Rhythmic ostensive gestures: How adults facilitate infants’ entrance into early triadic interactions

Moreno-Núñez, Ana; Rodríguez, Cintia; Olmo, María Jesús del

doi:10.1016/j.infbeh.2017.09.003

Cited by 43 publications

(48 citation statements)

References 26 publications

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“…In fact, from the first year of life, adults produce a shared space with objects that serve as effective tools of communication with children. Our findings in relation to the object as a tool for adult-child interaction align with Moreno-Núñez et al (2017), confirming that the first shared understandings between adult and child take place around the object and its uses. Finally, in considering these first results, we can imagine relevant challenges for a new developmental psychology based on further related research.…”

Section: Discussionsupporting

confidence: 81%

“…Cárdenas et al (2014) highlighted the importance of the reciprocal nature of these interactions by showing how they emerge from communicative and triadic contexts (adult-child-object). The crucial role of the adult in the acquisition of object use is observable from early infancy (Moreno-Núñez et al, 2017). Moreover, during child-object-adult interaction, the child's visual attention is more focused when interacting with an experienced caregiver than with an unfamiliar adult (Miller et al, 2009;Miller and Gros-Louis, 2013).…”

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confidence: 99%

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Object Use in Children with Autism: Building with Blocks from a Piagetian Perspective

2018

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This study focused on the manipulation of objects by children with suspected autism spectrum disorder. The aim was to demonstrate how objects can be seen as active agents of interpersonal exchange in face-to-face interactions. Participants: Three children with suspected autism spectrum disorder (aged 18, 20, and 24 months) were selected as representative of the sensorimotor stage of development. Methods: Starting from Piaget's classical approach to the sensorimotor and symbolic developmental stages, the study moved toward a socio-material interpretation in which some patterns of interaction involving object manipulation seem to create a space that supports adult-child communication. In videotaped observations of verbal and nonverbal signs during an (organized) free play session, each child manipulated seven small blocks of colored plastic in the presence of an adult. The observations were informed by a checklist of 14 items, including eye contact and building a tower of toy blocks from section B of the CHAT (CHecklist for Autism in Toddlers) instrument. results: Based on a broad Piagetian perspective and recent work in the field of socio-materiality, key observations included the following: (1) sensorimotor and realistic play was observed in all three children; (2) there were some intriguing indications that objects serve as concrete mediators in the intersubjective space between adult and child; (3) some of the children's attention patterns were visibly mediated by the object. Discussion and conclusion: All three children exhibited a particular sequence of actions. First, they manipulated the blocks through active experimentation; second, there was an apparent pause, during which, the children were in fact examining the blocks to determine how best to continue the interaction; and finally, the children monitored adult attention by means of eye contact or by restarting manipulation of the blocks. As this last step in the sequence indicated that the object became a mediator of reciprocal attention, this interpersonal process was labeled "attention mediated by object."

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Section: Discussionsupporting

confidence: 81%

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confidence: 99%

Object Use in Children with Autism: Building with Blocks from a Piagetian Perspective

2018

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“…This study also promotes researchers' awareness of the opportunities offered by this approach identifying the human mind and its development as an embodied, extended and distributed activity (Clark and Chalmers, 1998). Several studies in the field of developmental psychology showed positive achievements in explaining the relationship between the subject and the social context through a socio-material approach, in particular in the early development (Moro, 2011(Moro, , 2014Dimitrova and Moro, 2013;Rodríguez et al, 2015;Moreno-Núñez et al, 2017). These studies allowed for hypothesizing the adoption of the socio-material perspective in research and interventions with different pathologies and mental disorders, specifically with autism.…”

