Early childhood, breakfast, and related tools: Analysis of adults’ function as mediators

• Autores: Haizea Belza, Elena Herrán Izagirre, María Teresa Anguera Argilaga
• Localización: European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 35, Nº 3, 2020, págs. 495-527
• Idioma: inglés
• DOI: 10.1007/s10212-019-00438-4
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 5 Citas
• Resumen

  • This study presents the results of a systematic, 3-month-long observation of the verbal and gestural interactions which took place between a preschool teacher and six children aged between 23 and 34 months during breakfast at Emmi Pikler preschool in Budapest. The aim was to analyze access to the conventional use of everyday tools during this activity. The complementary nature of the lag sequential analysis and polar coordinate analysis techniques enabled an in-depth exploration of how the adult–object–child triad evolved and varied in each case. The results revealed that the gradual introduction of tools and adaptation to each child’s individual differences, in accordance with their specific level of autonomy, helped children regulate their conduct toward increasingly socialized mealtime behaviors.

• Referencias bibliográficas
  • Adamson, L. B., Bakeman, R., & Deckner, D. F. (2004). The development of symbol-infused joint engagement. Child development, 75(4), 1171–1187....
  • Adamson, L. B., Bakeman, R., Deckner, D. F., & Nelson, P. B. (2014). From interactions to conversations: The development of joint engagement...
  • Anguera, M.T. (1990). Metodología observacional. In J. Arnau, M.T. Anguera & J. Gómez (Coord.), Metodología de la investigación en ciencias...
  • Anguera, M. T. (1997). From prospective patterns in behavior to joint analysis with a retrospective perspective. In Colloque sur invitation...
  • Anguera, M. T. (2003). Observational methods (general). In R. Fernández-Ballesteros (Ed.), Encyclopedia of Psychological Assessment (Vol....
  • Anguera, M. T. (2010). Posibilidades y relevancia de la observación sistemática por el profesional de la psicología. Papeles del Psicólogo,...
  • Anguera, M.T. (2017). Transiciones interactivas a lo largo de un proceso de desarrollo: Complementariedad de análisis. In C. Santoyo (Coord.),...
  • Anguera, M. T., Blanco-Villaseñor, A., Hernández-Mendo, A., & Losada, J. L. (2011). Diseños observacionales: ajuste y aplicación en psicología...
  • Anguera, M. T., Camerino, O., Castañer, M., Sánchez-Algarra, P., & Onwuegbuzie, A. J. (2017). The specificity of observational studies...
  • Anguera, M. T., & Izquierdo, C. (2006). Methodological approaches in human communication: from complexity to perceived situation to data...
  • Anguera, M. T., Magnusson, M. S., & Jonsson, G. K. (2007). Instrumentos no estándar. Avances en Medición, 5(1), 63–82.
  • Bakeman, R. (1978). Untangling streams of behaviour: Sequential analysis of observation data. In G. P. Sackett (Ed.), Observing behaviour,...
  • Bakeman, R., & Adamson, L. B. (1984). Coordinating attention to people and objects in mother–infant and peer–infant interaction. Child...
  • Bakeman, R., & Gottman, J. M. (1989). Observación de la interacción: introducción al análisis secuencial. Madrid: Morata.
  • Bakeman, R., & Quera, V. (1996). Análisis de la interacción. Análisis secuencial con SDIS-GSEQ. Madrid: Rama.
  • Bakeman, R., & Quera, V. (2011). Sequential analysis and observational methods for the behavioral sciences. Cambridge: Cambridge University...
  • Basilio, M., & Rodríguez, C. (2011). Usos, gestos y vocalizaciones privadas: De la interacción social a la autorregulación. Infancia y...
  • Basilio, M., & Rodríguez, C. (2016). How toddlers think with their hands: Social and private gestures as evidence of cognitive self-regulation...
  • Belza, H. (2015). Comenzar el día en la escuela infantil: Observación sistemática de la educadora Pikler- Lóczy, dando de desayunar. En E....
  • Belza, H., Herrán, E., & Anguera, M. T. (2019). Early childhood education and cultural learning: Systematic observation of the behavior...
  • Bruner, J. (1983). Child’s talk: Learning to use language. New York: Norton.
  • Clark, H. (2005). Coordinating with each other in a material world. Discourse Studies, 7(4-5), 507–525. https://doi.org/10.1177/1461445605054404.
  • Cochran, W. G. (1954). Some methods for strengthening the common X2 tests. Biometrics, 10, 417–451.
  • Connolly, K. J., & Dalgleish, M. (1989). The emergence of a tool-using skill in infancy. Developmental Psychology, 25, 894–912. https://doi.org/10.1037/0012-1649.25.6.894.
  • David, M., & Appell, G. (1986). La educación del niño de 0 a 3 años: experiencias del Instituto Lóczy. Madrid: Narcea.
