Observing Interactions between Infants and Adults - Assignment Example

?Running Head: OBSERVING INTERACTIONS BETWEEN INFANTS AND ADULTS Observing Interactions between Infants and Adults Observing Interactions between Infants and Adults Section 1: Interpretations of Observations and Planning (700 task 3) Introduction of Child and Context The child that was chosen for this observation task was 11 months old, but was still struggling with walking. This child will be referred to as Kyle for these observations. While it was interesting to observe how he worked on these skills, it was observing the child and the mother and his grandmother that was central to the study. Kyle was working towards learning to walk. He would pull himself up on couches, chairs and tables and very quickly do a scramble from one edge to another, but when he was about to stand without support, he would totter and fall quickly to his bottom. Sometimes this upset him and at other times he would just try again. The observations took place on two different days. Interpretations The first observation was made over the course of about five minutes. When the mother sat on the floor with her child, their bond was clear by the way he would respond to her movements. He understood her cues just like she could anticipate his movements. They had played this game on many occasions. She would hold out her hands with the palms up which would get him excited. He would slap at them until he placed his hands in hers, sometimes scooting a bit towards her on the floor. Pulling himself up by holding onto her hands, he would stand while making eye contact with his mother. She sucked in her breath and make a unique repeating blowing sound between her lips as she stood up on her knees, and then rose to her feet. Bending over with his hands in hers, she would then kiss his forehead and then say “so little man, where do you want to go?” The child responded by taking steps towards her, moving more quickly until he started to fall forward at which point she scooped him and swung him around as he laughed. The practice of walking was a game with a chronology that they both seemed to expect. This same ritual happened on both occasions when they were observed. This interaction was highly interactive with the child and the mother watching each other intently. She spoke in warm, happy tones as they both prepared for the end of the ritual. The relationship with the grandmother was a little different. The interactions between the grandmother and Kyle were done also on two occasions for about five minutes. The grandmother took Kyle’s hands rather than waiting for him to give them to her. She pulled him to his feet, and then led him walking from one place to the other. Although Kyle was energetic and was enjoying moving from place to place, his focus was on his feet and where he could run, but he was not focused on his grandmother’s face. She eventually picked him up and kissed his neck, making him laugh and then clap. The second time I observed them she pulled him to his feet and let him around the room, but he tripped and fell, falling to the ground. She tried to sooth him but his mother came to intervene. The second interaction happened three days later in about 5 minutes each. The grandmother, the mother, and the child were all in the room. This time the grandmother went first. She lifted Kyle to his feet and began to walk him around the room, his feet stepping over one another as he pulled and she pulled in different directions. Kyle became frustrated and it ended with him in tears. His mother picked him up and soothed him. Eventually, she sat on the floor with him, kissing him and laughing with him, keeping her eye contact with him during the prelude. Eventually she put her hands out, but he did not immediately put them into hers. He did within a minute, however, and then they stood together. He took more tentative steps at first, but when he realized that he was in control of where they would go he began to step in different directions. He tired more quickly than he did than during the first observation, however, but the mother scooped him up and kissed his cheek, sending him into laughter. Recommendations for Planning Table Recommendations Table 1 Kyle’s Mother Our Actions Strategies For caregivers to provide opportunities for Kyle to build and maintain a caring and responsive relationship with his mother. The elements of the ritual should be changed so that Kyle can become more independent through letting go of one hand occasionally, and changing some of the patterns. Mother has developed a ritual in which she and her child can communicate trust and love. This ritual should continue as long as it is establishing a connection – might end when he learns to walk independently, at which point establishing a new ritual would re-engage that closeness. The mother is not encouraging walking as much as helping muscles to get strong. More strength building activities should be encouraged. A strategy that is important in helping the child to walk will be in letting go of both hands occasionally. Skill learning needs to be encouraged rather than ritual. Instead of leading the child by the hands, the mother might consider encouraging the child to move from one stable support into her arms, taking a few steps on his own. Recommendations Table 2 Kyle’s Grandmother Our Actions Strategies For caregivers to provide opportunities for Kyle to build and maintain a caring and responsive relationship with his mother extended members of his community must support his learning. The grandmother needs to build more trust by letting Kyle self-direct more often by taking cues from what he wants to do. Grandmother tends to lead Kyle