Story stems in early mother-infant interaction promote pretend play at 30 months

IF 1.9 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL Infant Behavior & Development Pub Date : 2023-10-14 DOI:10.1016/j.infbeh.2023.101893

Anne Christine Stuart , Sandra R. Gufler , Anne Tharner , Mette Skovgaard Væver

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Abstract

During early childhood, play develops through levels of sensory exploration and manipulation, to functional activities and during the second year of life to the level of pretend and symbolic play. However, little is known about the factors contributing to individual variations in the development of play. The present study investigated associations between maternal sensitivity and play conditions with different ways of engaging and participating and children’s development of pretend play. Participants were 64 primiparous mothers and their 30-months-old children. Sensitivity was assessed using the Coding Interactive Behavior (CIB) coding system, and children’s play was coded using the 12 Step Play Scale. Analyses showed no significant associations between sensitivity and children’s play development but a play condition introducing a story stem was associated with a higher developmental play level and longer duration of pretend play compared to free interactive play. The findings suggest that the use of a story stem may promote pretend play in interactive settings with the mother.

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故事源于30个月大时早期母婴互动促进的假装游戏。

在儿童早期，游戏通过感官探索和操纵发展到功能活动，在生命的第二年发展到假装和象征性游戏。然而，对于在游戏发展过程中导致个体差异的因素知之甚少。本研究调查了不同参与方式的母亲敏感性和游戏条件与儿童假装游戏发展之间的关系。参与者是64位初产妇及其30个月大的孩子。使用编码互动行为（CIB）编码系统评估敏感性，并使用12步游戏量表对儿童游戏进行编码。分析显示，敏感性与儿童游戏发展之间没有显著关联，但与自由互动游戏相比，引入故事梗的游戏条件与更高的发展游戏水平和更长的假装游戏持续时间有关。研究结果表明，在与母亲的互动环境中，故事梗的使用可能会促进假装游戏。

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来源期刊

Infant Behavior & Development PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

4.10

自引率

4.80%

发文量

期刊介绍： Infant Behavior & Development publishes empirical (fundamental and clinical), theoretical, methodological and review papers. Brief reports dealing with behavioral development during infancy (up to 3 years) will also be considered. Papers of an inter- and multidisciplinary nature, for example neuroscience, non-linear dynamics and modelling approaches, are particularly encouraged. Areas covered by the journal include cognitive development, emotional development, perception, perception-action coupling, motor development and socialisation.