Infant Joint Attention, Temperament, and Social Competence in Preschool Children

Autor/inn/en	Vaughan Van Hecke, Amy; Mundy, Peter C.; Acra, C. Francoise.; Block, Jessica J.; Delgado, Christine E. F.; Parlade, Meaghan V.; Meyer, Jessica A.; Neal, A. Rebecca; Pomares, Yuly B.
Titel	Infant Joint Attention, Temperament, and Social Competence in Preschool Children
Quelle	In: Child Development, 78 (2007) 1, S.53-69 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2007.00985.x
Schlagwörter	Infants; Preschool Children; Interpersonal Competence; Attention Span; At Risk Persons; Social Influences; Correlation; Emotional Response; Responses; Child Behavior; Personality Traits; Cognitive Ability; Language Skills; Demography; Child Development + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interpersonale Kompetenz; Risikogruppe; Sozialer Einfluss; Korrelation; Emotionales Verhalten; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Denkfähigkeit; Language skill; Sprachkompetenz; Demografie; Kindesentwicklung
Abstract	Infant joint attention has been observed to be related to social-emotional outcomes in at-risk children. To address whether this relation is also evident in typically developing children, 52 children were tested at 12, 15, 24, and 30 months to examine associations between infant joint attention and social outcomes. Twelve-month initiating and responding to joint attention were related to 30-month social competence and externalizing behavior, even when accounting for 15-month temperament ratings, 24-month cognition and language, and demographic variables. These results suggest that, in addition to associations with language and cognition, infant joint attention reflects robust aspects of development that are related to individual differences in the emergence of social and behavioral competence in childhood. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10