Caregiver-Infant Interactions

Question 1

Reciprocity

Definition

Answer 1

• Both caregiver and baby respond to the other’s signals.
• This elicits a response from the other.

Question 2

Reciprocity

Alert Phases

Answer 2

• When babies signal that they are ready for a spell of interaction.
• Research shows mothers respond to this alertness two-thirds of the time.
• This varies figure according to the skill of the mother and external factors (eg. stress).
• Around 3 months the frequency of this increases and the mother and infant pay close attention to the other;s signals.

Question 3

Reciprocity

Active Involvement

Answer 3

• Babies take on an active role.
• Both caregiver and baby can initiate interactions.
• They appear to take turns doing so.

Question 4

Interactional Synchrony

Definition

Answer 4

• Caregiver and baby reflect each others emotions and actions.
• This is done in a co-ordinated (synchronised) way.

Question 5

Interactional Synchrony

Sychrony Begins

Meltzoff and Moore (1977)

Answer 5

• Observed that synchrony begins in babies as young as two weeks.
• An adult displayed one of three facial expressions or distinctive gestures.
• The baby’s response was filmed and labelled by independent observers.
• Babies’ expressions and gestures mirrored the adult.

Question 6

Interactional Synchrony

Importance for Attachment

Isabella et al. (1989)

Answer 6

• Observed 30 mothers and babies together and assessed the degree of synchrony.
• Researchers also assessed the quality of mother-baby attachment.
• They found high levels of synchrony were associated with better quality attachment.

Question 7

Evaluation

Filmed Observations

Strength

Answer 7

• Caregiver-infant interactions were filmed in a laboratory.
• Activity that may have distracted the baby can be controlled.
• Using films means it is less likely the researchers will miss key behaviours.
• More than one observer can record data and establish inter-rater reliability.

Data collected in such research studies should have good reliability and validity.

Question 8

Evaluation

Difficulty Observing Babies

Limitation

Answer 8

• Hard to interpret a baby’s behaviour.
• Babies lack co-ordination and much of their bodies are almost immobile.
• Movement observed are hard to determine what is taking place from the baby’s perspective.
• For example, we cannot know if a movement (eg. hand twitch) is random or triggered by the caregiver.

Means we cannot be certain that the behaviours seen in caregiver-infant interactions have a special meaning.

Question 9

Evaluation

Developmental Importance

Limitation

Answer 9

• Observing a behaviour does not tell us its developmental importance.
• Synchrony and reciprocity simply give names to patterns of observable behaviours.
• They can be reliably observed but may not be particularly useful in understanding child development.
• Does not tell us the purpose of these bahviours.

Cannot say from observational research alone that reciprocity and synchrony are important for a child’s development.

Question 10

Evaluation

Counterpoint

Developmental Importance

Answer 10

• Evidence suggests early interactions are important.
• Isabella et al. (1989) found achievement of synchrony predicted the development of a good quality attachment.

This means that caregiver-infant interactions are probably important in development.