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首页> 外文期刊>Clinical Pediatrics >Joint attention in toddlerhood predicts internalizing problems at early school age
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Joint attention in toddlerhood predicts internalizing problems at early school age

机译：幼儿期的共同关注预示着学龄前儿童的内在化问题

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The authors examined the longitudinal relation between joint attention and socioemotional functioning in a low-risk, typically developing sample of children when the children were toddlers and again during the early school-age years. Fifty-eight mothers and their children were observed in the home or laboratory engaging in 1 unstructured and 4 semistructured tasks designed to assess joint attention episodes when the children were toddlers. Approximately 4 years later, the mother-child dyads were contacted again and mothers completed the Child Behavior Checklist as a measure of their children's socioemotional outcome at the early school years. The authors found that lower frequencies of joint attention episodes at toddlerhood predicted higher internalizing behaviors at early school age. Preliminary findings are discussed in terms of their theoretical implications for work on early mother-child interactions and children's typical and atypical sociemotional development.
机译：作者研究了在低风险，典型的正在发展中的儿童样本中，当他们是幼儿时以及在学龄早期时，共同注意力与社会情感功能之间的纵向关系。在家庭或实验室中观察到58位母亲和他们的孩子，从事1项非结构化和4项半结构化任务，旨在评估儿童蹒跚学步时的联合注意力事件。大约4年后，再次接触了母子二倍体，母亲们完成了儿童行为清单，以衡量他们在学年早期的社会情感结果。作者发现，在幼儿期较低的联合注意力发作频率预示着在学龄早期的内在化行为较高。初步研究结果从理论上对早期母婴互动以及儿童典型和非典型社会情感发展的工作意义进行了讨论。

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