decontextualized (i.e., pretend, explanatory, and narrative talk) and contextualized input (i.e., descriptions, conversation, praise, questions, and directives). Results Mothers of children with DS used a larger proportion of pretend talk compared to other types of decontextualized input and also used a larger proportion of questions, conversation, and descriptions compared to other types of contextualized language. Mothers of children with DS generally used a smaller proportion of decontextualized input compared to mothers of children with typical development, with the exception of pretend talk. Maternal decontextualized input was not related to children's age or language ability in DS. Conclusions Findings shed new light on the early language environments of children with DS, providing important insight into the ways that mothers of children with DS are incorporating decontextualized and contextualized talk into early mother–child conversations. Additional implications and future directions are discussed.

scholarly journals Comparing Live and Video Observation to Assess Early Parent-child Interactions in the Home

2018 ◽  
Vol 27 (6) ◽  
pp. 1818-1829 ◽  
Author(s):  
Nicole Gridley ◽  
Tracey Jane Bywater ◽  
Judy Mary Hutchings
Keyword(s):  
Video Observation ◽  
Parent Child Interactions ◽  
Early Parent ◽  
Parent Child
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