Increasing social smiles of young children with disabilities
| Autor: | Michele L. Kuczera, Mary Lynne Calhoun |
|---|---|
| Rok vydání: | 1996 |
| Předmět: |
Male
media_common.quotation_subject Eye contact Experimental and Cognitive Psychology Smiling 050105 experimental psychology Developmental psychology 03 medical and health sciences Typically developing 0302 clinical medicine Affection Humans 0501 psychology and cognitive sciences Disabled Persons Meaning (existential) Social Behavior media_common Motivation 05 social sciences Infant Cognition 030229 sport sciences Sensory Systems Preference Touch Child Preschool Developmental Milestone Speech Perception Observational study Female Psychology Arousal |
| Zdroj: | Perceptual and motor skills. 82(3 Pt 2) |
| ISSN: | 0031-5125 |
| Popis: | 3tirnrnary.-Play activities associated with eliciting smiles in typically developing infants were used with three young children with severe disabilities whose srnhg behaviors were substantidy delayed. Two children showed increased social smiles in response to auditory (high pitched human voice) or tactile (gently blowing air at child's face, hands or body) stimuli but none smiled in response to ratcles or pop-up toys. The infant's smile has long interested psychologists in large part because smiling is viewed as a significant developmental milestone. Spitz (1946) hypothesized that the emergence of smhg marks movement to higher neurological organization that leads to advances in cognitive and affective development. The first empirically based observational study of smhg by infants was conducted by Washburn (1929) who observed 15 children every 4 weeks for 52 weeks and reported smiles emerged most typically at the age of four to six weeks and that smiles of older infants can be differentiated from those of younger infants. Washburn also identified eliciting stirnd, including bird whistle, high-pitched voice, blowing on skin, human voice and nodding head, masks and sunglasses, peek-a-boo, rhythmical hand clapping, rattles, and pop-up toys. The affective meaning of smiles and the importance of smiles to caregivers have also been investigated. Bowlby (1969) interpreted the infant's preference for smhg at family members as an indication that a specific bond had been established. Fifty-four first-time mothers, interviewed by Robson and Moss (1970), reported that strong affection for the infant was enhanced when the infant began to make eye contact and smile. Parents of young children with disabilities have also affirmed the importance of smhg. In interviews with 15 parents of young children with disabhties, parents were asked: "When you are with your child, what is pleasant, fun, or rewardrng for you?" The most frequent responses were children's smiling, grinning, and laughing (Calhoun & Rose, 1987). Smhg, then, is a key behavior that enhances relationships. Because smiles emerge in a predictable developmentaI sequence and rate, "teaching" is not necessary for most children and so has not often been investigated. For some children with disabhties, however |
| Databáze: | OpenAIRE |
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