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    Caregiver-Infant Interactions

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    lolamcohn
    The document summarizes key studies on caregiver-infant interaction, reciprocity, and synchrony. Brazelton's (1975) study found reciprocity acts as a "dance" where babies and caregivers actively respond to each other. Feldman (2007) showed reciprocity increases as attention is paid. The still face experiment by Tronick demonstrated infant distress when the caregiver stops responding. Meltzoff and Moore (1977) found infants as young as 3 weeks reflect caregiver facial expressions. Isabella et al (1989) associated high synchrony with better attachment quality.

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    Caregiver-Infant Interactions

    Uploaded by

    lolamcohn
    20 views3 pages
    The document summarizes key studies on caregiver-infant interaction, reciprocity, and synchrony. Brazelton's (1975) study found reciprocity acts as a "dance" where babies and caregivers actively respond to each other. Feldman (2007) showed reciprocity increases as attention is paid. The still face experiment by Tronick demonstrated infant distress when the caregiver stops responding. Meltzoff and Moore (1977) found infants as young as 3 weeks reflect caregiver facial expressions. Isabella et al (1989) associated high synchrony with better attachment quality.

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    psychology aqa a level notes attachment

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    caregiver-infant interactions

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    The document summarizes key studies on caregiver-infant interaction, reciprocity, and synchrony. Brazelton's (1975) study found reciprocity acts as a "dance" where babies and caregivers actively respond to each other. Feldman (2007) showed reciprocity increases as attention is paid. The still face experiment by Tronick demonstrated infant distress when the caregiver stops responding. Meltzoff and Moore (1977) found infants as young as 3 weeks reflect caregiver facial expressions. Isabella et al (1989) associated high synchrony with better attachment quality.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    20 views3 pages

    Caregiver-Infant Interactions

    Uploaded by

    lolamcohn
    The document summarizes key studies on caregiver-infant interaction, reciprocity, and synchrony. Brazelton's (1975) study found reciprocity acts as a "dance" where babies and caregivers actively respond to each other. Feldman (2007) showed reciprocity increases as attention is paid. The still face experiment by Tronick demonstrated infant distress when the caregiver stops responding. Meltzoff and Moore (1977) found infants as young as 3 weeks reflect caregiver facial expressions. Isabella et al (1989) associated high synchrony with better attachment quality.

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    Download as docx, pdf, or txt
    of 3

    Caregiver - infant interaction

    Reciprocity – key studies

    Attachment – strong enduring, emotional and reciprocal bond between two people usually
    an infant and caregiver.

    Reciprocity – infant and mother respond to each other’s signal, and each elicit a response
    from the other

    Brazelton (1975)
    - Reciprocity as a ‘dance’ between infant and caregiver, respond to each other’s
    moves
    - Babies and caregiver take active roles and can initiate interactions
    - Baby is not passive
    - Videotapes of 12 mothers and babies up to 5 months

    Feldman (2007)
    - Reciprocity increases in frequency as the infant and as caregiver pay increasing
    attention to each other’s verbal and facial communication
    - Showing attention allows strong attachment to develop

    Tronich – still face experiment


    - Baby and mother sit facing each other as mother plays with baby
    - Mother turns away and proceeds to show a still face for 2 minutes
    - In result the baby tries to seek the mother’s attention by crying or screaming or
    attempts to self-soothe
    - Filmed in a lab

    Interactional synchrony – key studies

    Interactional synchrony – mother and infant reflect both the actions and emotions of the
    other in a co – ordinated way

    Meltzoff and Moore (1977)


    - Studied interactional synchrony in infants as young as 3 weeks
    - Adults displayed 3 different facial expressions towards the baby
    - Babies’ responses were filmed and independently observed
    - Association was found between the expression the adult displayed and the babies’
    expressions and gestures
    Meltzoff (2005)
    - “Like me” hypothesis
    - Infants imitate and see behaviour
    - Infants associate their own actions with their own mental states
    - Infants project their internal experiences to others performing similar acts
    - Start of the ‘theory of mind’.

    Isabella et al (1989)
    - Observed 30 mothers and babies
    - Assessed degree of synchrony
    - Assessed quality of mothers-baby attachment
    - High levels of synchrony associated with better quality attachment

    EVALUATION

    Filmed observations
    - Filmed observations in a lab so thing that may distract a baby may be controlled.
    - Observations can be recorded and analysed later (inter- rater reliability)
    - Babies do not know they are being observed, so their behaviour won’t change
    (covert observation)
    - Data collected would have good reliability and validity

    Difficulty observing babies.


    - Hard to accurately interpret a baby’s behaviour.
    - Babies lack co-ordination so movements being observed are small hand movements
    or changing in expression  hard to know whether baby is passing wind or smiling.
    - Unable to know what's taking place from a baby’s perspective  we don’t know
    whether a movement is hand twitch is random or triggered by something caregiver
    has done.
    - We cannot be certain that behaviours seen in caregiver interaction have a special
    meaning.

    Developmental importance
    - Observing babies doesn’t tell us about developmental importance.
     Feldman  synchrony and reciprocity gives names to patterns of observable
    caregivers and baby behaviours.
    - They aren’t particularly useful in understanding child development as it doesn’t tell
    the purpose of these behaviours.
    - Meaning we can't be certain from observational research alone that reciprocity and
    synchrony are important for a child’s development.
     Isabelle et al found that achievement of interactional synchrony predicted the
    development of a good quality attachment. Meaning caregiver interactions are probably
    important in development.

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