How Toddler Peers Generate Coordinated Action: A Cross-Cultural Exploration

Eckerman, Carol O.; Whitehead, Harriet

doi:10.1207/s15566935eed1003_2

Cited by 37 publications

(26 citation statements)

References 36 publications

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“…Between 18 and 24 months of age, children begin to engage in unique, nonritualized, cooperative interactions with peers (agemates), and this development appears to be universal (Brownell & Carriger 1990;Eckerman et al 1989;Eckerman & Whitehead 1999). We would only suggest that perhaps it is now time to consider that there can be no unitary, single circuit model of empathy.…”

Section: Introductionmentioning

confidence: 93%

Empathy: A unitary circuit or a set of dissociable neuro-cognitive systems?

Blair

Perschardt

2002

Behav Brain Sci

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Section: Introductionmentioning

confidence: 93%

Empathy: A unitary circuit or a set of dissociable neuro-cognitive systems?

Blair

Perschardt

2002

Behav Brain Sci

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“…Verbal imitation increased so that by 32 months, 75–85% of games included imitative acts of turn‐taking that served to promote ongoing interaction, which by age 3 may create the foundation for verbal communication (Eckerman & Whitehead, ). Eckerman and Whitehead () posit that nonverbal imitation first establishes an understanding of co‐constructed joint activity between peers; only later does language become an essential factor in coordinating play sequences. These reciprocal imitative games allow children to perceive themselves and others as acting with intention and agency (Meltzoff, ).…”

Section: Introductionmentioning

confidence: 99%

“I'm an ogre so I'm very hungry!” “I'm assistant ogre”: The Social Function of Sibling Imitation in Early Childhood

Howe

Rosciszewska

Persram

2017

Infant and Child Development

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Siblings' imitative behaviors were investigated in 39 middle‐class dyads during six 90‐min home sessions at both Time 1 (M age: older sibling = 4.4 years; younger sibling = 2.4 years) and Time 2 (2 years later). Although younger siblings imitated most often at T1 and T2, older siblings' imitation increased proportionally over time in comparison to younger siblings. Findings highlight the affiliative nature of imitation that occurred during reciprocal play interactions, via positive responses, and the content of the imitation. Finally, age was controlled by comparing first‐born siblings aged 4 at T1 to second‐born siblings aged 4 at T2. Findings demonstrated that sibling imitation had distinct characteristics despite the age match and partner effects. Sibling imitation is a dynamic, interactive social behavior and may be a powerful source of learning for young children. Highlights The role of sibling imitation in ongoing play in early childhood is highlighted. Sibling imitation is a dynamic and affiliative behavior that promotes interaction during play. Naturalistic observations of sibling imitation document that it is a powerful source of learning for young children.

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“…The development of young children's collaborative play has been the topic of many studies (e.g., Eckerman & Whitehead, ; Hay, Payne, & Chadwick, ). The findings indicate that even in infancy, children already observe and respond to each other.…”

Section: Quality Of Ececmentioning

confidence: 99%

Using a Group‐Centered Approach to Observe Interactions in Early Childhood Education

2017

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This study examined the value of using a group-centered approach to evaluate process quality of early childhood education and care (ECEC). Is observed support of group processes a different aspect of classroom quality, and does it predict children's collaborative play in ECEC in the Netherlands? In two play situations, 37 teachers and 120 two-to four-year-old children were observed with the Classroom Assessment Scoring System (CLASS) Toddler and two new measures. In a two-level structural equation model, teachers' support of group processes was positively related to the CLASS domains and to children's collaborative play, over and above the effect of children's cognitive ability and social competence. These findings suggest that ECEC quality evaluation could be enriched by adding group-centered indicators of classroom quality.

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How Toddler Peers Generate Coordinated Action: A Cross-Cultural Exploration

Cited by 37 publications

References 36 publications

Empathy: A unitary circuit or a set of dissociable neuro-cognitive systems?

Empathy: A unitary circuit or a set of dissociable neuro-cognitive systems?

“I'm an ogre so I'm very hungry!” “I'm assistant ogre”: The Social Function of Sibling Imitation in Early Childhood

Using a Group‐Centered Approach to Observe Interactions in Early Childhood Education

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