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1.
41 preterm infants and 38 full-term infants and their mothers were observed at home at 8 and 12 months of age and in the Strange Situation at 18 months in order to compare expressions of attachment relationships in these 2 settings. There was 84% concordance in the distinctions between secure and nonsecure classifications of the mother-infant relationship made at home at 12 months and in the Strange Situation. Classifications of avoidant relationships also displayed high concordance, but only 6 of the 15 dyads classified at home as ambivalent were classified in the same way in the Strange Situation. Mothers in secure relationships as assessed in the Strange Situation were rated as more sensitive at both 8 and 12 months than mothers in either avoidant or ambivalent relationships, whereas the sensitivity of mothers in these two nonsecure relationships did not differ significantly. Infants in secure relationships in the Strange Situation were characterized by more effective secure base behavior and more affective sharing and enjoyment of physical contact, and they were less fussy or difficult during the 12-month home observations. 相似文献
2.
David R. Pederson Greg Moran Carolyn Sitko Kathy Campbell Kristen Ghesquire Heather Acton 《Child development》1990,61(6):1974-1983
40 mothers and their 12-month-old infants were observed twice at home by 2 observers for 2 hours. After the second visit, the observers described the infant using the Waters Attachment Behavior Q-sort and the mother's interactive behavior with the Maternal Behavior Q-sort developed by the present authors and Ainsworth's rating scales. Maternal sensitivity was unrelated to maternal age, income, or SES, but correlated positively with maternal education. Mothers of more difficult children were less sensitive. A strong relation was found between infant attachment and maternal sensitivity as measured by the Maternal Behavior Q-sort and by the Ainsworth scales. Using the Q-sort procedure, mothers of more secure infants were more frequently characterized as noticing their babies' signals and using these signals to guide their behavior; they also were more knowledgeable about their infant and appeared to enjoy them more than mothers of less secure infants. 相似文献
3.
Russell A. Isabella 《Child development》1993,64(2):605-621
This study built on attachment theory and previous research in examining the interactional origins of the secure, insecure-resistant, and insecureavoidant patterns of attachment. Maternal sensitive responsivity, rejection, and activity were the focus of repeated naturalistic observations when infants were 1, 4, and 9 months of age; quality of attachment was assessed at 1 year. Mothers of secure 1-year-olds were observed to be more sensitively responsive at 1 and 4 months and less rejecting at 1 and 9 months than mothers of insecure infants. Mothers of insecure-avoidant infants were more rejecting at 9 months, whereas mothers of insecure-resistant infants were least sensitively responsive and most rejecting at 1 month; the insecure groups were also differentiated on the basis of patterns of change from 1 to 9 months, with mothers of resistant infants becoming less rejecting and mothers of avoidant infants becoming more rejecting relative to other mothers. 相似文献
4.
Yıldız Güven 《International Journal of Science and Mathematics Education》2009,7(3):533-549
The aim of this study is to assess the factors that are related to preschool children and their mothers on children’s’ intuitional
mathematics abilities. Results of the study showed that there were significant differences in children’s intuitional mathematics
abilities when children are given the opportunity to think intuitionally and to make estimations, and when their mothers believe
in the importance of providing such opportunities in the home setting. Children who tended to think fast and to examine details
of objects had significantly higher scores. Also, the working mothers aimed to give opportunities to their children more often
than non-working mothers. The mothers whose children received preschool education tended to give more opportunities to their
children to think intuitionally and to make estimations. When incorrect intuitional answers or estimations were made by children,
lower-educated mothers tended to scold their children much more than higher educated mothers. Mothers having at least a university
degree explained more often to the children why they were in error than did the less-educated mothers. 相似文献
5.
Parenting during the Second Year: Effects of Children's Age, Sex, and Attachment Classification 总被引：2，自引：0，他引：2
70 2-parent families with 12-month-old infants and 67 2-parent families with 18-month-old toddlers participated in the study. Mothers and fathers participated in separate interviews and filled out questionnaires on family and child behaviors. Mothers and their children participated in the Ainsworth Strange Situation, and the families were observed for a total of 4 hours in their homes. Families were compared on composite measures of family environment variables, parents' perception of their children, and on process variables from home observations. Family differences in environmental stress and marital adjustment showed no effects for attachment classifications, although parents of 12-month-olds reported greater marital adjustment and more pleasure in parenting than parents of 18-months-olds. Both mothers and fathers reported that children classified as resistant were more difficult on several temperament measures. During home observations, 12-month-old children received more positive responses from mothers, and 18-month-old children received more instructions and directions from both parents. Insecure boys (both avoidant and resistant) received the least instructions and directions from both parents, but insecure-avoidant girls received the most instruction from fathers. 相似文献
6.
