From Interactions to Conversations: The Development of Joint Engagement during Early Childhood

Autor/inn/en	Adamson, Lauren B.; Bakeman, Roger; Deckner, Deborah F.; Nelson, P. Brooke
Titel	From Interactions to Conversations: The Development of Joint Engagement during Early Childhood
Quelle	In: Child Development, 85 (2014) 3, S.941-955 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12189
Schlagwörter	Young Children; Parent Child Relationship; Mothers; Preschool Children; Age Differences; Observation; Interaction; Participation; Interpersonal Communication; Communicative Competence (Languages); Communication Skills + Suchen Sie Ihr Suchwort? Frühe Kindheit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mother; Mutter; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Age; Difference; Age difference; Altersunterschied; Beobachtung; Interaktion; Teilnahme; Interpersonale Kommunikation; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Kommunikationsstil
Abstract	This research traces the development of symbol-infused joint engagement during mother-child interactions into the preschool years. Forty-nine children, who had been previously observed as toddlers (L. B. Adamson, R. Bakeman, & D. F. Deckner), [Adamson, L. B., 2004], were systematically observed during interactions with their mothers at ages 3½, 4½, and 5½ during activities related to the past and future, internal states, and graphic systems. Although the amount of symbol-infused joint engagement reached a ceiling by 3½, its focus continued to become more complex and its form more balanced. Individual differences in children's symbol-infused joint engagement were stable across 4 years. These findings highlight both how joint engagement is transformed as conversational skills develop and how it remains rooted in earlier interactions and supported by caregiver's actions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10