Relevant bibliographies by topics / Mother-child interactions

Academic literature on the topic 'Mother-child interactions'

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Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Mother-child interactions"

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Jones, Celeste Pappas, and Lauren B. Adamson. "Language Use in Mother-Child and Mother-Child-Sibling Interactions." Child Development 58, no. 2 (April 1987): 356. http://dx.doi.org/10.2307/1130512.

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Iverson, Jana M., Olga Capirci, Emiddia Longobardi, and M. Cristina Caselli. "Gesturing in mother-child interactions." Cognitive Development 14, no. 1 (January 1999): 57–75. http://dx.doi.org/10.1016/s0885-2014(99)80018-5.

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Jimenez, Dayana P., Lisa Baumwell, and Catherine S. Tamis-LeMonda. "Maternal stress and mother-child interactions." Infant Behavior and Development 21 (April 1998): 483. http://dx.doi.org/10.1016/s0163-6383(98)91696-4.

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Harvison, Kyle W., L. Kevin Chapman, Natalie G. Ballash, and Janet Woodruff-Borden. "Anxiogenic Patterns in Mother-Child Interactions." Child & Family Behavior Therapy 30, no. 2 (June 11, 2008): 137–51. http://dx.doi.org/10.1080/07317100802060328.

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Ohmori, Chiyomi, Nobuyuki Nonaka, Hiroshi Nakagawa, Michio Kawano, and Sei Nakajima. "The Role of Mother-Child Interactions." Japan Journal of Logopedics and Phoniatrics 36, no. 2 (1995): 256–64. http://dx.doi.org/10.5112/jjlp.36.256.

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Karabekiroglu, Koray, Ipek Akman, Sebnem Kuscu Orhan, Kemal Kuscu, Emel Altuncu, Aytul Karabekiroglu, and Murat Yuce. "Mother–Child Interactions of Preterm Toddlers." Noro Psikiyatri Arsivi 52, no. 2 (June 11, 2015): 157–62. http://dx.doi.org/10.5152/npa.2015.7343.

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Liu, Xiaoli, Chenlu Yang, Yuning Yang, Xiaona Huang, Yinping Wang, Yaqing Gao, Qiying Song, Yan Wang, and Hong Zhou. "Maternal depressive symptoms and early childhood development: the role of mother–child interactions among mother–child dyads in rural areas of Central and Western China." PeerJ 9 (March 30, 2021): e11060. http://dx.doi.org/10.7717/peerj.11060.

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Background The associations among maternal depressive symptoms (MDS), mother–child interactions and early child development are poorly understood. This study aimed to explore the role of mother–child interactions on the associations between MDS and child development. Methods A cross-sectional study with a multistage sampling method was conducted in rural areas of Central and Western China. MDS, child development outcomes (communication, gross motor function, fine motor function, problem solving and personal social skills) and mother–child interactions were assessed by The Edinburgh Postpartum Depression Scale, the Chinese version of the Ages and Stages Questionnaires and the Multiple Indicator Cluster Surveys, respectively. Regression-based statistical mediation and moderation were conducted using the PROCESS macro for SPSS. Results A total of 2,548 participants (mothers: 1,274; children: 1,274) were included in our analyses. MDS was negatively associated with child development outcomes and mother–child interactions partly mediated these associations. The proportion of the mediating effect of mother–child interactions was 7.7% for communication, 8.2% for gross motor, 10.3% for fine motor, 10.1% for problem-solving and 9.5% for personal social domains. In addition, the interaction effects of MDS and mother–child interactions on the communication domain were significant (β = 0.070, 95% CI 0.016, 0.124; p = 0.011). The associations between MDS and child communication abilities were weaker at the high level (simple slope = −0.019, t = − 0.458, p = 0.647) of mother–child interactions than at the mean level (simple slope = −0.089, t = − 3.190, p = 0.002) and the low level (simple slope = −0.158, t = − 4.231, p < 0.001). Similar moderating effects were not observed in the other child development outcomes. Conclusion Our results suggest the important role of mother–child interactions on the associations between MDS and early childhood development. Due to the cross-sectional design of this study, these associations require further investigation in prospective studies.
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de Mendonça, Júlia Scarano, Vera Sílvia Raad Bussab, and Joscha Kärtner. "Interactional Synchrony and Child Gender Differences in Dyadic and Triadic Family Interactions." Journal of Family Issues 40, no. 8 (February 25, 2019): 959–81. http://dx.doi.org/10.1177/0192513x19832938.

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Based on family systems theory, our objectives were to examine the association between dyadic parent–child interactional synchrony (mother–child and father–child) and triadic mother–father–child interactional synchrony and the effect of the child’s gender on the family interactional synchrony at the child’s third year. Forty-three low-income Brazilian families (mother, father, and child) were observed in free play interaction. Multidimension assessments of the degree of dyadic and triadic interactional synchronies were made (interpersonal distance, visual and body orientation, play involvement, and shared affect). Results indicated that father–child dyadic interaction was more strongly associated with triadic family interaction than mother–child interaction. Furthermore, father–daughter dyads and triads with girls were more attuned than all other family compositions. Taken together, these results expand research in the field and suggest that fathers may have a greater impact on child gender development than previously thought. Our findings also add empirical evidence to the unique contribution of the triadic family context for understanding of parental roles and family dynamics.
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de Mendonça, Julia Scarano, Louise Cossette, Francis F. Strayer, and France Gravel. "Mother-Child and Father-Child Interactional Synchrony in Dyadic and Triadic Interactions." Sex Roles 64, no. 1-2 (September 14, 2010): 132–42. http://dx.doi.org/10.1007/s11199-010-9875-2.

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Neulinger, Ágnes, and Boglárka Zsótér. "Mother-child interactions in youth purchase decisions." Society and Economy 36, no. 3 (September 1, 2014): 387–406. http://dx.doi.org/10.1556/socec.36.2014.3.4.

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Dissertations / Theses on the topic "Mother-child interactions"

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Lua, Sok Hong. "Children's temperament and mother-child interactions." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.259939.

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Chicot, Rebecca. "Maternal anxiety levels and mother-child interactions." Thesis, University of Cambridge, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.624397.

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Ellison, Deborah. "Mother-child interactions with developmentally disabled children, an intervention study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0010/NQ42515.pdf.

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Sloan, Seaneen. "Associations between infant feeding, mother-child feeding interactions and weight gain." Thesis, Queen's University Belfast, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.675474.

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Within the context of increasing prevalence of childhood obesity over a number of decades, alongside a trend towards increasingly 'obesogenic' environments, this thesis explored cross-sectional and prospective relationships between maternal feeding behaviour and child adiposity at age one year and at age five years. The research aims were addressed over two empirical studies. Study 1 collected data on breastfeeding through structured interviews with mothers (N=290) of one-year-old infants, observed mother-infant feeding interactions, and measured infant weight and length. Study 2 followed up the same sample (N=197) through a survey at age five, to examine cross-sectional relationships between maternal feeding behaviours (both practices and styles), child eating behaviours, and child adiposity (Study 2 Part A) as well as longitudinal associations with breastfeeding, maternal feeding behaviours and adiposity in infancy (Study 2 Part B). Age five height and weight were provided by a child health administrative database. Several limitations in the current knowledge base were also addressed, including the over-reliance on maternal self-report of feeding behaviour, the relative paucity of research examining the role of breastfeeding, and the lack of prospective studies beginning in infancy. Overall, findings suggest that feeding practices may be a response to child attributes (in terms of adiposity and eating behaviour), rather than a cause. Further, feeding practices are distinguishable from 'feeding styles', which are established early and may not function as a response to child attributes. Findings suggest that breastfeeding may promote a more responsive feeding style, as mothers are accustomed to sharing control over food intake with their child. This effect may extend into later infancy, during the transition to family meals and self-feeding, and may, in turn, facilitate appetite regulation over the short- and longer-term, which protects against excess weight gain.
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Whelan, Elizabeth M. "The association between childhood feeding problems and maternal eating disorder : a community study." Thesis, University of Reading, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270266.

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Franks, Sophia, and res cand@acu edu au. "Maternal and Child Emotional Regulation in Paediatric Chronic Pain." Australian Catholic University. School of Psychology, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp183.27112008.

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Pain is influenced by biological, social, emotional and cognitive factors. Emotions are not simply a consequence of pain but rather a fundamental part of the pain experience. In addition, the social context cannot be isolated when constructing the meaning of the child’s pain, and in understanding the influence of mother-child interactions on children’s physiology. This research consists of two studies, study one investigated the relationship between anxiety, depression and physical functioning in children and adolescents experiencing chronic pain. The participants were 73 childen and adolescents who were referred to either the Children’s Pain Management Clinic at the Royal Children’s Hospital or the Sydney Westmead Children’s Hospital aged between 7-18 years old. The results indicated that these young people were reporting anxiety and depression within the normal range with significant anxiety and depression levels both below prevalent rates found in the normal population. Furthermore, depression but not anxiety was associated with increasing leves of physical disablity in children and adolescents. This led to the investigation of the relationship between maternal emotions on children and adolescents’ anxiety, depression, somatic symptoms and physical functioing in children and adolescents experiencing chronic pain. Study two investigated the association of maternal and child emotions in children and adolescents with chronic pain. Participants included 62 mothers and 62 children and adolescents between the ages of 7-18 years (M=13). Mothers’ emotional distress (empathy, emotional involvement, and distress) was examined as a significant factor to be associated with children’s pain sensitive temperament and functional outcomes (anxiety, depression, somatisation, and physical functioning). Children’s perceptual sensitivity and avoidance of sensation, which are components of children’s pain sensitive temperament, were investigated in relation to children’s ability to regulate emotions. The association between maternal and child emotional regulation and children’s functional outcomes was also explored. Mothers completed questionnaires assessing children’s somatisation, their own difficulties with having a child with persisting pain and an empathy scale. Mothers also completed a semi-structured interview by Katz and Gottman (1991) the Meta-Emotion Interview which discusses mothers’ awareness of their own and their child’s emotions, mothers acceptance of their own and their child’s emotions, the regulation of their own and their child’s emotions and coaching of their child’s emotions. Children and adolescents completed quesionnaires measuring anxiety, depression, emotional involvement, somatisation and pain sensitive temperament. The results indicated low maternal emotional regulation was significantly associated with children's depression, anxiety and somatisation scores, whilst children’s emotional regulation was associated with children’s anxiety and depression, but not with somatisation scores. Maternal emotional distress was associated with children's pain sensitive temperament, emotional distress and reduced physical functioning. Furthermore, emotional regulation in children was associated with children's pain sensitive temperaments. It is proposed that young people with chronic pain may have a biological vulnerability to respond to stress and traumatic events as pain, and pain related symptoms. This biological sensitivity may be associated with children’s threshold of pain, whereby children’s perceptual sensitivity may be associated with reporting of somatic complaints. Thus, maternal emotions and social factors may be associated with children’s somatosensory processing and the chronic pain experience.
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Batz, Herrera Silvia. "Effects of ePALS on Latino/Hispanic mother-child interactions and shared book reading." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20695.

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The study examined Latino/Hispanic mother-child interactions and shared book reading behaviors before and after participation in a random-assignment Spanish web-based responsive parenting intervention called Play and Learning Strategies (ePALS), as compared with a Spanish web-based developmental assessment intervention (DAS). The efficacy of PALS was previously demonstrated for improving mother and child behaviors within play contexts, everyday activities, and standardized measures of child language. We did not observe statistical changes in mother-child interactions as measured by the Bilingual Child-Mother Coder Impression; but changes were observed in shared reading interactions as measured by the Adult-Child Interactive Reading Inventory. Mothers enrolled in ePALS slightly increased some reading interactive behaviors, while mothers enrolled in DAS decreased on the use of interactive reading skills. Children enrolled in ePALS significantly increased in their use of interactive reading behaviors, while children’s interactive reading skills in the DAS conditions decreased. These results add to the dual language learners’ literature base, but also add to the supporting importance of targeting responsive behaviors in everyday activities such as shared-reading to facilitate children’s development. Limitations and future directions are discussed.
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Hirose, Taiko. "Interactions between depressed mothers and their infants : joint attention behaviors /." Thesis, Connect to this title online; UW restricted, 1995. http://hdl.handle.net/1773/7293.

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id, julia suleeman@ui ac, and Julia Suleeman Chandra. "A Vygotskian perspective on promoting critical thinking in young children through mother-child interactions." Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090209.101855.

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This thesis examines how mothers, as primary caretakers, might promote the development of critical thinking of their 4- and 5-year-olds. Interest in critical thinking in very young children can be traced back to the early years of the 20th century with views expressed by philosophers such as John Dewey and John Stuart Mill that were in favour of giving young children opportunities that might encourage their free expression and inquiring, critical nature in the school context. Educators like Frobel and Montessori who developed programs for kindergartens worked on similar assumptions. However, how the home environment especially maternal support might foster the development of critical thinking in young children has received only minimal attention. The rise of the critical thinking movement in the 1970s enhanced the conceptualization of critical thinking, and how to assess the critical thinking ability. But studies of the precursors of critical thinking in young children received only minimal attention. Two theoretical perspectives, the constructivist and the socio-cultural, represented by their most authoritative figures, Piaget and Vygotsky, respectively, have provided the conceptual basis for this research. While Piaget viewed children’s cognition as developing through active construction while dealing with concrete, practical problems, Vygotsky considered children’s cognitive development as evolving through the internalization of interactions with more able people in their immediate environment. In this thesis, Piaget’s approach to investigating children’s higher thinking processes was applied to the design of tasks that assessed critical thinking features in very young children whilst Vygotsky’s notion of the zone of proximal development was used to design the overall intervention program to develop very young children’s critical thinking through meaningful interactions with their mothers. How critical thinking in young children might develop through mothers’ interaction strategies was investigated in the context of Indonesian participants in their home settings. In that cultural context, critical thinking is not nurtured, and even children’s curiosity is often regarded as irritating by adults. The challenge for this study, therefore, was to design a program that would challenge the mothers’ personal and cultural assumptions and to empower them to support the development of critical thinking in their young children. The effectiveness of the intervention was evaluated against whether and, if so, how the children’s precursors of critical thinking improved across the intervention period. The main contributions this study was expected to make are: (1) advance the conceptualization of the nature of critical thinking in very young children (2) develop and test innovative methods to identify the features of critical thinking in very young children; and (3) identifying how mothers, having been empowered through the metacognitive program, may promote the development of critical thinking in very young children. The nature of critical thinking in very young children was operationalised through two different assessment methods specifically developed for this purpose. One was a dynamic qualitative assessment where each child interacted with his or her mother in a teaching-learning setting. The other consisted of a series of quantitative, Piagetian-like assessments, using play settings. The research used a pre- and post-intervention control group design in order to allow for comparisons both within-subjects, across the intervention period, and between-subjects as another group of mother-child pairs served as control receiving no intervention. The findings revealed that very young children are able to show precursors of critical thinking consisting of both cognitive and affective elements, such as questioning, authentication, moral reasoning, and appropriate emotion. Features indicating inhibitors of critical thinking (such as passivity and over-compliance) were also found. Through the intervention program, the experimental group mothers learned to notice, encourage and support children's attempts at inquiry as the children grappled with making sense of their environment. Although the precursors of critical thinking identified before the intervention continued to develop over time due to maturation (as shown by the performance of the control group children), the experimental group children performed even better over time. In addition, the mothers of children with better performance in critical thinking tasks were observed to emphasize informing and reasoning, and to enjoy interacting with their children, rather than pressuring or commanding them. This research has highlighted conceptual and methodological issues in identifying and assessing very young children’s critical thinking, as well as the educational implications for the promotion of children’s critical thinking at home and in schools through similar metacognitive programs for parents and teachers. More research into the assessment of very young children’s critical thinking in different settings and with persons other than mothers is indicated, as is a focus on other factors that may influence the development of critical thinking.
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Chandra, Julia Suleeman. "A Vygotskian perspective on promoting critical thinking in young children through mother-child interactions." Chandra, Julia Suleeman (2008) A Vygotskian perspective on promoting critical thinking in young children through mother-child interactions. PhD thesis, Murdoch University, 2008. http://researchrepository.murdoch.edu.au/713/.

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This thesis examines how mothers, as primary caretakers, might promote the development of critical thinking of their 4- and 5-year-olds. Interest in critical thinking in very young children can be traced back to the early years of the 20th century with views expressed by philosophers such as John Dewey and John Stuart Mill that were in favour of giving young children opportunities that might encourage their free expression and inquiring, critical nature in the school context. Educators like Frobel and Montessori who developed programs for kindergartens worked on similar assumptions. However, how the home environment especially maternal support might foster the development of critical thinking in young children has received only minimal attention. The rise of the critical thinking movement in the 1970s enhanced the conceptualization of critical thinking, and how to assess the critical thinking ability. But studies of the precursors of critical thinking in young children received only minimal attention. Two theoretical perspectives, the constructivist and the socio-cultural, represented by their most authoritative figures, Piaget and Vygotsky, respectively, have provided the conceptual basis for this research. While Piaget viewed children’s cognition as developing through active construction while dealing with concrete, practical problems, Vygotsky considered children’s cognitive development as evolving through the internalization of interactions with more able people in their immediate environment. In this thesis, Piaget’s approach to investigating children’s higher thinking processes was applied to the design of tasks that assessed critical thinking features in very young children whilst Vygotsky’s notion of the zone of proximal development was used to design the overall intervention program to develop very young children’s critical thinking through meaningful interactions with their mothers. How critical thinking in young children might develop through mothers’ interaction strategies was investigated in the context of Indonesian participants in their home settings. In that cultural context, critical thinking is not nurtured, and even children’s curiosity is often regarded as irritating by adults. The challenge for this study, therefore, was to design a program that would challenge the mothers’ personal and cultural assumptions and to empower them to support the development of critical thinking in their young children. The effectiveness of the intervention was evaluated against whether and, if so, how the children’s precursors of critical thinking improved across the intervention period. The main contributions this study was expected to make are: (1) advance the conceptualization of the nature of critical thinking in very young children (2) develop and test innovative methods to identify the features of critical thinking in very young children; and (3) identifying how mothers, having been empowered through the metacognitive program, may promote the development of critical thinking in very young children. The nature of critical thinking in very young children was operationalised through two different assessment methods specifically developed for this purpose. One was a dynamic qualitative assessment where each child interacted with his or her mother in a teaching-learning setting. The other consisted of a series of quantitative, Piagetian-like assessments, using play settings. The research used a pre- and post-intervention control group design in order to allow for comparisons both within-subjects, across the intervention period, and between-subjects as another group of mother-child pairs served as control receiving no intervention. The findings revealed that very young children are able to show precursors of critical thinking consisting of both cognitive and affective elements, such as questioning, authentication, moral reasoning, and appropriate emotion. Features indicating inhibitors of critical thinking (such as passivity and over-compliance) were also found. Through the intervention program, the experimental group mothers learned to notice, encourage and support children's attempts at inquiry as the children grappled with making sense of their environment. Although the precursors of critical thinking identified before the intervention continued to develop over time due to maturation (as shown by the performance of the control group children), the experimental group children performed even better over time. In addition, the mothers of children with better performance in critical thinking tasks were observed to emphasize informing and reasoning, and to enjoy interacting with their children, rather than pressuring or commanding them. This research has highlighted conceptual and methodological issues in identifying and assessing very young children’s critical thinking, as well as the educational implications for the promotion of children’s critical thinking at home and in schools through similar metacognitive programs for parents and teachers. More research into the assessment of very young children’s critical thinking in different settings and with persons other than mothers is indicated, as is a focus on other factors that may influence the development of critical thinking.
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Books on the topic "Mother-child interactions"

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Fairbrother, Carla M. Prematurity: Implications for intellectual development and mother-child interactions. [s.l: s.n.], 1990.

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March, Karen. The stranger who bore me: Interactions of adoptees and birth mothers. Toronto: University of Toronto Press, 1995.

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The first relationship: Infant and mother. Cambridge, Mass: Harvard University Press, 2002.

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Whiting, Beatrice Blyth. Children of different worlds: The formation of social behavior. Cambridge, Mass: Harvard University Press, 1988.

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Yovsi, Relindis Dzeaye. Ethnotheories about breastfeeding and mother-infant interaction: The case of sedentary Nso farmers and nomadic Fulani pastorals with their infants 3-6 months of age in Mbven sub Division of the Northwest province of Cameroon. Münster: Lit, 2003.

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Whiting, Beatrice Blyth. Children of different worlds: The formation of social behavior. Cambridge, Mass: Harvard University Press, 1988.

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Leiderman, P. Herbert, Tiffany M. Field, Anita Miller Sostek, and Peter Vietze. Culture and Early Interactions (Psychology Revivals). Taylor & Francis Group, 2015.

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Culture and Early Interactions (Psychology Revivals). Taylor & Francis Group, 2014.

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Abdessalem, Yahyaoui, ed. Destins de femmes, réalités de l'exil: Interactions mère-enfants. Grenoble: La Pensée sauvage, 1994.

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Epstein-Gilboa, Karen. Systemic interactions in breastfeeding families. 2006.

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Book chapters on the topic "Mother-child interactions"

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Blasio, Paola, and Elena Camisasca. "Mother-Child Interactions." In Encyclopedia of Quality of Life and Well-Being Research, 4145–48. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_1853.

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Murray, Lynne, Pasco Fearon, and Peter Cooper. "Postnatal Depression, Mother-Infant Interactions, and Child Development." In Identifying Perinatal Depression and Anxiety, 139–64. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118509722.ch9.

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Murray, Lynne, Sarah Halligan, and Peter Cooper. "Effects of Postnatal Depression on Mother-Infant Interactions and Child Development." In The Wiley-Blackwell Handbook of Infant Development, 192–220. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444327588.ch8.

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Baker, Anne, and Beppie van den Bogaerde. "Chapter 3. Overlap in turn-taking in signed mother–child dyadic and triadic interactions." In Understanding Deafness, Language and Cognitive Development, 33–52. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/tilar.25.03bak.

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Burnss, William J. "Psychopathology of Mother—Infant Interaction." In Drug Use in Pregnancy: Mother and Child, 106–16. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4157-1_11.

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Da Cunha Pereira, M. C., and C. De Lemos. "Gesture in Hearing Mother-Deaf Child Interaction." In Springer Series in Language and Communication, 178–86. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-74859-2_15.

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Price, Penny, and Sandra Bochner. "Mother-Child Interaction and Early Language Intervention." In Early Intervention Studies for Young Children with Special Needs, 226–58. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-3292-1_9.

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Bornstein, Marc H. "Cultural Expressions and Neurobiological Underpinnings in Mother-Infant Interactions." In Minnesota Symposia on Child Psychology, 185–222. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2016. http://dx.doi.org/10.1002/9781119301981.ch5.

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Kaye, Kenneth. "Introduction: The Genesis of Mother — Infant Interaction: How Parents Create Persons." In Drug Use in Pregnancy: Mother and Child, 1–6. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4157-1_1.

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van den Bogaerde, Beppie, and Anne Baker. "Code mixing in mother-child interaction in deaf families." In Benjamins Current Topics, 141–63. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/bct.14.08bog.

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Conference papers on the topic "Mother-child interactions"

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Tikhomirova, Tatiana. "Cross-Cultural Study Of Mother-Child Interactions And Child’s Intelligence." In ICPE 2017 International Conference on Psychology and Education. Cognitive-Crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.12.38.

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Pleshkova, N. L., T. V. Tatarenko, and D. V. Sevryugin. "Behavioral promlems and mother-child interaction in children with autism spectrum disorder." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.928.9.

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Results of the emotional and behavioral problems among children with autism spectrum disorder (ASD) in connection with mother-child interaction is presented. 29 children aged 52.9 ± 8.7 months old with ASD took part in the study. Mother-child interaction was studied by PCERA (Clark, 1985), the behavioral problems assessed by CBCL/1½-5 (Achenbach & Rescorla, 2000). Results showed that children demonstrate a lower level withdrawal, aggressive behavior, and attention if their mothers have a high level of positive involvement in the interaction. A high level of emotional reactivity, anxiety and oppositional behavior are observed if there were no reciprocity and mutuality in the dyadic interaction.
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Pleshkova, Natalia Leonidovna. "Behavioral Problems and Mother-Child Interaction in Children With Autism Spectrum Disorder." In Personal and Regulatory Resources in Achieving Educational and Professional Goals in the Digital Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.04.12.