94 mothers with 2-year-old children were interviewd about their employment, role satisfaction, and social support and were observed in their homes at dinnertime and in a laboratory compliance task. Hierarchical multiple regressions were used to test main effects of employment, hours employed, and their interactions. Maternal employment adversely affected maternal behavior when satisfaction with social support or with the work role was low, but only in the laboratory. Positive main effects of employment on maternal behavior were observed in the home: employed mothers used less power assertion with their children. Mothers who worked longer hours used more guidance and were more responsive to their children in both settings. In both settings, the effect of poor-quality care on child behavior was greater when mothers were employed, and, in the laboratory, boys of employed mothers were more defiant than boys of nonemployed mothers and girls of employed mothers. Boys with more than one current arrangement were more likely than similarly situated girls to be defiant in the laboratory, but they were also less likely than girls to be cared for by fathers. 相似文献
7.
Early mother-infant interaction and later security of attachment were assessed for 17 pairs of twins, 5 singleton survivors of twin pairs, and 20 singletons, all low-birth-weight preterm infants. Mother and infant behavior during home observations at 6 weeks and 3, 6, and 9 months was rated on scales developed by Ainsworth and Egeland and Brunquell. A, B, and C patterns of behavior in the Strange Situation conformed to the frequencies predicted from prior full-term samples and were not affected by twinship. However, the proportion of B1 and B4 dyads in the B group significantly exceeded that predicted from normative data. Mothers in B2 and B3 dyads were rated more sensitive and responsive than all others at all 4 observations. Contrary to our expectations that mothers in A and C dyads would receive the lowest ratings, this occurred only at 6 weeks. At later observations mothers in B1 and B4 dyads consistently received the lowest ratings. The discussion focuses on possible reasons for this unexpected finding. 相似文献
8.
Mother-Child Relationships as Sources of Support or Stress: A Comparison of Competent, Average, Aggressive, and Anxious Dyads 总被引：1，自引：0，他引：1
We tested the proposition that mother-child relationships can be sources of support or stress, by comparing patterns of mother-child interactions in a problem-solving task that children completed with their own and with an unfamiliar mother. 4 groups of preschoolers (n = 30 in each group)—identified on the basis of teacher ratings as socially competent, average, aggressive, or anxious—participated. Mothers of competent and average children were highly positive and reciprocal toward their own and unfamiliar children. Mothers of aggressive and anxious children were only positive and reciprocal toward unfamiliar children but generally indiscriminate (aggressive group) or aversive and negatively reciprocal (anxious group) toward their own. Children in all 4 groups tended to be reciprocal toward their own mothers, but only competent and average children were reciprocal toward unfamiliar mothers also. Aggressive and anxious children generally responded to unfamiliar mothers by ignoring or actively rejecting their overtures. Results (1) indicate that the relationship with the primary caregiver may serve as a major source of support or stress in the preschool years; (2) focus attention on the dynamic organization of interactions rather than on the presence or frequency of particular behaviors, indicating that a dynamic of reciprocity enables children and mothers to adapt positively to the ever changing demands of new social situations; (3) point to the need to develop new means of assessing relationships to better understand how they influence development; and (4) highlight the importance of incorporating transactional models in the diagnosis and treatment of childhood dysfunctions rather than accounting for them solely in terms of limited skills in parents or children. 相似文献
9.
We examined communication between hearing mothers and their deaf or hearing children longitudinally at child-ages 22 months and 3 years. Specifically, we analyzed both the effects of child deafness and developmental change on pragmatic and dialogic characteristics of communication. From 22 months to 3 years, deaf and hearing children's communicative skills improved similarly along some dimensions: as they grew older, both deaf and hearing children increased the amount they communicated, became increasingly responsive to their mothers' attentional focus, and were responsible for initiating a higher proportion of the dyads' conversations. On the other hand, deaf children were less skilled at maintaining topics, and the pragmatic function of their communication was more likely to be unclear compared to hearing children. Deaf children were also more likely to direct their mothers and less likely to ask questions than hearing children. Communication by hearing mothers was primarily examined to determine the degree to which they controlled the interactions. Overall, mothers of deaf children were only more controlling along one dimension. Mothers of deaf children used more response controls than mothers of hearing children. However, the majority of measures suggested they did not exert more topic or turn-taking controls than did mothers of hearing children. In addition, mothers of deaf and hearing children seemed equally sensitive to their children's communication abilities. Communication by mothers of both deaf and hearing children changed in similar ways as their children developed. Most of the differences in communication by mothers of deaf and hearing children seemed attributable to the deaf children's linguistic delays. The results suggest that intervention efforts should be focused on fostering linguistic development and not general communication skills or changing maternal conversational control. 相似文献
10.
Douglas AR 《Child abuse & neglect》2000,24(3):425-434
OBJECTIVE: The study had two aims: (1) To investigate whether mothers with a history of contact child sexual abuse were anxious about the intimate aspects of parenting compared with a clinical comparison group. (2) To determine if there was any relationship between the mother's anxieties and the kind of parenting they recalled receiving themselves. METHOD: Two groups of mothers in mental health out-patient care were interviewed; 34 women with a history of contact child sexual abuse and 29 women with no history of sexual abuse. They completed the Intimate Aspects of Parenting Questionnaire, The Parenting Stress Index (Short form) The Parental Bonding Instrument and The General Health Questionnaire-28. The index group also completed a sexual abuse history questionnaire. RESULTS: Mothers with a history of child sexual abuse were significantly more anxious about intimate aspects of parenting than the comparison group. They also reported significantly more overall stress as parents. The index group recalled that their own parents were significantly less caring and that their fathers more controlling than the comparison group. A low score on Father Care was significantly associated with concerns about intimate parenting, but not with total parenting stress. By contrast, a low score on Mother Care was significantly associated with higher stress experienced as a parent, but not as strongly with anxieties about intimate parenting. CONCLUSIONS: Mothers with a history of contact child sexual abuse who attend mental health services are often worried that their normal parenting behaviors may be inappropriate or seen as such by other people. These anxieties seem associated with their history of childhood sexual abuse. 相似文献
11.
Possible precursors of serious aggression were identified in toddlers' use of force against peers. Instances of grabbing objects and hitting peers were recorded in a sample of 66 British 18- to 30-month-olds, observed at home with familiar peers and seen again 6 months later. Mothers rated aggressiveness in the context of other personality traits. Girls and boys did not differ in average levels of aggression, nor were they rated differently by the mothers. However, the observed rate of hitting peers and mothers' ratings of aggressiveness were stable over 6 months for girls, but not for boys. Toddlers who were especially sensitive to peers' possible intentions hit their peers more often. They were also more likely to use force proactively, 6 months later. 相似文献
12.
This study explores the relations between certain socialization experiences and social judgments among poor, inner-city African-American kindergartners. 54 mothers and their children took part in this investigation. Consistent with the domain distinction literature, children made judgments about the seriousness, rule contingency, context contingency, and punishment deserved for familiar moral and social-conventional transgressions. Mothers were queried regarding their child-rearing values and discipline practices and described their children's peer network and social experiences. Results indicated that children distinguished between moral and social-conventional issues when explaining why they were wrong and in terms of rule and home context contingency criteria, but not the other judgment criteria. Mothers placed high value on conformity and most often ignored or talked to children about their misbehavior. More frequent use of talking, less ignoring, and less denial of privileges by mothers predicted children's making the domain distinction. Discussion focuses on methodological limitations and directions for future research. 相似文献
13.
Michael J. Guralnick Robert T. Connor Brian Neville Mary A. Hammond 《Early education and development》2002,13(1):59-80
Mothers' perspectives of children's peer-related social development were obtained from matched groups of young children with developmental delays, communicative disorders, and typically developing children. Structured interviews elicited information on numerous issues including mothers' views of the importance of children's social skills development, rationales with respect to why children succeed or had difficulties on specific social tasks, and the socialization strategies mothers employ to promote children's peer-related social development. Mothers also reported on their efforts to arrange play with peers for their child and the degree to which they monitored that play. Results indicated that mothers rated children's social development as highly important, offered primarily internal rationales (e.g., traits, dispositions) for success or difficulties in achieving social tasks, and endorsed moderate and low power socialization strategies. Differences across the three groups were minimal. Mothers arranged play with peers least often for children with developmental delays and communication disorders, but monitored play more extensively for children with delays. These finding were discussed in terms of mothers adopting a developmental orientation to understand children's social development and their implications for maternal participation in peer competence intervention programs. 相似文献
14.
As part of a large longitudinal study, assessments of attachment relationships in high-risk mother-infant pairs were conducted at 12 and 18 months. With data collected prenatally and during the infant's first 2 years of life, this study attempted to discriminate among 3 major attachment classifications and to account for qualitative changes in attachment relationships. The data included maternal and infant characteristics, mother-infant interactions, life-stress events, and family living arrangements. Several patterns seemed to emerge. Mothers of securely attached infants were consistently more cooperative and sensitive with their infants as observed in a feeding and play situation than mothers of anxiously attached infants. Anxious/resistant infants tended to lag behind their counterparts developmentally and were less likely to solicit responsive caretaking. Anxious/avoidant infants, although robust, tended to have mothers who had negative feelings about motherhood, were tense and irritable, and treated their infants in a perfunctory manner. Male babies were somewhat more vulnerable to qualitative differences in caretaking, while, for girls, maternal personality showed a stronger relationship to security of attachment. Changes from secure to anxious attachments were characterized by initially adequate caretaking skills but prolonged interaction with an aggressive and suspicious mother. Changes toward secure attachments tend to reflect growth and increasing competence among young mothers. 相似文献
15.
