Spædbørns sociale udviklingssituation – med fokus på emotionelle relationer og udvikling af intentionel orientering
DOI:
https://doi.org/10.7146/pl.v43i2.137302Keywords:
agency, Infant’s development, emotional communication, intentional orientation, social situation of development, the interactive observation methodAbstract
Cognitive research on infants’ competencies has, in the last 70 years, led to
the view that infants have agency and are actively oriented towards the
world from birth. However, research since the Second World War in residential
institutions has documented that children’s agency and intentional orientation
are not present from birth, or developing regardless of the child’s
interactions with its caregivers. For infants, emotional communication in a
broad sense is important, where the bodily communication between the child
and its caregivers from birth is the basis for its development of an intentional
orientation towards the outside world. An infant’s biological development
and changes in institutional practices, means that caregivers’ communication
with the child changes. This communicative interaction between the child
and caregiver creates the child’s social situation of development. An assessment
of a child’s development thus implies that the child must be seen in
relationship to and in interaction with other people. How this interaction
changes during the infant period and leads to the development of the child’s agency is illustrated by how play scenarios change between a father and his son during the child’s first years of life. In such a context, it is the child’s
developmental situation as a whole that must be assessed. Therefore, the
person doing the assessment is also part of the child’s relationship and
becomes part of the child’s social situation. This dual relational approach has
formed the basis for the interactive observation method, where the goal is an
understanding of the child’s social situation of development which includes
the child’s intentional orientation.
References
Bruner, J.S. (1968). Processes of Cognitive Growth: Infancy. Heinz Werner Lectures. 20.
https://commons.clarku.edu/heinz-werner-lectures/20.
Bruner, J.S. (1972). Nature and uses of immaturity. American Psychologist, 27(8), 687-
https://doi.org/10.1037/h0033144.
Connolly, K. & Bruner, J.S. (red.) (1974). The Growth of Competence. Academic Press.
Delafield-Butt, J.T. & Trevarthen, C. (2015). The ontogenesis of narrative: From moving
to meaning. Frontiers in Psychology, 6, 1157. https://doi.org/10.3389/fpsyg.2015.01157.
Grønborg, L. (2012). Forskeren og felten: et dobbelt spejl. Om brugen af subjektivitet i
deltagerobservationer. I: M. Petersen, J. Klitmøller & K. Nielsen (red.), Deltagerobservation
(s. 135-148). Hans Reitzel.
Hedegaard, M. (1984). Interaktionsbasered beskrivelse af småbørn og børnehavebørn i
deres dagligdag. Psykologisk skriftserie, 9(4).
Hedegaard, M. (1990/2013). Beskrivelse af småbørn. Aarhus University Press.
Hedegaard, M. (2009). Children’s development from a cultural-historical approach: Children’s
activity in everyday local settings as foundation for their development. Mind
culture and Activity, 16(1), 64-81.
Hedegaard, M. (2014). The significance of demands and motives across practices in
children’s learning and development: An analysis of learning in home and school.
Learning, Social Interaction and Culture, 3, 188-194.
Hedegaard, M. (2012). Principper for tolkning af børns udvikling gennem observation.
I: M. Petersen, J. Klitmøller & K. Nielsen (red.), Deltagerobservation (s. 161-177).
Hans Reitzel.
Kagan, J. (1973). Change and continuity in infancy. Wiley.
Kokkinaki, T.S., Vasdekis, V.G.S., Koufaki, Z.E. & Trevarthen, C.B. (2017). Coordination
of emotions in mother-infant dialogues. Infant and Child Development, 26(2).
https://doi.org/10.1002/icd.1973.
Li, L., Ridgway, A. & Quiñones, G. (2021). Moral imagination: Creating affective values
through toddlers’ joint play. Learning, Culture and Social Interaction, 30. https://doi.
org/10.1016/j.lcsi.2020.100435.
