scholarly journals Anger in infancy and its implications: History of attachment in mother–child and father–child relationships as a moderator of risk

2018 ◽  
Vol 31 (04) ◽  
pp. 1353-1366 ◽  
Author(s):  
Rebecca L. Brock ◽  
Grazyna Kochanska

AbstractGrowing research has documented distinct developmental sequelae in insecure and secure parent–child relationships, supporting a model of early attachment as moderating future developmental processes rather than, or in addition to, a source of direct effects. We explored maladaptive developmental implications of infants’ anger proneness in 102 community families. Anger was assessed in infancy through observations in the Car Seat episode and parents’ ratings. Children's security with parents was assessed in the Strange Situation paradigm at 15 months. At preschool age, child negativity (defiance and negative affect) was observed in interactions with the parent, and at early school age, oppositionality was rated by parents and teachers. Security was unrelated to infant anger; however, it moderated associations between infant anger and future maladaptive outcomes, such that highly angry infants embarked on a negative trajectory in insecure, but not in secure, parent–child dyads. For insecure, but not secure, mother–child dyads, infants’ mother-rated anger predicted negativity at preschool age. For insecure, but not secure, father–child dyads, infants’ anger in the Car Seat predicted father- and teacher-rated oppositional behavior at early school age. Results highlight the developmentally complex nature of the impact of attachment, depending on the relationship with mother versus father, type of measure, and timing of effects.

2019 ◽  
Vol 14 (2) ◽  
pp. 274-297
Author(s):  
Veronika Mattes

Abstract Not much is known about how children cope with the task of acquiring the complex, polyfunctional, and often abstract and idiosyncratic system of German verbal prefixes. This paper presents an experimental study on children’s knowledge, i.e. their morphological and semantic awareness, of the five verbal prefixes be‑, ent‑, er‑, ver‑, and zer‑ in preschool age and early school age. The experiment combines a decision and a definition task involving canonical and novel prefix verbs, and it examines the influence of context on the recognition of the verbs. The results of the study show that, in general, the knowledge of prefix verbs increases significantly between 6 and 8 years. Preschoolers have preliminary, but still very labile representations of the five verbal prefixes, school children have established much more independent representations, however, the lexical knowledge they have about prefixes and prefixed verbs is still fragmentary. The five prefixes under investigation differ considerably with respect to their morpho-semantic transparency. Higher transparency results in good passive knowledge of the prefixes, even when they are rarely used by the children spontaneously, such as the infrequent, but semantically salient prefix ent- (ent-kommen ‘escape’), that is much better known to children than spontaneous speech data would suggest.


2012 ◽  
Vol 24 (3) ◽  
pp. 783-806 ◽  
Author(s):  
Grazyna Kochanska ◽  
Sanghag Kim

AbstractEarly parent–child attachment has been extensively explored as a contributor to children's future adaptive or antisocial outcomes, but the specific developmental mechanisms remain to be fully understood. We examined long-term indirect developmental sequelae of early security in two longitudinal community samples followed from infancy to early school age: the Family Study (102 mothers, fathers, and infants) and the Parent–Child Study (112 mothers and infants). Constructs at multiple levels (child characteristics, parent–child security, parental discipline, and child antisocial outcomes) were assessed using a range of methods (extensive behavioral observations in a variety of settings, informants' ratings). Both studies supported the proposed model of infant attachment as a potent catalyst that moderates future developmental socialization trajectories, despite having few long-term main effects. In insecure dyads, a pattern of coercion emerged between children who were anger prone as toddlers and their parents, resulting in parents' increased power-assertive discipline. Power assertion in turn predicted children's rule-breaking conduct and a compromised capacity to delay in laboratory paradigms, as well as oppositional, disruptive, callous, and aggressive behavior rated by parents and teachers at early school age. This causal chain was absent in secure dyads, where child anger proneness was unrelated to power assertion, and power assertion was unrelated to antisocial outcomes. Early insecurity appeared to act as a catalyst for the parent–child dyad embarking on a mutually adversarial path toward antisocial outcomes, whereas security defused such a maladaptive dynamic. The possible mechanisms of those effects were proposed.


2021 ◽  
Vol 54 (1-2) ◽  
pp. 100-106
Author(s):  
Ewa Piwowarska

Non-verbal communication depends on children’s experiences and knowledge. In artistic activity the richer one’s experiences are that are related to art workshop, the greater is that per-son’s the ability to transmit information about the world, both real and notional, fantastic, which is within the scope of interest of a young creator. The aim of planned research was: to determine ways of creating graphical records by children in preschool and early school age, as universal non-verbal messages. In the research proceedings it was important to define ways of presenting particular issues and types of perspective the children used in particular tasks. Additionally, the symbols were important that were used by children to underline the power of expression. Artistic works of children at preschool age are a creation of both the presence and the future and expression of psychical state. The artistic means used in art works are significant because they reveal logic of children’s thinking, feeling and knowledge the children have.