rather than letting Kyle self-direct his walking activity. There are some trust issues as a result. The grandmother needs to engage Kyle’s attention more slowly so that he is focused on her during the event. Grandmother is aggressive and makes Kyle feel insecure. Grandmother should try to move more slowly and learn to give over control to Kyle on occasion. The grandmother is competing with the mother. In order to create a nurturing environment both the mother and the grandmother need to create their own rituals with Kyle, separate and distinct from one another. Section 2: Reflection (300 words task 5) Section 3: Factors impacting on the relationship development (600 words from task 7) Bronfenbrenner’s Ecological Theory provides for the idea that children do not grow in a vacuum and that they are influenced by the factors of the social environment many of which are defined by small influences that take on greater meaning. For Bronfenbrenner, children develop due to their individual capacity for development and due to the socio-political environment of their development (Bronfenbrenner 2005, p. 109). In other words, children are the product of the social ‘soup’ in which they are simmered. The focus is on the interplay between the environment and the individual (Watts, Cockcroft, & Duncan, 2009). Li, McMurray and Stanley (2008) also comment that the disparities in development that can be observed come from “micro-influences from the social, economic, and psychological circumstances in early life” (p. 64). Children learn from what is within them and what is outside of them, making a learning environment out of the mix of whatever is in proximity to influence their development. Children are the product of the nurture that comes from the whole environment, not just the controlled decisions of parents. Learning and developmental growth is the result of all of the stimuli within the environment. Kyle lives in a comfortable home with food security and what is observed as an emotionally stable environment. He has a mother and a father and a large extended family that is engaged in his development. His mother is interested in his development and reads books that are related to his growth. It is not known if the father reads the same books and approaches his child from that perspective. Kyle’s mother is home with him all day and at present the only other direct caregiver is his maternal grandmother. The mix in his environment is healthy and secure, but of course no environment is perfect. Trust is the main difference between his mother’s interaction with him and his grandmother’s interaction. Levin and Carlsson-Paige (1994, p. 29) quote Erichson in that “Developing a sense of trust--a deep belief that the world Is a safe place and that =1 can count on being cared for and kept safe--is central to healthy development In the early years”. His relationship with his mother and grandmother is influenced by the relationship that can be observed between the two women. They are close, but the grandmother still parents her daughter as she is raising Kyle. She tries to withhold her opinions, but she has so many that they do influence the way in which she and her daughter communicates, sometimes frustrating her daughter. The differences between the way in which Kyle responds to his mother and his grandmother are subtle. There is no obvious difference in the love that his mother and his grandmother express to Kyle, and his response to them would seem equal. Yet, there are subtle differences that show how the parent and the non-parent differ, which in turn changes slightly how Kyle responds to them. This can be related to the ‘micro-influences’ that Li, McMurray and Stanley (2008) refer to in their research. Subtle information that Kyle picks up between his mother and his grandmother and in the way in which they engage him have created responses to their actions towards him. Kyle perceives that there is a small amount of strain, so in turn is slightly more agitated with his grandmother. As the grandmother is more aggressive, Kyle picks up on it and his trust of her is different and more guarded than with his mother. While the overall atmosphere in which Kyle is developing is rich and should create a happy and secure child, this small example of how subtle relationship cues are evident to children shows that Bronfenbrenner’s Ecological Theory has merit and importance. It takes a community to raise a child, but the community also has a great influence over a child in ways that are sometimes hard to see from casual identification. A community can be positive and negative at the same time, subtle differences creating the development of a child. Section 4: Relation to theory (900 words task 7) The act of learning to walk can be related to the work of Vygotsky. In Module Five, Vygotsky’s conceptual map shows that children watch people with more skills such as older peers or adults in order to learn skills. Children learn what is appropriate to their social environment through the cues that they learn from those around them. What is learned, however, is a complex result of how those influences are interpreted. As an example, a male child may see an adult male hit a woman and think that this is the way in which men and women relate. On the other hand, a male child may seem the same event and interpret it as a terrible event, seeing that male abuse of women is a bad thing. The context, which may have a very subtle frame of reference, decides how the events are interpreted. The interplay, as Bronfenbrenner suggested, is complex and almost unpredictable. Looking at Erikson’s model from Module Five can directly be related to Kyle’s experiences with his mother and grandmother. Erikson’s model shows that children will rely on adults for their needs and for aspects of trust (Hutchins and Sims 1999, p. 125). The way in which they do or do not respond will be cues as to the resulting perceptions. A child will either learn that the world is supportive or that it is not supportive and will respond according to what they have learned. Kyle learned that his mother was someone who would always support him, no matter whether or not he fell. He was safe when he was with her and did not even have the need to watch his surroundings as long as she was there. With his grandmother he was less secure and understood that her efforts with him were not as reliable. He watched his surroundings and there was more tension in the way in which he related to her. Small (1998, p. 74) shows that social dynamics have changed from the inclusion of extended family in living arrangements because of the increase in industrialization and the decrease of agriculture as a means for survival. Including extended family for the benefit of a child, however, is crucial in good development so that relationships can be developed and diverse parenting accomplished. This can have a variety of implications for him and is probably also the result of social learning theories. He observes behaviours and responds to them in how he interprets the response to those behaviours. He likely knows from watching others that when he gets to a point when he can walk, he can have independence. This simple learned skill as it relates to reward shows how social learning can occur. A child observes an activity and makes a judgement to its value and then in turn replicates it until they have the skill. Vygotsky’s theories are a combination of factors in which both the social work has relevance and learning takes place by observing skills (Fleer 1994, p. 5). The interactions between adults and children result in shared meanings of symbols for culture. When Kyle’s mother puts out her hands and Kyle puts his into hers, a shared meaning occurs. Not only is it the start of the ritual they have developed, it is a sign that his mother will hold him up. He knows that when he holds her hands, she is not going to let him fall. It is likely that this is a very powerful interaction for him. He sees that he can trust her, and this may translate to him feeling trust for women, for adults and authority, or for perhaps learning that with the help of others he will not fall. Learning is multi-dimensional and therefore an interaction can have multiple results and meanings in the larger scheme of development. Behaviourism is a valid way at which to look at the event, although there it is important to acknowledge that a mental process occurs that results in learning. Behaviourism does not look at the construct of the mind nor does it try to define it. Behaviourism looks strictly at behaviours and how they interlace to construct social meaning. How behaviour is reinforced determines how and if it will continue. As an example, a man who puts the cat out every time she scratches the sofa begins to notice that the cat will scratch the sofa when she wants out. The man has reinforced the behaviour of the cat by giving it a conditioned stimulus for an conditioned response. Perhaps, however, the cat has trained the man to put her out when she scratches. Either way, a conditioned stimulus has resulted in a conditioned response and the result is an act being reinforced for a result. When Kyle’s mother puts her hands out he knows that he will be attempting to walk. The reward is that he gets the full attention of his mother and that they end up sharing a ritual that gives them both pleasure. The ritualized behaviours of Kyle and his mother fit into a number of different theories as shown here, but the result is the same. They both enjoy the moment and it has meaning for them. The interesting question that arises, however, is how this ritual will transform once Kyle can walk alone and no longer needs the support of his mother. Will this specific ritual transform to something similar or will it transition to a completely new ritual? It is also curious as to whether or not the ritual will simply fade from their experience and what that will mean in the long run for Kyle. Where the present ritual falls into a certain set of developmental possibilities, the transformation or elimination of this ritual will have completely different meanings. References Bronfenbrenner, Urie. 2005 'Ecological Systems Theory' In: Making Human Beings Human : Bioecological Perspectives on Human Development / Urie Bronfenbrenner, Editor. Thousand Oaks : Sage Publications, 2005, pp. 106-173. Fleer, M. 1995. DAP centrism: Challenging developmentally appropriate practice. Sydney: Australian Early Childhood Association. Hutchins, Teresa. & Sims, Margaret. 1999 'Introduction' In: Program planning for infants and toddlers : an ecological approach / Teresa Hutchins, Margaret Sims. Sydney : Prentice Hall, 1999. Chapter 1, pp. 125-154 Levin, Diane E. & Carlsson-Paige, Nancy. 1994 'Developmentally Appropriate Television : Putting Children First' Source: Young Children. Vol. 49, No. 5, 1994, pp. 38-43 Li, J., McMurray, A., & Stanley, F. 2008. Modernity's paradox and the structural determinants of child health and well-being. Health Sociology Review, Vol 49, No.1, pp. 64-77. Small, Meredith F. 1998 'Other Parents, Other Ways' In: Our Babies, Ourselves : How Biology and Culture Shape the Way we Parent / Meredith F. Small. New York : Anchor Books, 1998, Chapter 3, pp. 71-108 Watts, J., Cockcroft, K., & Duncan, N. 2009. Developmental psychology. Cape Town, South Africa: UCT Press. Appendix 1 Observation 1: Anecdotal Name “Kyle” (Pseudonym) Child’s Age: 11 Months Date: Time: 4:15pm Behaviour – Learning to Walk Context: The observer watches as Kyle and his mother, then Kyle and his grandmother, practices walking skills. Observation Analysis Antecedent: Kyle is learning to walk and practices with inanimate objects as bracers as much as he practices with people. Kyle was pulling up on furniture in the living room. Kyle was playful Kyle was happy Kyle was moving quickly Behaviour: Kyle and his mother interacted so that a ritual was performed between them of him pulling up and walking while holding her hands with her catching him when he was ready to fall. Kyle and his mother are focused on one another Kyle is entranced by her warm, comforting and encouraging presentation. She is open to his choices, so he makes them confidently Consequences: Kyle is happy and joyful as his mother plays with him while he is learning a skill. He feels safe and secures. The ritual ends. Kyle is secure about trying to walk on his own without his mother When with his mother he is dependent on her. Interpretation: Kyle and his mother have a warm relationship that has rituals between them that signal to him that he is safe and secure. While he learns this skill, he knows that his mother will never let him fall and that he has choices available to him. Observation 2: Anecdotal Name “Kyle” (Pseudonym) Child’s Age: 11 Months Date: Time: 2pm Behaviour – Learning to Walk Context: The observer watches as Kyle and his mother, then Kyle and his grandmother, practices walking skills. Observation Analysis Antecedent: Kyle is learning to walk and practices with inanimate objects as bracers as much as he practices with people. Kyle was tired Kyle was more resistant Kyle was moving tentatively Behaviour: Kyle and his mother interacted so that a ritual was performed between them of him pulling up and walking while holding her hands with her catching him when he was ready to fall. Kyle and his mother are focused on one another Kyle is engaged, but reserved She is open to his choices, so he makes them confidently Consequences: Kyle is in need of comfort and reassurance during his interaction with his mother. Although the ritual is almost identical to the first, he is more resistant. The ritual ends. Kyle is still affected by the unpleasant experience with his grandmother. When with his mother he is dependent on her. Interpretation: Kyle and his mother have a warm relationship that has rituals between them that signal to him that he is safe and secure. While he learns this skill, he knows that his mother will never let him fall and that he has choices available to him. Appendix 2 Observation 2: Anecdotal Name “Kyle” (Pseudonym) Child’s Age: 11mo Date: Time: 4pm Behaviour –Learning to Walk Context: Kyle’s grandmother takes the opportunity to help Kyle learn to walk. There is no set ritual between them and Kyle is more preoccupied with his safety. The grandmother is more aggressive and tends to lead him rather than following his lead. Observation Analysis Antecedent: Kyle is pulling himself up on furniture and his grandmother goes over and kneels near him. Kyle is content pulling himself up on the furniture. He does not respond to her presence as strongly as he does his mother. Behaviour: The grandmother takes his hands and begins to lead him around the room. She is playful, but his response seems to be more reserved and cautious. Kyle laughs with her, but is then distracted to his circumstances. Kyle resists her at times as she leads him in different directions. Consequences: Kyle falls without harm or being upset. However, he is more cautious about pulling upon the sofa. The play ends Kyle is more focused on his tasks of playing and chooses another activity. Interpretation: Kyle is led by his grandmother and his ability to choose is decreased by her methods. He is propelled through the room rather than taking steps on his own. This makes him slightly more out of balance and unsure of his actions. While he clearly has a relationship with his grandmother, her methods do not leave him feeling as secure. This may or may not be a problem as he does need to learn about how to trust and how to be independent. Observation 2: Anecdotal Name “Kyle” (Pseudonym) Child’s Age: 11mo Date: Time: 1:30 pm Behaviour –Learning to Walk Context: Kyle’s grandmother takes the opportunity to help Kyle learn to walk. There is no set ritual between them and Kyle is more preoccupied with his safety. The grandmother is more aggressive and tends to lead him rather than following his lead. It ends with Kyle in tears. Observation Analysis Antecedent: The grandmother goes over and pulls Kyle to his feet. Kyle resists her when she pulls him up until he has his feet securely under him and knows he will not fall. He does not show trust, however. Behaviour: The grandmother takes his hands and begins to lead him around the room. She is playful, but his response is highly resistant. Kyle is cranky and pulls against the direction she tries to pull him towards. Kyle begins to fuss and not be happy Consequences: Kyle begins to cry and drops from his feet, hanging in her arms. She picks him up and his head falls back as he cries louder. The grandmother cannot soothe him. He cannot Interpretation: Kyle’s grandmother is much more aggressive in the way that she interacts with Kyle in relationship with skills. She tries to control the situation which frustrates Kyle. As she tries to force him to act, he gives up and is reduced to tears. In this case, her performance may have been related to being dissatisfied with the last observation. She felt that he had not responded well to her and her reaction was forced. She tried to make him respond to her rather than letting him respond to her. Read More