  • Falk, J. (1971). Table of development inspiring educational behaviour of adult. Magyar Pszichologiai Szemle, 28(1), 54–57.
  • Falk, J. (2018). Los fundamentos de una verdadera autonomía en el niño pequeño. In E. Herrán (Ed.), Claves de la educación Pikler-Loczy: Compilación...
  • Gesell, A., & Ilg, F. L. (1937). Feeding behavior of infants: A pediatric approach to the mental hygiene of early life. Philadelphia,...
  • Gest, D. S., Holland-Coviello, R., Welsh, J. A., Eicher-Catt, D. L., & Gill, S. (2006). Language development subcontexts in Head Start...
  • Hallam, R. A., Fouts, H. N., Bargreen, K. N., & Hallam, K. P. (2016). Teacher-child interactions during mealtimes: observations of toddlers...
  • Hernández-Mendo, A., López-López, J. A., Castellano, J., Morales-Sánchez, V., & Pastrana-Brincones, J. L. (2012). HOISAN 1.2: Programa...
  • Hernández-Mendo, A., Castellano, J., Camerino, O., Jonsson, G., Blanco-Villaseñor, Á., Lopes, A., & Anguera, M. T. (2014). Programas informáticos...
  • Herrán, E., Orejudo, S., Martínez de Morentin, J. I., & Ordeñana, M. B. (2014). Actitudes docentes y autonomía en educación infantil 0-2:...
  • Herrán, E. (2018). Claves de la educación Pikler-Loczy: Compilación de 20 artículos escritos por sus creadoras. Budapest: Asociación Pikler-Loczy...
  • Hevesi, K. (2018). El desarrollo de la relación a través del lenguaje entre niños de uno y dos años institucionalizados y sus cuidadoras....
  • Ishiguro, H. (2016). How a young child learns how to take part in mealtimes in Japanese day-care center: a longitudinal case study. European...
  • Krippendorff, K. (2013). Content analysis. An introduction to its methodology (3rd. ed.). Thousand Oaks, CA: Sage.
  • Lareo, S. (1984). Enfermas mentales crónicas en pisos: un estudio ecológico y conductual en esta alternativa de asistencia psiquiátrica comunitaria....
  • Moro, C., & Rodríguez, C. (1998). Towards a pragmatical conception of the object: the construction of the uses of the objects by the baby...
  • Moro, C., Dupertuis, V., Fardel, S., & Piguet, O. (2015). Investigating the development of consciousness through ostensions towards oneself...
  • Nelson, K. (1996). Language in cognitive development: The emergence of mediated mind. Cambridge: University Press. https://doi.org/10.1017/CBO9781139174619.
  • Nelson, P. B., Adamson, L. B., & Bakeman, R. (2008). Toddlers’ joint engagement experience facilitates preschoolers’ acquisition of theory...
  • Nelson, P. B., Adamson, L. B., & Bakeman, R. (2012). The development progression of understanding of mind during a hiding game. Social...
  • Palacios, P., & Rodríguez, C. (2015). The development of symbolic uses of objects in infants in a triadic context: A pragmatic and semiotic...
  • Pikler, E. (1971). Examinations on developmental and educational psychology in national methodological institute for infant care and education....
  • Quera, V. (2018). Analysis of interaction sequences. En E. Brauner, M. Boos, y M. Kolbe (Eds.), The Cambridge Handbook of Group Interaction...
  • Rodríguez, C., Estrada, L., Moreno-Llanos, I., & de los Reyes, J. L. (2017). Executive functions and educational actions in an infant...
  • Rodríguez, C., & Moro, C. (1999). El mágico número tres. Cuando los niños aún no hablan. Barcelona: Paidós.
  • Rodríguez-Medina, J., Rodríguez-Navarro, H., Arias, V., Arias, B., & Anguera, M. T. (2018). Non-Reciprocal Friendships in a School-Age...
  • Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
  • Sackett, G. P. (1980). Lag sequential analysis as a data reduction technique in social interaction research. In D. B. Sawin, R. C. Hawkins,...
  • Santoyo, C., Jonsson, G. K., Anguera, M. T., López, L., & J.A. (2017). Observational analysis of the organization of on-task behavior...
  • Tarragó, R., Iglesias, X., Lapresa, D., & Anguera, M. T. (2016). Complementariedad entre las relaciones diacrónicas de los T-patterns...
  • Tomasello, M., Carpenter, M., Call, J., Behne, T., & Moll, H. (2005). Understanding and sharing intentions: The origins of cultural cognition....
  • Tomasello, M., & Farrar, J. (1986). Joint attention and early language. Child Development, 57(6), 1454–1463.
  • Turnbull, K. P., Anthony, A. B., Justice, L. M., & Bowles, R. (2009). Preschoolers’ exposure to language stimulation in classrooms serving...
  • Valsiner, J. (1987). Culture and the development of children’s action. Chichester, England: Wiley.
  • Vincze, M. (1971). Examinations on social contacts between infants and young children reared together. Magyar pszichologiai szemle, 28(1),...
  • Vincze, M. (2018). La comida del bebé: Del biberón a la autonomía. In E. Herrán (Ed.), Claves de la educación Pikler-Loczy: Compilación de...
  • Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Child Psychology and Psychiatry, 17, 89–100.