Swipe om te navigeren naar een ander artikel
Much of the literature on parent-toddler interactions does not account for the lack of independence in data. This investigation used a theory and method appropriate for examining the moment-to-moment patterns of joint actions between mothers and toddlers during a “do” task. Using contextual action theory to guide a mixture of methods, we observed and described the joint goal-directed series of actions of mothers and their toddlers as well as mothers’ intentions, meanings, and emotions they ascribed to their actions. Additionally, the associations between the patterns of joint mother-toddler actions and children’s negative emotionality were examined. Thirty mothers and their children participated in the study. Data collection included video-recorded activity, video recall interviews, and self-report questionnaires. Quantitative and qualitative analysis of the data revealed that (a) children were mostly engaged in the task alongside with their mothers’ on-going involvement; (b) mothers attributed a range of meanings to their interactions with their children; and (c) mothers’ perceptions of their toddlers’ dimensions of emotional negativity were associated with the organization of dyads’ joint goal directed actions—both when children were engaged in the task or self-focused.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Bates, J. E. (1989). Applications of temperament concepts. In G. A. Kohnstamm, J. E. Bates, & M. K. Rothbart (Eds.), Temperament in childhood (pp. 321–355). Chichester: Wiley.
Berg, C. A., Strough, J., Calderone, K. S., Meegan, S. P., & Sansone, C. (1997). The social context of planning and preventing everyday problems from occurring. In S. L. Friedman & E. K. Scholnick (Eds.), Why, how, and when do we plan? The developmental psychology of planning (pp. 209–236). Hillsdale, NJ: Erlbaum.
Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 1. Theoretical models of human development (5th ed., pp. 993–1028). New York: Wiley.
Calkins, S. D. (2007). The emergence of self-regulation: Biological and behavioral control mechanisms supporting toddler competencies. In C. Brownell & C. Kopp (Eds.), Socioemotional development in the toddler years: Transitions and transformations (pp. 261–284). New York: Guilford Press.
Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 115–159.
Dix, T., Stewart, A. D., Gershoff, E. T., & Day, W. H. (2007). Autonomy and children’s reactions to being controlled: Evidence that both compliance and defiance may be positive markers in early development. Child Development, 78, 1204–1221. doi: 10.1111/j.1467-8624.2007.01061.x. PubMedCrossRef
Eisenberg, N., Qing, Z., Spinrad, T. L., Valiente, C., Fabes, R., & Liew, J. (2005a). Relations among positive parenting, children’s effortful control, and externalizing problems: A three-wave longitudinal study. Child Development, 76, 1055–1071. doi: 10.1111/j.1467-8624.2005.00897.x. PubMedCentralPubMedCrossRef
Eisenberg, N., Sadovsky, A., Spinrad, T. L., Fabes, R. A., Losoya, S. H., Valiente, C., et al. (2005b). The relations of problem behavior status to children’s negative emotionality, and impulsivity: Concurrent relations and prediction of change. Developmental Psychology, 41, 193–211. doi: 10.1037/0012-16220.127.116.11. PubMedCentralPubMedCrossRef
Erikson, E. H. (1963). Childhood and society (2nd ed.). New York: Norton.
Forehand, R., & Wierson, M. (1993). The role of developmental factors in planning behavioral interventions for children: Disruptive behavior as an example. Behavior Therapy, 24, 117–141. CrossRef
Forman, D. (2007). Autonomy, compliance, and internalization. In C. A. Brownell & C. B. Kopp (Eds.), Socioemotional development in the toddler years: Transitions and transformations (pp. 261–284). New York: Guilford Press.
Grunzeweig, N., Stack, D. M., Serbin, L. A., Ledingham, J., & Schwartzman, A. E. (2009). Effects of maternal childhood aggression and social withdrawal on maternal request strategies and child compliance and noncompliance. Journal of Applied Developmental Psychology, 30, 724–737. doi: 10.1016/j.appdev.2009.02.001. CrossRef
Harach, L. D., & Kuczynski, L. (2005). Construction and maintenance of parent-child relationships: Bidirectional contributions from the perspective of parents. Infant and Child Development, 14, 327–343. CrossRef
Hinde, R. A. (1989). Temperament as an intervening variable. In G. A. Kohnstamm, J. E. Bates, & M. K. Rothbart (Eds.), Temperament in childhood (pp. 27–33). Oxford, England: Wiley.
Hinde, R. A., & Stevenson-Hinde, J. (1988). Interpersonal relationships and child development. Developmental Review, 7, 1–21. CrossRef
Holden, G. W., & Hawk, C. K. (2003). Meta-parenting in the journey of child-rearing: A cognitive mechanism for change. In L. Kuczynski (Ed.), Handbook of dynamics in parent-child relations (pp. 189–210). Thousand Oaks, CA: Sage. CrossRef
Kenny, D. A., Kashy, D. A., & Cook, W. L. (2006). Dyadic data analysis. New York: Guilford Press.
Klimes-Dougan, B., & Kopp, C. B. (1999). Children’s conflict tactics with mothers: A longitudinal investigation of the toddler and preschool years. Merrill-Palmer Quarterly, 45, 226–241.
Lollis, S. (2003). Conceptualizing the influence of the past and the future in present parent-child relationships. In L. Kuczynski (Ed.), Handbook of dynamics in parent-child relations (pp. 67–87). Thousand Oaks: Sage. CrossRef
Patterson, G. R. (1982). Coercive family processes. Eugene, OR: Castalia.
Prior, M. (1992). Temperament: A review. Journal of Child Psychology and Psychiatry, 33, 249–279.
Putnman, S. P., Sanson, A. V., & Rothbart, M. K. (2002). Child temperament and parenting. In M. H. Bornstein (Ed.), Handbook of parenting: Children and parenting: Vol. 1 (2nd ed., pp. 255–279). New Jersey: Routledge.
Rothbart, M. K., & Bates, J. E. (1998). Temperament. In W. Damon (Series Ed.) & N. Eisenberg (Vo. Ed.), Handbook of child psychology: Vol 3. Social, emotional and personality development (5 ed., pp. 105–176). New York: Wiley.
Rothbart, M. K., Ellis, L. K., & Posner, M. I. (2004). Temperament and self regulation. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research theory and applications (pp. 283–300). New York: Guilford Press.
Sameroff, A. J. (2009). The transactional model. In A. J. Sameroff (Ed.), The transactional model of development: How children and contexts shape each other (pp. 3–21). Washington, DC: American Psychological Association.
Strassberg, Z., Dodge, K. A., Pettit, G. S., & Bates, J. E. (1994). Spanking in the home and children’s subsequent aggression toward kindergarten peers. Development and Psychopathology, 6, 445–461. CrossRef
Thompson, L., & Walker, A. J. (1982). The dyad as unit of analysis: Conceptual and methodological issues. Journal of Marriage and the Family, 44, 889–900. CrossRef
Valsiner, J., Branco, A. U., & Melo Dantas, C. (1997). Co-construction of human development: Heterogeneity within parental belief orientations. In J. E. Grusec & L. Kuczynski (Eds.), Handbook of parenting and the transmission of values (pp. 283–304). New York: Wiley.
Wilkinson, L., & Task Force on Statistical Inference. (1999). Statistical methods in psychology journals: Guidelines and explanations. American Psychologist, 54, 594–604. CrossRef
Young, R. A., Valach, L., & Collin, A. (2002). A contextual explanation of career. In D. Brown & Associates (Eds.), Career choice and development (4th ed., pp. 206–250). San Francisco: Jossey-Bass.
Young, R. A., Valach, L., & Domene, J. F. (2005). The action-project method in counseling psychology. Journal of Counseling Psychology, 52, 215–223. CrossRef
Youniss, J., & Smollar, J. (1985). Adolescent relations with mother, father, and friends. Chicago: University of Chicago Press.
Zumbo, B. D., & Hubley, A. M. (1998). A note on misconceptions concerning prospective and retrospective power. Journal of the Royal Statistical Society, Series D (The Statistician), 47, 385–388. CrossRef
- Beyond Compliance: Mother–Child Joint Action During a “Do” Task
Sheila K. Marshall
Richard A. Young
- Springer US