Author(s):  
R. Mark Beattie ◽  
Anil Dhawan ◽  
John W.L. Puntis

Clinical features 200Diagnostic criteria 200Triggers 200Investigation 201Management 201Prophylaxis 202Cyclical vomiting was first described by Samuel Gee in 1882. It refers to intense periods of vomiting with symptom-free intervals. The incidence is unknown. It occurs principally in pre-school or early school age children. Epilepsy is a risk factor. Other risk factors include a history of recurrent headache, migraine (50%), travel sickness, and irritable bowel syndrome (50%) in children and their families....


2002 ◽  
Vol 29 (2) ◽  
pp. 449-488 ◽  
Author(s):  
RUTH A. BERMAN

The authors of this rich and interesting paper have done a fine service to the field of child language by bringing to the forefront the largely neglected topic of later language development. Major discourse-oriented studies including children beyond preschool age have been confined to oral production of narrative texts (Peterson & McCabe, 1983; Berman & Slobin, 1994; Hickmann, in press), and they all leave off at around age ten. The pathbreaking work of Labov (1972) did in fact consider the language of pre-adolescents and teenagers in explicitly linguistic terms, but this also concerned oral narratives without focusing on development. One important contribution of the present study, then, is to show that the progression from early school-age via middle childhood and on to adolescence and adulthood involves far more than merely increased vocabulary.


2015 ◽  
Vol 11 (2) ◽  
pp. 48-56 ◽  
Author(s):  
A.N. Veraksa ◽  
V.A. Yakupova ◽  
M.N. Martynenko

This research explores the role of symbolization in educational activity in children of late preschool and early school age. The aim of the research was to compare the efficiency of using sign and symbolic means (i.e. schemes and models) in the learning of some new content in preschool and early school age. The study involved 46 children of late preschool age from one of the Moscow kindergartens, 20 girls and 26 boys (M = 78 months); and 25 first grade students of one of the Moscow schools, 16 girls and 9 boys (M = 101 months). The study consisted of the following stages: carrying out tests of mental abilities and dividing the subjects into two sub¬groups within each age group (that is, two subgroups of preschool children and two subgroups of school chil¬dren) with equal levels of development of the explored abilities; conducting developmental lessons aimed at making the children familiar with phenomena characterizing phase transitions in states of aggregation of mat¬ter — with the help of symbolic means (in the experimental group) or sign means (in the control group); carrying out a posttest, that is, measuring the level of development of the concepts of aggregate states in all sub¬groups. The outcomes of the research indicated that symbolization may actually be an effective means of con¬structing learning content both in preschool and in early school age.


Author(s):  
Н.С. Вострецова ◽  
Т.В. Романова

Актуальность статьи обусловлена популярностью ментальной арифметики в системе дополнительного образования среди детей дошкольного возраста и младшего школьного возраста и ее влияния на интеллектуальные способности детей. В статье рассматривается история происхождения, развития и применения программы «Ментальная арифметика», изучены и выделены исследования зарубежных ученых о влиянии занятий ментальной арифметикой на когнитивныеспособности детей дошкольного возраста. Авторами подробно описана программа «Ментальная арифметика» (SmartyKids), представлены результаты корреляционного анализа интеллектуальных способностей (по методике МЭДИС) детей, обучающихся по программе «Ментальная арифметика» после обучения двух ступеней. Авторами описаны достоинства программы «Ментальная арифметика» (из опыта работы педагогов, отзывов родителей и детей). Статья предназначена для педагогов-психологов, педагогов дошкольных учреждений, педагогов системы дополнительного образования. The relevance of the article is due to the popularity of mental arithmetic in the system of additional education among children of preschool age and primary school age and its influence on the intellectual abilities of children. The article examines the history of the origin, development and application of the program «Mental arithmetic», studied and highlighted the studies of foreign scientists on the impact of mental arithmetic on the cognitive abilities of preschool children. The authors describe in detail the program «Mental arithmetic» (SmartyKids), present the results of the correlation analysis of intellectual abilities (according to the MEDIS method) of children enrolled in the program «Mental arithmetic» after learning at two levels. The authors describe the benefits of the Mental Arithmetic program (from teacher experience, parent and child feedback). The article is intended for educational psychologists, teachers of preschool institutions, teachers of the additional education system.


2018 ◽  
Vol 5 (1) ◽  
pp. 162-167
Author(s):  
Monika Bajak

Prosocial behaviour is not constant, it is continually being developed and enriched. It is developed most effectively through social activities and community involvement, but most of all through the participation in the family life. A child becomes a social being through social development. All these social and communal experiences determine children’s willingness to deal and help other people. The aim of this article is to examine a particular type of children’s social behaviour, which is helpfulness. There exists a clear correlation between the structure of the family and the helpfulness of the children which was partially confirmed by the author. There is also an average statistic relationship between the families’ fertility and helpfulness. The author of the paper represents the impact of age peculiarities of a child on his/her social development


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