b1 ch7 narrative

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Grizzly Bears

luonut Zarina Mitchell

Power platform

luonut Sebastian Murillo

Content Curation for Education and Learning: Robin Good @Emerge2012

luonut Robin Good

Psychology schools of thought

luonut Aryana Jurki

b1 ch7 narrative (vigotsky mothers) It is assumed that:1. babies: designed to learn – esp. socially because they have psychological needs 2. predisposed to direct attn to people (s.FANTZ) 3. Dev. involves interaction: relationships

I. Transacting

Active vs.passive child

Caring mother = is that a neccessary ingrediant?

Othe culture are very different

Papua New Guinea

rarely talk or make eye contact

baby seen as unable to undersatnd

Paradox of familarity

Interaction looks familar but the underlying meaning might be unclear

Universality of Role of Mother is questionalable

Both are active

H. Kein: Object relations

Deveopment of a mental model: neccessary to form attachment and later good realationships (s. bowlby)

Child constructs seperate part obects

child experieces good breast and bad breast

1. depressive position=

But:Stern: Babies are unable to divide experiences. Normal experiences are good enought to get notion of grades of goodness

Realization of one object: giving up the complete good leads to ambivalence

Leading to good satisfying relationships

Unablie to unify =

copying with bad experience

2. schizoid position

G. Containing: sothing the distressed baby

All this contributes to an internal model of relationship

FAzit

emotinal experiences are not ease to handle: coping provides child with info: emo are containable

Walker-Andrews: babies sense emotions

seem to express differnt emotions (cry,smile)

differentiate 4 differnt emotions

Oakley: many exp. neg feelings

100% could not get enough sleep

70% angry

Bradley: 1,5-3h in quiet altert state

large time in distress

F. Scaffolding

Wood:

1. suggests: modeling, 2. cuing (whats next), 3. increasing demands

Newson& Newson. guiding infants visual behviour

Mothers supporting infants visual behaviour

catching their attention by certain movment contingent on their looking - assisting with her own.

Bruner: aiding language dev.

Example

Book reading action format

Book reading using 4 utterances

rules of polite adult dialogue

contingent on childs behaviour

2. Scaffolding

structure which allows better transmition (adult controlled)

1. Joint action formats

simple stereotyped sequences of actions w. objects

After understanding how interaction works ...

0. real Tutoring begins

E. Role of imitation

Traverthen: Intersubjectivity (leads simlar to stages of TOM)

secondary

Joint attention

primary

creates awareness of each others state (to subjective experience of the other)

a) Baby learns it is effective, sense of relatedness, and TOM (mothers mind mindedness)

Mothers use natural repertoir to a) frame interactions b) attribute intetent

Pawlby: a) mothers did more imitation b)progression: face / sound and hand/ actions with objects

Moran et al: 1y mothers show more imitation

perhaps anticipatory demonstrating sensitiviy

D. Meshing

Examples

Fazit

Mother frame infants behaviour so that they can become more active

pseudo-dialogue might have no meaning but it is interactive

Motherese (Fernald)

Mothers adust their speach w. high pitch,short, exagerated

thought to facilitate learning

Kaye& Fogel

Dev. of greeting: + clustering vs. random, passive to equal participation

26w equally reative and proactve: most likely when infant was attending to mother

13w some proative

clustering i.e. like burst pause rhythm

6w random and reactive

Kaye& Brazelton: Jiggling / sucking sychronicity

Produces a Conversation-like interaction

Importance

3 Structure (timing)

Burst pause feedin: mothers fit behaviour around their shaking and talking

2 Meaning (a reponse)

mother gives meaning to babies beh. and babies respond (s still face)

1 Relatedness (emotinal )

Turn-taking is a key feature of adult infant interactions

Proto convesations

Babies: Even very young babies are active particpants: Brazelton&Cramer

Mothers: i.e. scaffolding: How mothers shape their behaviour around the child

C. Methods

A single carer

Western Psychology focuses on dyadic interactions

Research based on minimizing emotions

good or bad but bad emotions challenge self image of mother

However puts too much emphasis on mother. infant interactions

Shaped by western construction of how relation has to be.

B. Theories of relationships

Pychoanalysis

Projection

important concept for how wee see other people (dealing conciously not acceptable desires, fears etc.)

Our own mental representatinos are partially shaped by our whishful thinking

Child

Projecst own motives into caregiver

Carer

Projects own motives into child

attributions will shape careres behaviour

Melanie Klein

vs. Freud important from birth

subjective interpretation of psychoanlyst is important

Freud

Early relationships important for adult personality (3-5y)

oedipus complex start of devlopment towars male or female identity

A. Readiness of interaction of mothers and Babies

B. Role of carers

Over-interpretation and wishful thinking shapes behaviour

A. Role of Babies

Infants born with a readiness to focus on caregivers

Cohn: Still face studies show that babies protest and react wari when showed depressse expresssions

Traverthen: in the first month babies and moms interations are fine-tuned & coordinated