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

A. Role of Babies

Infants born with a readiness to focus on caregivers

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

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

B. Role of carers

Over-interpretation and wishful thinking shapes behaviour

Pychoanalysis

Freud

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

oedipus complex start of devlopment towars male or female identity

Melanie Klein

vs. Freud important from birth

subjective interpretation of psychoanlyst is important

Projection

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

Carer

Projects own motives into child

attributions will shape careres behaviour

Child

Projecst own motives into caregiver

Our own mental representatinos are partially shaped by our whishful thinking

A single carer

Western Psychology focuses on dyadic interactions

However puts too much emphasis on mother. infant interactions

Shaped by western construction of how relation has to be.

Research based on minimizing emotions

good or bad but bad emotions challenge self image of mother

Turn-taking is a key feature of adult infant interactions

Proto convesations

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

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

Importance

1 Relatedness (emotinal )

2 Meaning (a reponse)

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

3 Structure (timing)

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

Examples

Kaye& Brazelton: Jiggling / sucking sychronicity

Produces a Conversation-like interaction

Kaye& Fogel

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

6w random and reactive

13w some proative

clustering i.e. like burst pause rhythm

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

Motherese (Fernald)

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

thought to facilitate learning

Fazit

Mother frame infants behaviour so that they can become more active

pseudo-dialogue might have no meaning but it is interactive

Moran et al: 1y mothers show more imitation

perhaps anticipatory demonstrating sensitiviy

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

Fazit

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

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

Traverthen: Intersubjectivity (leads simlar to stages of TOM)

primary

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

secondary

Joint attention

After understanding how interaction works ...

0. real Tutoring begins

Bruner: aiding language dev.

1. Joint action formats

simple stereotyped sequences of actions w. objects

2. Scaffolding

structure which allows better transmition (adult controlled)

Example

Book reading action format

Book reading using 4 utterances

contingent on childs behaviour

rules of polite adult dialogue

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.

Wood:

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

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

large time in distress

Oakley: many exp. neg feelings

70% angry

100% could not get enough sleep

Walker-Andrews: babies sense emotions

differentiate 4 differnt emotions

seem to express differnt emotions (cry,smile)

FAzit

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

All this contributes to an internal model of relationship

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

Unablie to unify =

copying with bad experience

2. schizoid position

1. depressive position=

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

Leading to good satisfying relationships

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

Active vs.passive child

Both are active

Universality of Role of Mother is questionalable

Caring mother = is that a neccessary ingrediant?

Paradox of familarity

Interaction looks familar but the underlying meaning might be unclear

Othe culture are very different

Papua New Guinea

rarely talk or make eye contact

baby seen as unable to undersatnd