SPECIFICITY OF MOTHER-INFANT INTERACTION

该项目调查了 有助于认知和社会能力的发展， 在生命的前四年，孩子们。 在孩子们长大之前 足以进入正式的社会学习环境，几乎所有的人都是如此。 经验直接源于他们与他们的主要 照顾者 本研究的重点是在多大程度上， 母亲特征（年龄、父母身份、产次、就业 地位，以及在母亲分娩期间所经历的替代照料的类型 就业）影响观察到的关系， 一方面，儿童发展认知和社会能力。 在这项纵向研究中，受试者分别在5岁、20岁和24岁时接受访问。 48个月大。 在5个月时，观察母婴互动。 在20个月时，测量幼儿功能（游戏能力，语言 发育和社会适应）和母性行为（玩耍和 智能）。 在48个月时，随访检查了不同的 儿童的能力（表征能力，解决问题， 推理能力，数学能力，语言使用和话语，以及 一般自适应行为的选定方面）。 长期 目前正在进行120个月的全面后续评估， 发展

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, 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). A long-term comprehensive follow-up assessment at 120 months is currently under development.