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Schmidt, M. H., and G. Esser. "PRE-SCHOOL PSYCHOPATHOLOGY AND EARLY MOTHER-CHILD INTERACTION: RESULTS OF A LONGITUDINAL STUDY." In IX World Congress of Psychiatry. WORLD SCIENTIFIC, 1994. http://dx.doi.org/10.1142/9789814440912_0157.

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Konstantinov, V. V., E. A. Klimova, and R. V. Osin. "Socio-psychological adaptation of children of labor migrants in the conditions of preschool educational institutions." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.143.155.

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In the modern world, labour migrants come to developed countries with their children, including children of preschool age, in search of better jobs. It is children who are most vulnerable in the framework of the migration process as they need to adapt to life in a new multicultural environment. Today, in fact, there is absence of fundamental developments aimed at solving difficulties of an adaptation process for children of labour migrants who have insufficient experience in constructive sociopsychological interaction and are involved in building image representation systems of significant others and of their own selves. The paper presents results of an empirical study implemented on the basis of preschool educational institutions of the Penza region in which 120 children of labour migrants participated between the ages of 6–7 years. Authors conclude that children of labour migrants are the most vulnerable social group in need of psychological support. Most pronounced destructive impact on a pre-schooler’s personality is expressed in a child-parent relationship. As main effects of a maladaptive behaviour of children from migrant families we can highlight: expressed anxiety, decreased self-esteem, neurotic reactions in social interaction, identification inconsistency, reduced social activity, intolerance of otherness and constant stress due to expectations of failure. Most children from migrant families express decreased or low self-esteem. The nature of a parent-child relationship is expressed in a collective image of a parent, in particular the image of the mother, and acts as an indicator of well-being / dysfunction of a child’s personal development, his attitude to the world and his own self.
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Santoso, S., Y. Shibata, V. Kiefel, and C. Mueller-Eckhardt. "IDENTIFICATION OF YUK(b) ALLOANTIGEN ON PLATELET GLYCOPROTEIN IIIa*." In XIth International Congress on Thrombosis and Haemostasis. Schattauer GmbH, 1987. http://dx.doi.org/10.1055/s-0038-1643528.

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Neonatal alloimmune thrombocytopenic purpura (NATP) is caused by IgG platelet alloantibodies (ab), produced by the mother and directed against antigens present on the platelets of the child. The specificity of the platelet-specific ab is anti-Pl(Al) in the majority of cases. Other specificities, i.e. anti-Pl(E2), anti-Bak(a), anti-Pen, and anti-Pl(A2) have also been found. Recently, Shibata et al (1986) have described a new platelet antigen system Yuk(a)/Yuk(b) involved in NATP. The Yuk(a) and Yuk(b) antigens are not expressed on thromb-asthenic platelets indicating that these antigens do exiŞt on glycoprotein (GP) lib and/or Ilia. In order to investigate the molecular localization of these antigens, we studied the interaction of anti-Yuk(b) purified ab with membrane components of platelets using immunoblot procedure and compared their immunochemical behaviour with that of other platelet specific ab (anti-Pl(A 1), -Lek(a), -Bak(a)).In the absence of disulfide reduction Yuk(b) ab reacted with an antigen of molecular weight (mol wt) 92 kDa with an electrophoretic mobility identical to GP Ilia. An identical result was obtained for P1(A1) ab. In contrast, the Bak(a) ab as well as Lek(a) ab detected an antigen of mol wt 134 kDa which comigrated with GP lib. After reduction with 2-mercaptoethanol binding of anti-Pi(Al) and anti-Yuk(b) was not observed. To further localize the Yuk(b) antigen on GP Ilia, immunoblotting experiments were performed with anti-Pl(Al) and anti-Yuk(b) of chymotrypsin treated platelets. While anti-Pl(Al) bound to GP IIIa and a 68 kDa component, anti-Yuk(b) bound only to GP IIIa when the platelets had been treated for 45 min with chymotrypsin.This discrepancy became even more pronounced by prolonged treatment of platelets (225 min) in that the reactivity of anti-Yuk(b) was entirely abolished, whereas binding of anti-Pl(Al) shifted completely from the 92 kDa to the 68 kDa component. Thus, unlike the P1(A1) antigen, the Yuk(b) determinant either resides on the 30 kDa fragment of GP Ilia or it is destroyed by chymotrypsin treatment.
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Darwich, Rosângela Araújo, Maíra de Cássia Evangelista de Sousa, and Ana Letícia de Moraes Nunes. "ALTERNATIVES TO DISENCHANTMENT? AN INTERNET-MEDIATED RESEARCH DURING THE COVID-19 PANDEMIC." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact050.

