Alle Publikationen
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2016
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(2016) : The development of other-gender interactions: Behavioral, biological, cognitive, and contextual influences. In: Roberts, Tomi-Ann: Feminist perspectives on building a better psychological science of gender: Berlin, Germany: Springer, S. 121-139
Abstract: The goal of this chapter is to present a model that considers how biology, early peer experiences, cognitive, and contextual factors may relate to changes in other-gender interactions. The chapter is divided into three sections. The first section describes the normative developmental patterns of children's and adolescents' same- and other-gender peer interactions and does this by reviewing the existing literature from early childhood through adolescence. The second section is largely theoretical and considers the influence of behavioral characteristics (e.g., early peer experiences), biological development (e.g., pubertal development), social cognitions (e.g., expectancies and efficacy), and contextual factors (e.g., family characteristics and school composition) and the influence these factors might have on individual differences in the development of other-gender/mixed gender interactions. The final sections highlight the importance of other-gender interactions and prov ide futu re directions and suggestions for studying and understanding individual differences in children's and adolescents' other-gender interactions. (PsycINFO Database Record (c) 2017 APA, all rights reserved) zitiert von 2
2014
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(2014): Changing the game. Exploring infants' participation in early play routines. In: Frontiers in psychology 5. DOI: 10.3389/fpsyg.2014.00522
DOI: http://www.ncbi.nlm.nih.gov/pubmed/24936192 Abstract: Play has proved to have a central role in children's development, most notably in rule learning (Piaget, 1965; Sutton-Smith, 1979) and negotiation of roles and goals (Garvey, 1974; Bruner et al., 1976). Yet very little research has been done on early play. The present study focuses on early social games, i.e., vocal-kinetic play routines that mothers use to interact with infants from very early on. We explored 3-month-old infants and their mothers performing a routine game first in the usual way, then in two violated conditions: without gestures and without sound. The aim of the study is to investigate infants' participation and expectations in the game and whether this participation is affected by changes in the multimodal format of the game. Infants' facial expressions, gaze, and body movements were coded to measure levels of engagement and affective state across the three conditions. Results showed a significant decrease in Limbs Movements and expressions of Positive Affect, an increase in Gaze Away and in Stunned Expression when the game structure was violated. These results indicate that the violated game conditions were experienced as less engaging, either because of an unexpected break in the established joint routine, or simply because they were weaker versions of the same game. Overall, our results suggest that structured, multimodal play routines may constitute interactional contexts that only work as integrated units of auditory and motor resources, representing early communicative contexts which prepare the ground for later, more complex multimodal interactions, such as verbal exchanges. zitiert von 19
2013
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(2013) : Die Entwicklung und Förderung moralischen Denkens und moralischer Gefühle in der Kindheit In: Wagner, Petra: Handbuch Inklusion: Grundlagen vorurteilsbewusster Bildung und Erziehung: 1. Ausg. der überarb. Neuausg. (3. Gesamtaufl.): Freiburg [u.a.]: Herder, S. 66-87
Abstract: Die entwicklungspsychologische Forschung zur Entwicklung und Förderung moralischen Denkens und moralischer Gefühle in der Kindheit wird dargestellt. Zunächst wird J. Piagets Theorie der moralischen Entwicklung und deren Weiterführung in L. Kohlbergs Stufenmodell besprochen. Dann wird auf C. Gilligans Thesen einer "weiblichen" Moral sowie auf den Zusammenhang zwischen moralischen Gefühlen und Verantwortungszuschreibung eingegangen. Außerdem wird eine Typologie moralischer Gefühle vorgestellt. Anschließend wird über eine eigene Längsschnittstudie und kulturvergleichende Untersuchungen zur Entwicklung sozio-moralischer Sensibilität berichtet. Kinder und Jugendliche wurden zu einem moralisch relevanten Freundschaftsdilemma sowie auch zu einem Dilemma in der Familie befragt. Im Unterschied zu Kohlbergs Vorgehensweise ging es jedoch darum, mit den Kindern und Jugendlichen über die verschiedenen Perspektiven der Personen in dem Konflikt nachzudenken. Insgesamt bestätigten diese Untersuchungen die gleiche Entwicklungsabfolge bei allen Kindern in den verschiedenen Gesellschaften. Welche Aspekte der Situation jedoch als besonders wichtig angesehen wurden, war nicht nur vom Entwicklungsstand abhängig, sondern auch von gesellschaftlichen Bedingungen. Weitere Punkte, die besprochen werden, sind die Forschung zur moralischen Entwicklung von Kindern im frühesten Lebensalter und die Rolle der Umwelt beim sozialen Lernen.
Keywords: Adolescent Development, Attribution, Childhood Development, Cross Cultural Differences, Developmental Stages, Early Childhood Development, Emotions, Entwicklungspsychologie, Kohlberg (Lawrence), Kulturforschung/ kulturelle Unterschiede, Moral, Moral Development, Piaget (Jean), responsibility, Social Cognition, Social Influences 2006
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(2006) : Moral development in early childhood and social interaction in the family: Handbook of moral development: Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers, S. 331-350
Abstract: There are powerful arguments for seeing the family as the medium through which children gradually understand and appreciate wider aspects of the culture, moral judgments, and moral sensibility. There is also evidence that family experiences are related to the notable individual differences between children in their moral sensitivity and behavior. In this chapter, we consider family interaction and children's early moral development within the framework of two broad questions. First, does a focus on young children's interactions within their families provide a useful window on the nature of children's moral understanding and sensibility, and its normative development? Second, how are individual differences in children's family experiences related to differences in children's moral development? Before addressing these two broad questions, a comment on the various theoretical approaches to the relations between moral development and children's experiences within their families is in order. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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