SPECIFICITY OF MOTHER-INFANT INTERACTION

这个项目调查了内生和外生因素， 有助于发展认知能力和社会能力 儿童在生命的前四年。在孩子们长大之前 足以进入正式的社交学习环境，几乎所有他们的 体验直接源于他们与主教练的互动 照顾者。目前的研究集中在以下几个方面 母亲特征(年龄、父母身份、社会经济地位、产次、就业 状态，以及在母亲期间经历的替代护理类型~S 就业)影响观察到的照顾之间的关系 另一方面，手和孩子发展认知和社交能力。 在这项纵向研究中，受试者在5岁、20岁和 48个月大。5个月时，观察母婴之间的相互作用。 在20个月时，幼儿功能的测量(游戏能力，语言 发展和社会适应)和母性行为(玩耍和 情报)。在48个月时，随访检查了不同的 儿童的能力(表征能力、问题解决能力、 推理技能、数学能力、语言运用和话语，以及 一般自适应行为的选定方面)。

This project investigates endogenous and exogenous factors that contribute to the development of cognitive and social competencies in children during the first four years of life. Before children are old enough to enter formal social learning situations, nearly all of their experiences stem directly from interactions they have with their primary caregivers. The present study focuses on the extent to which several maternal characteristics (age, parenthood status, SES, parity, employment status, as well as type of substitute care experienced during mother~s employment) influence observed relations between caregiving on the one hand and child developing cognitive and social competencies on the other. In this longitudinal study, subjects are visited when they are 5, 20, and 48 months of age. At 5 months, mother-infant interaction is observed. At 20 months, measures of toddler functioning (play competence, language development, and social adaptation) and maternal behavior (play and intelligence) are obtained. At 48 months, the follow-up examines diverse children's abilities (representational competence, problem solving, reasoning skills, mathematical ability, language use and discourse, and selected aspects of generally adaptive behavior).