A multiple case‐study design was used to explore the spontaneous play of three toddlers with disabilities as it emerged in the course of everyday activity in the home. Children were observed at home playing independently and with their mothers. Data consist of videotaped naturalistic observations in the children’s homes and mothers’ perspectives of their child’s play obtained in semi‐structured interviews. There was a great deal of similarity in the playful behaviour of toddlers and their mothers. Toddlers were active players throughout all daily routines and their play reflected their developmental level. Mothers actively supported their children’s initiative and engagement in play and they spoke of play as a highly valued behaviour. Some qualitative differences were noted in child and mother–child play, which seemed to relate to the nature of the child’s disability and developmental level. Further study of the play of young children with disabilities in naturalistic settings and ways that mothers and other caregivers value and support child play is recommended. 相似文献
16.
17.
The current study examined context, attachment, temperament, and gender as predictors of conflict frequency between mothers and their young children. Conflict between 40 mothers and their 36-month-old children was observed during multiple laboratory tasks with varying levels of structure, and the number of dyadic conflict episodes was totaled for each context. Mothers also completed measures of attachment and temperament. Results indicated that relative to free play and clean-up contexts, dyads displayed the highest amounts of conflict during the teaching context, which was driven by mother-initiated conflict. Attachment, but not temperament, was predictive of dyadic conflict frequency and child-initiated conflicts for mother-daughter dyads, but not for mother-son dyads, during the teaching context. Specifically, as attachment security increased, conflict decreased between mothers and their daughters. The findings of the study emphasize the importance of examining the context and child's gender in accordance with attachment in order to fully understand the relationship between attachment and conflict frequency. 相似文献
18.
Children's Temperament, Mothers' Discipline, and Security of Attachment: Multiple Pathways to Emerging Internalization 总被引：10，自引：2，他引：10
Grazyna Kochanska 《Child development》1995,66(3):597-615
This study examined relations of temperamental fearfulness/anxiety proneness, attachment security, and maternal discipline with emerging internalization in 103 26–41-month-old toddlers. It was a further test of the model that proposed that child temperament (1) is an important underpinning of early internalization and (2) moderates the influence of socialization. All constructs were measured using multiple behavioral observations in several contexts at home and laboratory and parental reports. Fearfulness/anxiety was associated with several measures of internalization. There was also strong evidence of diverse pathways to internalization for children with different temperaments. For the relatively fearful/anxious children, maternal gentle discipline deemphasizing power, thus presumably resulting in an optimal, moderate level of anxious arousal, predicted internalization. For the relatively fearless children, however, security of attachment was associated with internalization. The findings are discussed within a framework proposing alternative pathways to internalization—one capitalizing on fear/anxiety and one building on positive, cooperative interpersonal set between the mother and child—with different pathways effective for children differing in temperament. 相似文献
19.
Maternal rearing behavior was examined in relation to children's reparation for transgressions and altruism as bystanders to distress in others. The children were 1 1/2-2 1/2 years old. Mothers were trained in techniques of observing. They recorded their child's reactions and their own behaviors in everyday encounters with expressions of distress in others (sorrow, discomfort, pain). Distress was also simulated by mothers and investigators. Mothers' empathic caregiving was rated during home visits. Mothers' affectively delivered explanations regarding the distresses their children had caused to others were associated with children's reparations for transgressions. Such explanations were also associated with children's altruism when they were bystanders to another's distress. Empathic caregiving by mothers was positively associated with children's reparation and altruism. Findings are discussed in relation to theories of altruism, conscience, and child rearing. 相似文献
20.
The goal of this study was to examine the links among attachment, child temperament, and the quality and frequency of mother–toddler conflict. Sixty-four mothers and children took part in a series of laboratory tasks when the child was 30 months of age and an audiorecorded home observation when the child was 36 months of age. All episodes of conflict were identified from the videotapes/audiotapes, transcribed, and coded for conflict strategies, resolution, and themes. Mothers also completed measures of attachment security and child temperament. Concurrent attachment security was related to the quality of mother–toddler conflict (including resolution, justification, and compromise) at both periods but not to the frequency of conflict. In addition, aspects of child temperament (i.e., negative reactivity and activity level/impulsivity) were related to both the quality and the frequency of mother–toddler conflict. 相似文献