Lisina, M.S. (1985). Child-Adults-Peers. Patterns of Communication. Progress.
Meltzoff, A.N. & Moore, M.K. (1983). Newborn infants imitate adult facial gestures.
Child Development, 54, 702-709.
Merleau-Ponty, M. (1962). Phenomenology of Perception. Routledge & Kegan Paul.
Piaget, J. (1955). The Construction of Reality in the Child. Routledge & Kegan Paul.
Poliavanova, K.N. (2015). The psychology of age-related crises. Journal of Russian &
East European Psychology, 52(2), 59-68.
Quiñones, G., Li, L. & Ridgway. A. (2017). Transitory moments as “affective moments
of action” in toddler play. I: G. Quiñones, L. Li & A. Ridgway (red.), Studying babies
and toddlers (s. 175-102). Springer.
Rogoff, B. (2003). The Cultural Nature of Human Development. Oxford University
Press.
Rogoff, B. (1981). Adults and peers as agents of socialization: A highland guatemalan
profile. Ethos, 9, 18-36. https://doi.org/10.1525/eth.1981.9.1.02a00030.
Schaffer, R. (1990). Making Decisions About Children. Blackwell.
Spradley, J.P. (1980). Participant Observation. Wadsworth.
Spitz, R.A. (1945). Hospitalism. An inquiry into the genesis of psychiatric conditions in
early childhood. The Psychoanalytic Study of the Child, 1(1), 53-74.
Stern, D. (1985/1998). The Interpersonal World of the Infant. Basic Books.
Trevarthen, C. (1980). The foundation of intersubjectivity: Understandings in infants.
I: D.R. Olson (red.), Developmental Psychology and Society (s. 46-95). Macmillan.
Trevarthen, C. (1993). The function of emotion in early infant communication and development.
I: J. Nadel & L. Camaioni (red.), New Perspectives on Early Communication
Development. Routledge.
Trevarthen, C. (2005). Action and emotion in development of the human self, its sociability
and cultural intelligence: ”Why infants have feelings like ours”. I: J. Nadeland & D.
Muir (red.), Emotional Development (s. 61-91). Oxford University Press.
Trevarthen, C. (2011a). What young children give to their learning making education
work to sustain a community and its culture. European Early Childhood, Education
Research Journal, 19(2), 173-193.
Trevarthen, C. (2011b). What is it like to be a person who knows nothing? Defining the
active intersubjective mind of a newborn human being. Infant and Child Development,
(4), 119-135.
Vygotskij, L.S. (1991). The environment. I: R. v. Veer & J. Valsiner (red.), Understanding
Vygotsky: A Quest for Synthesis (s. 338-354). Blackwell Publishing.
Vygotskij, L.S. (1998). The Collected Works of L.S. Vygotsky: Vol. 5. Child Psychology.
Plenum Press.
Vygotskij, L.S. (2019). Vygotsky’s Pedological Works. Vol. 1. Foundations and Pedology.
Springer Nature.
Vygotskij, L.S. (2021). L.S. Vygotsky’s Pedological Works. Vol. 2. Springer.
Wartofsky, M. (1983). The child’s construction of the world and the world’s construction
of the child: From historical epistemology to historical psychology. I: F.S. Kessel &
A.W. Siegel (red.), The Child and Other Cultural Inventions (s. 188-215). Praeger.
Downloads
Published
How to Cite
Issue
Section
License
Ophavsret er tidsskriftets og forfatternes. Det er gældende praksis, at artikler publiceret i Psyke & Logos, som efterfølgende oversættes til andet sprog, af forfatteren frit kan publiceres i internationale tidsskrifter, dog således at det ved reference fremgår, at den oversatte artikel har et forlæg i en dansksproget version i Psyke & Logos. Artikler kan frit deles og linkes til på forsknings- og undervisningsnetværk (så som Blackboard). Link foretrækkes, fordi det giver oplysning om brug af tidsskriftets artikler.