Section: Discussionmentioning

confidence: 61%

“…expansion of psychological activity and as regulators of communication between social partners (Iannaccone, 2015;Moreno-Núñez et al, 2017;Manzi, 2018;Cattaruzza, 2019;Cattaruzza et al, 2019a,b).…”

mentioning

confidence: 99%

“…Actually, the role of objects in children's interactions-both with peers and adults-is even more important considering also the recent design of new relational artifacts (Turkle, 2004), i.e., robots (Manzi et al, , 2020Marchetti et al, 2018Marchetti et al, , 2020Di Dio et al, 2019, 2020aManzi et al, 2020). Recently, several studies have highlighted the role (and uses) of objects, as mediators, in the adult-child interactions in early development (Rodríguez and Moro, 1998;Dimitrova and Moro, 2013;Rodríguez et al, 2015;Moreno-Núñez et al, 2017). In these interactions, adults acquire the role of the scaffolder, teaching the child the different (conventional) uses of the object (Moro, 2011(Moro, , 2014.…”

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confidence: 99%

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Objects as Communicative Mediators in Children With Autism Spectrum Disorder

et al. 2020

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In recent years, the socio-material perspective has informed an important interdisciplinary debate concerning the role of the physical world (i.e., the objects) in human psychological development. Several studies in the field of developmental psychology showed positive achievements in explaining the relationship between the subject and the social context through a socio-material approach, in particular in the early development. The importance of objects was also recognized in children with autism spectrum disorder (ASD), showing that these children are characterized by alterations in the use of the objects from early development. Some studies highlighted that objects could be a facilitator in the interactions between children with ASD and peers. However, the role of objects was not sufficiently investigated in interactions between children with ASD and adults. The main purpose of the present study was to investigate in children with ASD the communicative function that the activities with objects assume in the interactions with adults, highlighting the mediator role of objects in these interactions. More generally, this study also aims to highlight the relevance of adopting a socio-material perspective to explore some neglected aspects of the psychological activity of children with ASD. To test this hypothesis, we conducted an extensive exploratory study, collecting data from a sample of 3-year-old (N = 18; F = 3) and 4-year-old (N = 26; F = 3) with ASD. Children were observed in a free-play situation with an adult. They were free to choose an object from a predefined set. Through quantitative data, we have described the general characteristics of the manipulation of objects; through qualitative data, we aimed to capture and describe, in microgenetic sequences, some characteristics of children's activities, defined as socio-material. The analysis of the socio-material activities suggested the role of objects as mediator of the interactions between children with ASD and adults.

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Musical dynamics in early triadic interactions: a case study

Alessandroni

Moreno-Núñez

Rodríguez

et al. 2019

Psychological Research

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Research of the last 30 years showed the importance of music for psychological development.Communicative musicality studies described musical organisations in dyadic interactions (adult-baby). However, other perspectives proposed that, from the beginning of life, there are early triadic interactions (adult-object-baby) that should also be analysed. Following previous research, we hypothesised that early triadic interactions have a structured musical organisation. We recorded a 2 month-old child interacting with his mother and an object in their home and performed a microgenetic quantitative-qualitative analysis. Given the child's age, we focused on musical characteristics of the mother's actions. To our knowledge, this is the first study to combine data processing provided by ELAN, Finale, and Matlab-MIRtoolbox. Our analysis shows that the child participates in triadic interactions in which the mother communicates about and through the maraca using musical resources in increasingly complex ways. Musical structuring happens at the intersegment, intrasequence, and intersequence levels, and involves different musical parameters. We suggest musical organisation in early triadic interactions follows a holographic structure in which each piece carries information about dynamic processes of different timescales. Results highlight the importance of considering objects and their uses to better understand early communicative musicality.

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Rhythmic ostensive gestures: How adults facilitate infants’ entrance into early triadic interactions

Cited by 43 publications

References 26 publications

Object Use in Children with Autism: Building with Blocks from a Piagetian Perspective

Object Use in Children with Autism: Building with Blocks from a Piagetian Perspective

Objects as Communicative Mediators in Children With Autism Spectrum Disorder

Musical dynamics in early triadic interactions: a case study

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