Handbook of Early Childhood Intervention: Assessment of Parent–Child Interaction: Implications for Early Intervention
Handbook of Early Childhood Intervention: Assessment of Parent–Child Interaction: Implications for Early Intervention
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早期儿童干预手册：亲子互动评估：早期干预的意义
DOI：
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发表时间：
2000
期刊：
影响因子：
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通讯作者：
K. Barnard
中科院分区：
文献类型：
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作者：
J. Kelly;K. Barnard
传统上，那些与有特殊需要的儿童及其父母一起工作的人专注于帮助儿童掌握认知，语言和运动目标，其中使用基于功能的课程。这种方法以儿童为中心，因为父母担心儿童完成发展里程碑的能力，也因为专业培训计划的重点是弥补儿童的技能缺陷。然而，对干预计划的评估表明，关注家庭互动以及儿童的技能可能比只关注儿童对儿童发展的影响更大（例如，Brofenbrenner，1975; Shonkoff，Hauser-Cram，Krauss，& Upshur，1992）.因此，现在越来越认识到鼓励父母与子女互动的重要性（例如，伯恩斯坦、汉斯和佩坎斯基，1991年;格洛文斯基，1993年;格林斯潘，1988年;凯利和巴纳德，1990年;麦科勒姆和赫米特，1997年;姆克林和麦考密克，1993年;索普和麦科勒姆，1994年）。之前的研究表明，早期亲子关系的质量对孩子的发展有重要影响（例如，Bakeman & Brown，1980; Beckwith & Rodning，1996; Bee et al. 1982; Belsky，Goode，& Most，1980; Brazelton，1988;科茨&刘易斯，1984; Farran & Ramey，1980; Hann，Osofsky，& Culp，1996; Kelly，Morisset，Barnard，哈蒙德，& Booth，1996; Papousek & Bornstein，1992; Redding，Harmon，& Morgan，1990; Tamis-LeMonda & Bornstein，1989; Wachs & Gruen，1982）。
Traditionally, those working with children who have special needs and their parents have focused on helping the child master cognitive, language, and motor goals in which functionally based curricula are used. This approach has centered on the child because of parental concerns about the child's ability to accomplish developmental milestones and because of the emphases of professional training programs on remediating the child's skill deficits. Evaluations of intervention programs demonstrate, however, that focusing on family interactions, as well as on children's skills, may have a greater effect on child development than focusing solely on the child (e.g., Brofenbrenner, 1975; Shonkoff, Hauser-Cram, Krauss, & Upshur, 1992). As a result, the importance of encouraging reciprocal and motivating parent–child interaction is now increasingly recognized (e.g., Bernstein, Hans, & Percansky, 1991; Glovinsky, 1993; Greenspan, 1988; Kelly & Barnard, 1990; McCollum & Hemmeter, 1997; McLean & McCormick, 1993; Thorp & McCollom, 1994). Previous research has shown that the quality of the early parent–child relationship has important consequences for a child's development (e.g., Bakeman & Brown, 1980; Beckwith & Rodning, 1996; Bee et al. 1982; Belsky, Goode, & Most, 1980; Brazelton, 1988; Coates & Lewis, 1984; Farran & Ramey, 1980; Hann, Osofsky, & Culp, 1996; Kelly, Morisset, Barnard, Hammond, & Booth, 1996; Papousek & Bornstein, 1992; Redding, Harmon, & Morgan, 1990; Tamis-LeMonda & Bornstein, 1989, Wachs & Gruen, 1982).