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"Over the past three decades, extraordinary changes have taken place in the daily lives of families with sufficiently high purchasing power to guarantee access to digital devices and internet connection. Nowadays people have access to nearly unlimited information on their digital, mobile and ubiquitous devices and are themselves information to be accessed from anywhere in the world. Not only does the internet connect people to machines, but also to other people through social networks, online games, blogs / websites and the most diverse digital platforms, such as Facebook, Google, Uber, Ifood, Netflix, Tinder and Spotify. The notions of time and space are transformed, and we start to live in a hybrid space, where real and virtual coexist. In parallel with the use of digital platforms, balance and health started to be sought, more and more, by means of psychotropic drugs, whose consumption starts in childhood and makes us wonder what this world is, which saddens, shakes, bewilders, and disenchants. It is in this sense that people seem to be adapting to a new historical moment in which a large part of thoughts and feelings disturbs them. By struggling against those, human beings struggle against their own humanity. Some other problems came to light with the COVID-19 pandemic: the physical contact restriction confined people to their homes, where they often found even more discomfort and, in many cases, violence of all kinds. On the other hand, digital technologies have enabled social isolation to be circumvented, given the countless possibilities for interaction that they offer. Therefore, this study aims to reflect on the possibilities of personal and social action in the face of challenging situations, towards the construction of assertive and respectful, non-coercive relationships. To this end, based on Behavior Analysis concepts, we attempt to clarify the extent to which the same circumstances that cause pleasure can justify an increasing difficulty in dealing with frustrations, boredom and other emotions identified as being negative, taking into account consideration the internet use during the COVID-19 pandemic. To illustrate this perspective, we present an internet-mediated research, developed this year with ten families, aiming the creation of spaces for dialogue and reflection between a child and its mother or father, favoring the quality of the relationship between them and the child’s self-esteem. We point out that participants, as well as us all, can reinvent contemplative activities alongside greater proactivity."
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Reports on the topic "Mother-child interactions"

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Kliem, Sören, Malte Sandner, Stavros Poupakis, and Gabriella Conti. The effects of home visiting on mother-child interactions: Evidence from a randomised trial using dynamic micro-level data. The IFS, January 2020. http://dx.doi.org/10.1920/wp.ifs.2020.420.

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Hamilton, Thomas. The effectiveness of environmental control in modifying problem behaviors in mother-child interaction. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1402.

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Baek, Carolyn, and Naomi Rutenberg. Addressing the family planning needs of HIV-positive PMTCT clients: Baseline findings from an operations research study. Population Council, 2005. http://dx.doi.org/10.31899/hiv14.1000.

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Preventing unintended pregnancy among HIV-positive women is an effective approach to reducing pediatric HIV infection and vital to meeting HIV-positive women’s sexual and reproductive health needs. Although contraceptive services for HIV-positive women is one of the cornerstones of a comprehensive program for prevention of mother-to-child transmission of HIV (PMTCT), a review of PMTCT programs found that implementers have not prioritized family planning (FP). While there is increasing awareness about the importance of FP and HIV integration, data about FP from PMTCT clients are lacking. The Horizons Program is conducting an operations research study testing several community-based strategies to reduce mother-to-child transmission of HIV in a densely settled urban slum in Nairobi, Kenya. Strategies being piloted include moving PMTCT services closer to the population via a mobile clinic and increasing psychosocial support for HIV-positive women. This research update presents key findings about FP at PMTCT sites, including the interaction between providers and clients as well as HIV-positive women’s fertility desires and demand for contraceptives, from the baseline cross-sectional survey and qualitative interviews with postpartum women.
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Treatment of mother-child interaction might be of value for childhood anxiety disorder. National Institute for Health Research, August 2015. http://dx.doi.org/10.3310/signal-000106.

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