摘要:

AbstractThis article discusses the coping process and examines issues concerning the influence of a handicapping condition on the development of coping competence in young children. A preliminary study is reported that investigated the differences between the coping behavior of 25 developmentally disabled and 25 nondisabled children who were 4 to 34 months of age. The Early Coping Inventory was used to assess three categories of behavior related to adaptive coping efforts (sensorimotor organization, reactive behavior, and self‐initiated behavior). Results indicated that the nondisabled children, as a group, demonstrated more effective coping‐related behavior than did their disabled peers. The disabled children were situationally effective, in that behavior used effectively in one type of situation was not generalized to other types of situations. Their coping behavior tended to be erratic, inflexible, or limited in the range of available management strategies. The greatest discrepancy between the two groups was in their self‐initiated behavior. The findings suggest the need for intervention services to address the enhancement of coping behavior of infants and toddlers with disabil

ISSN:0163-9641    

DOI:10.1002/1097-0355(198921)10:1<1::AID-IMHJ2280100102>3.0.CO;2-C

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY

摘要:

AbstractThis article presents a historical review of society's changed perceptions of the values of childhood from the first century a.d. to the present. Factors that have influenced the responsibilities subsequently placed on the mother because of her “natural and instinctual” abilities are discussed. Until the 20th century, children received little attention from the scientific community. There is now much empirical evidence to guide practitioners in addressing the physical and psychological needs of children. However, assumptions are made by clinicians that the primary, if not critical, responsibility for the child's growth, development, and behavior should be placed on the mother. This can result in mothers being blamed for the behavioral errors and problems of their child

ISSN:0163-9641    

DOI:10.1002/1097-0355(198921)10:1<14::AID-IMHJ2280100103>3.0.CO;2-Y

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY

摘要:

AbstractAn important question about early bilingualism that concerns both parents and researchers is the degree to which one language may interfere with another. This question rests on an implicit assumption that learning more than one language must always produce confusion and/or interference between (or among) the languages. Although many naturalistic studies have addressed this issue, no firm answers are yet available from the conflicting results obtained. Several factors appear to be responsible for the contradictory evidence, including the small numbers of subjects in each study, the large number of different language combinations of varying similarity that have been examined, and the variety of linguistic input situations (e.g., sequential bilingualism, language separation between home and school, parent/language separation), that have been observed. There is a consensus that children's language mixing can be eliminated if parents adhere strictly to the principle of one parent/one language enunciated by Grammont (Ronjat, 1913). However, this claim has not been directly examined. The primary goal of the present study is to characterize the linguistic input available to a child growing up with two languages. Analyses of the data show that a large proportion of parents, even those firmly committed to maintaining a strict separation of language by parent, model linguistically mixed utterances for their children. This finding suggests that children's early language mixing does not reflect interlinguistic confusion. Rather, it suggests that the child is formulating hypotheses about language based on the data available, i.e., that using the language of both father and mother in a single utterance is acceptable.

ISSN:0163-9641    

DOI:10.1002/1097-0355(198921)10:1<25::AID-IMHJ2280100104>3.0.CO;2-R

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY

摘要:

AbstractForty‐eight 7‐ to 8‐year‐old children who had been diagnosed prior to 48 months of age as being developmentally motor delayed and had received therapy for their delay were followed up and assessed for motor, intellectual, and psychological development as well as for self‐perceived competence and school achievement. These children were found to be significantly inferior on all of these variables, except for self‐competence, when compared with matched nondelayed controls. Those delayed children who had begun treatment prior to 24 months of age demonstrated significantly greater gains in motor function at follow‐up, had significantly higher IQs, performed better at school, and participated in more peer‐related activities than did the delayed children who began treatment after 24 months. This study supports the hypotheses that (1) young children diagnosed as being developmentally motor delayed demonstrate subsequent intellectual and psychological problems when in the primary grades and (2) that the age at onset of intervention therapy for the delay is significantly related to outcome (bene

ISSN:0163-9641    

DOI:10.1002/1097-0355(198921)10:1<45::AID-IMHJ2280100105>3.0.CO;2-M

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY

摘要:

AbstractIn this study, the role of affect in attachment was reconsidered, and the relation between kissing, hugging, and patting behavior and attachment in infancy was explored. Ninety‐six male infants, aged 2, 4, 7, and 11 months in middle‐ and lower‐class populations in city, kibbutz, Bedouin, and institutional settings, were observed in their natural surroundings for the equivalent of a complete waking day. The affectionate responses first appeared at 7 months. Only in institutions did none of these responses appear at either 7 or 11 months. Most of the affectionate responses were directed to the mother and were emitted in pleasant, relaxed, playful situations. Infants' kissing, hugging, and patting were responded to by the recipient in 60% of the instances by an equivalent response, a vocal response, or by a combination of the two. The implications of these findings for the study of attachment are disc

ISSN:0163-9641    

DOI:10.1002/1097-0355(198921)10:1<59::AID-IMHJ2280100106>3.0.CO;2-6

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY

ISSN:0163-9641    

DOI:10.1002/1097-0355(198921)10:1<70::AID-IMHJ2280100107>3.0.CO;2-S

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY

ISSN:0163-9641    

DOI:10.1002/1097-0355(198921)10:1<::AID-IMHJ2280100101>3.0.CO;2-G

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY