摘要:

AbstractThe study investigated the development of children's concepts of authority at home and at school. Subjects (35 m, 35 f) in grades 1–6 were asked to evaluate persons issuing two types of commands to children: one which resolves a turn‐taking dispute and one which enforces a conventional rule. Persons of varying ages and with varying positions in the family (parent, older/younger sibling, neighbor) were presented issuing commands at home and a parent was presented issuing commands at school. Results show that children's judgments of authority in the home are based more on authority position than adult status; younger siblings with delegated authority positions are accepted as authorities by more children than knowledgeable adults without delegated authority. Children's authority concepts become increasingly more differentiated with respect to the social‐organizational positions and functions of persons in authority across grades one t

ISSN:0961-205X    

DOI:10.1111/j.1467-9507.1995.tb00047.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

Abstract32 toddlers were videotaped in a laboratory setting while playing alone and with their fathers to understand how fathers contribute to children's early pretend play, to explore the extent to which their social play involves pretend, to describe father‐child pretend play, and to examine fathers' beliefs about children's play. Children exhibited more exploratory play alone and engaged in more symbolic level play with their fathers. Sex differences were found in fathers' play behaviors and in the thematic content of play episodes. Fathers used explicit guidance with sons and implicit guidance with daughters. Father–son pairs engaged in vehicle/tool play and father–daughter pairs played domestic themes. The results suggest that the early differential socialization of boys and girls is apparent in father–toddler prete

ISSN:0961-205X    

DOI:10.1111/j.1467-9507.1995.tb00048.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractMothers and grandmothers of 3‐ to 5‐year‐olds rated their frequency of use of five disciplinary techniques – physical punishment, withdrawal of love, explanation, material reward, and praise, described how they would react in a variety of disciplinary situations, and rated how stringent they were in demanding appropriate behavior in the areas of obedience, honesty, helping, and control of aggression. Mothers were asked to respond with reference to their child, and grandmothers with reference to their daughter when she was between 3 and 5 years of age. There was a significant correlation between mothers and grandmothers in their use of physical punishment and material reward. Mothers of girls who were categorized as power assertive in their responses to disciplinary situations had mothers who were also power assertive. There was no relationship between mothers and grandmothers in the standards they set for behavior. It is argued that discipline techniques are generally learned in the privacy of the home while standards are more likely to evolve after a variety of life experiences and that it is this fact that accounts for the relationship between mothers and grandmothers in the former area and not the

ISSN:0961-205X    

DOI:10.1111/j.1467-9507.1995.tb00049.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractOne thousand three hundred and seventy‐nine (682 girls) caregiver‐child relationships were used to derive attachment behavior profiles. All of the children were enrolled in child care (72% in child care centers). Profile analysis was completed using five subscales of Attachment Q‐Set items. Three profiles were replicated on randomly drawn subsamples, on center based and in‐home based subsamples and on separate subsamples of toddler and preschool children. These profiles were labeled: difficult, avoiding and secure. Children in the secure profile had higher security scores than children in the difficult or avoiding profiles. Children in the avoiding profile appeared the most heterogeneous in attachment security. Children in the avoiding profile with high as opposed to low security scores were older and more likely to use the caregiver as a secure base, seek her for comfort and engage in positive negotiations. Observations conducted on the children with their caregivers provided external validity for the profiles. Children in the secure profile had the most adult invo

ISSN:0961-205X    

DOI:10.1111/j.1467-9507.1995.tb00050.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractFifty‐eight infants and their mothers were observed at home for 45 minutes at seven and ten months of age using a detailed behavioral checklist. During these observations, the degree of mutual interactional engagement was also rated on a 4‐point scale every 20 seconds. The attachment security of 38 infants was assessed at 13 months using mothers' reports on the Attachment Q‐set (AQS, Waters, 1987). Composite measures of mother‐infant interaction derived from the behavioral observations were moderately stable over time. Measures of maternal interactive behaviors and ratings of mutual engagement were highly correlated. Mothers' and infants' behaviors were combined into an index of behavioral harmony that was sensitive to differences in the infants' attachment security three and six months later. Using a stepwise multiple regression, 43% of the variance in the AQS‐scores was explained by behavioral harmony at seven months, mutual engagement at 10 months, and infant fuss/cry at sev

ISSN:0961-205X    

DOI:10.1111/j.1467-9507.1995.tb00051.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractChildren's past experiences with anger between adults are likely to affect their reactions to ongoing conflict episodes. Four‐ to ten‐year‐olds' responses to interadult anger were examined as a function of experimentally manipulated exposures to resolved and unresolved anger. To manipulate exposure histories, children were first presented with videotaped segments of both resolved and unresolved angry interactions. They were then presented with arguments between the two couples that were interrupted in progress; children were interviewed next. At the point of argument interruption, the couple with a history of unresolved anger was perceived by girls as more sad, expected by children to be more sad in the future, and expected to be less likely to either have a positive future outcome or to resolve their disputes, in comparison to the couple with a resolved anger history. Similarly, children tended to expect to feel sad themselves in the future, in response to the discordant versus the harmonious couple. Several age differences in affective responding were

ISSN:0961-205X    

DOI:10.1111/j.1467-9507.1995.tb00052.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractAlthough conflict is central to major developmental theories, relatively little is known about the ways in which young children and caregivers argue at home. The existing psychological research focuses narrowly on serious, ‘problem‐solving’ conflicts. In contrast, this in‐depth longitudinal study describes varieties of spontaneous conflict talk occurring at home between nine middle‐class Caucasian American mothers and their 2‐ to 4‐year‐old children. All dyads produced conflicts with nonse‐rious, imaginary and/or ritual markings for a mean of 31% (± 2.8%) of all mother‐child conflicts. Overall, most mother‐child marked conflicts were nonserious, but the percentage of marked conflicts that were imaginary increased with age. Mothers used marked conflicts to manage ongoing problematic interactions with their children, while children apparently introduced marked conflicts primarily during play. Available data on child‐child conflicts showed that some of these conflicts also were marked and were introduced primarily during play. Implications for how varieties of conflict may contribute to social competence within the family and

ISSN:0961-205X    

DOI:10.1111/j.1467-9507.1995.tb00053.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

A review ofAutism and the Development of Mind, by R. Peter Hobson.

ISSN:0961-205X    

DOI:10.1111/j.1467-9507.1995.tb00054.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY