Behaviour Patterns in Daily Mother-Child Separations: Possible Opportunities for Stress Reduction

Autor/inn/en	Klein, Pnina S.; Kraft, Ravit R.; Shohet, Cilly
Titel	Behaviour Patterns in Daily Mother-Child Separations: Possible Opportunities for Stress Reduction
Quelle	In: Early Child Development and Care, 180 (2010) 3, S.387-396 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
Schlagwörter	Mothers; Infants; Toddlers; Child Caregivers; Attachment Behavior; Behavior Patterns; Parent Child Relationship; Separation Anxiety; Crying; Interaction; Observation; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Mother; Mutter; Infant; Toddler; Toddlers; Kleinkind; Infants; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Attachment; Bindungsverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Trennungsangst; Weinen; Interaktion; Beobachtung; Ausland
Abstract	Despite the abundance of research on attachment and on the effects of separation, very little research examines the actual processes of separation occurring daily when mothers leave their children (age 6-18 months) in out-of-home group care. In the current study, this everyday process of separation was observed for three months (September-November), starting with the first day in daycare. Typical patterns of mother-child, mother-child-caregiver, mother-caregiver and child-caregiver interactions were identified, each including behaviours that could either relieve or aggravate stress. Separation processes initiated by the mother that included repeated patterns of ceremony and ritual were identified as reducing stress. In addition, infants and toddlers who cried more following separation received more attention distracting responses, whereas those who cried less received more empathic responses. More crying was observed when mothers remained to talk to the caregiver after separation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10