Joint attention with the mother and the father at 10 months of age

Martins, Carla; Mateus, Vera; Osório, Ana Alexandra Caldas; Martins, Eva Costa; Soares, Isabel

doi:10.1080/17405629.2013.821945

Cited by 7 publications

(3 citation statements)

References 30 publications

(51 reference statements)

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“…It may be that the varied operationalizations of intrusiveness do not tap into the finer grained analysis of control as coercive (arbitrary, over‐controlling power) or confrontive (reasoned, negotiated power) as described by Baumrind (). Given that intrusiveness was not associated with emotional and behavioural functioning in this study is sometimes higher in fathers than mothers (e.g., Hallers‐Haalboom et al, ), and other contrary findings (e.g., Martins, Mateus, Osório, Martins, & Soares, ), it will be important to scrutinize this aspect of paternal parenting.…”

Section: Discussionmentioning

confidence: 57%

Comparing Fathers' Physical and Toy Play and Links to Child Behaviour: An Exploratory Study

George

Fletcher

Palazzi

2016

Infant and Child Development

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Increasing amounts of research show that fathers' involvement in children's lives contributes to the child's social, emotional and cognitive development; however, much of the evidence comes from fathers' caregiving and object play. This exploratory study compared the characteristics of 24 Australian fathers' play in two contexts -toy play and physical play -and examined the association of these play contexts with children's development. Correlational analyses revealed few conceptual similarities between toy play and physical play (rough-and-tumble). Rough-and-tumble quality was associated with children's emotional and behavioural functioning and self-regulation, while intrusiveness in toy play related only to self-regulation. The findings are discussed in terms of widening the conceptual and methodological reach of fathering measures in order to better capture the range of fathers' parenting behaviours and to be able to determine mechanisms of influence.

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Section: Discussionmentioning

confidence: 57%

Comparing Fathers' Physical and Toy Play and Links to Child Behaviour: An Exploratory Study

George

Fletcher

Palazzi

2016

Infant and Child Development

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“…In the period between 8 and 12 months of age, kids increase their communicative intentionality by using nonverbal behavior (Martins, Mateus, Osório, Martins, & Soares, 2014;Mundy & Willoughby, 1996). Sometime during the first year (Trevarthen, 1979).…”

Section: Discussionmentioning

confidence: 99%

I Look, You Smile: The First Mother–Child Communicative Interaction: A Longitudinal Study

et al. 2017

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This article discusses the first development of communicative interaction between mother and child, by analyzing the connection between expression and smile. A total of 13 mother-child dyads, recruited at the moment of admission to hospital, participated in the study. Observations have been made when the children were 3, 6, and 9 months old. Mother and child were put in front of each other, and the mother was asked to play freely with her child using a set of toys. The sequential codification of the mother's and the child's behaviors (occurrence and duration) was encoded by two independent observers. Occurrences and durations were analyzed to verify the increase of the interactive dyadic exchange along the three follow-ups. The results highlight an increase in synchronic behaviors in the dyad as the child's age increases, showing the circularity of the dyadic interaction: Mothers increase the occurrences of contingent responses and children increase their competences regarding emotional regulations.

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“…For example, the Early Social Communication Scale (Mundy, Sigman, & Kasari, 1990) involves assessing joint attention between the child and an experimenter by means of semi‐structured play with toys, looking at posters, and physical social tasks such as tickling and turn‐taking. Similar semi‐structured tasks have also been conducted with mothers and their children (e.g., Allely et al, 2013; Martins, Mateus, Osório, Martins, & Soares, 2014).…”

Section: Setting and Task Contexts Associated With Measuring Joint Attentionmentioning

confidence: 99%

Differences in Established Joint Attention in Hearing‐Hearing and Hearing‐Deaf Mother‐Child Dyads: Associations With Social Competence, Settings, and Tasks

MacGowan

Tasker

2020

Child Development

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The authors examined relations among observed joint attention, maternal report of child’s social competence, setting (home vs. laboratory), task (unstructured vs. semi‐structured), and dyad type [hearing mother–hearing child (n = 55, Mage = 25.8 months) vs. hearing mother–deaf child (n = 27, Mage = 26.9 months)]. Hearing child dyads scored higher on joint attention during unstructured tasks, especially in their home environment. Hearing child dyads displayed similar joint attention to deaf toddler dyads when they engaged in a semi‐structured task, but higher on these measures during unstructured free play. Unlike hearing children, joint attention was differentially related to social competence in deaf children, with relatively higher versus lower social competence depending on relatively high versus low observed joint attention, respectively.

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Joint attention with the mother and the father at 10 months of age

Cited by 7 publications

References 30 publications

Comparing Fathers' Physical and Toy Play and Links to Child Behaviour: An Exploratory Study

Comparing Fathers' Physical and Toy Play and Links to Child Behaviour: An Exploratory Study

I Look, You Smile: The First Mother–Child Communicative Interaction: A Longitudinal Study

Differences in Established Joint Attention in Hearing‐Hearing and Hearing‐Deaf Mother‐Child Dyads: Associations With Social Competence, Settings, and Tasks

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