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Elbeltagi R, Al-Beltagi M, Saeed NK, Alhawamdeh R. Play therapy in children with autism: Its role, implications, and limitations. World J Clin Pediatr 2023; 12:1-22. [PMID: 36685315 PMCID: PMC9850869 DOI: 10.5409/wjcp.v12.i1.1] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/27/2022] [Revised: 11/08/2022] [Accepted: 11/23/2022] [Indexed: 01/03/2023] Open
Abstract
Play is a pleasurable physical or mental activity that enhances the child's skills involving negotiation abilities, problem-solving, manual dexterity, sharing, decision-making, and working in a group. Play affects all the brain's areas, structures, and functions. Children with autism have adaptive behavior, adaptive response, and social interaction limitations. This review explores the different applications of play therapy in helping children with autism disorder. Play is usually significantly impaired in children with autism. Play therapy is mainly intended to help children to honor their unique mental abilities and developmental levels. The main aim of play therapy is to prevent or solve psychosocial difficulties and achieve optimal child-healthy growth and development. Play therapy helps children with autism to engage in play activities of their interest and choice to express themselves in the most comfortable ways. It changes their way of self-expression from unwanted behaviors to more non-injurious expressive behavior using toys or activities of their choice as their words. Play therapy also helps those children to experience feeling out various interaction styles. Every child with autism is unique and responds differently. Therefore, different types of intervention, like play therapy, could fit the differences in children with autism. Proper evaluation of the child is mandatory to evaluate which type fits the child more than the others. This narrative review revised the different types of play therapy that could fit children with autism in an evidence-based way. Despite weak evidence, play therapy still has potential benefits for patients and their families.
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Affiliation(s)
- Reem Elbeltagi
- Department of Medicine, Royal College of Surgeons in Ireland - Bahrain, Busaiteen 15503, Bahrain
| | - Mohammed Al-Beltagi
- Department of Pediatrics, Faculty of Medicine, Tanta University, Tanta 31527, Egypt
- Department of Pediatrics, University Medical Center, King Abdulla Medical City, Dr. Sulaiman Al-Habib Medical Group, Manama 26671, Bahrain
| | - Nermin Kamal Saeed
- Pathology Department, Salmaniya Medical Complex, Manama 12, Bahrain
- Pathology Department, Irish Royal College of Surgeon, Bahrain, Busaiteen 15503, Bahrain
| | - Rawan Alhawamdeh
- Pediatrics Research and Development Department, Genomics Creativity and Play Center, Manama 0000, Bahrain
- School of Continuing Education, Masters in Psychology, Harvard University, Cambridge, MA 02138, United States
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2
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Bornstein MH, Putnick DL, Hahn CS, Tamis-LeMonda CS, Esposito G. Stabilities of Infant Behaviors and Maternal Responses to Them. INFANCY 2020; 25:226-245. [PMID: 32536831 PMCID: PMC7291865 DOI: 10.1111/infa.12326] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2018] [Accepted: 01/27/2020] [Indexed: 11/30/2022]
Abstract
Consistency in the order of individuals in a group across substantial lengths of time-stability-is a central concept in developmental science for several reasons. Stability underscores the meaningfulness of individual differences in psychological phenomena; stability informs about the origins, nature, and overall developmental course of psychological phenomena; stability signals individual status and so affects the environment, experience, and development; stability has both theoretical and clinical implications for individual functioning; and stability helps to establish that a measure constitutes a consequential individual-differences metric. In this three-wave prospective longitudinal study (Ns = 40 infants and mothers), we examined stabilities of individual variation in multiple infant behaviors and maternal responses to them across infant ages 10, 14, and 21 months. Medium to large effect size stabilities in infant behaviors and maternal responses emerged, but both betray substantial amounts of unshared variance. Documenting the ontogenetic trajectories of infant behaviors and maternal responses helps to elucidate the nature and structure of early human development.
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Affiliation(s)
- Marc H. Bornstein
- Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, USA
- Institute for Fiscal Studies, London, UK
| | - Diane L. Putnick
- Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, USA
| | - Chun-Shin Hahn
- Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, USA
| | | | - Gianluca Esposito
- University of Trento, Trento, Italy
- Nanyang Technological University, Singapore, Singapore
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3
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Harrop C, Jones DR, Sasson NJ, Zheng S, Nowell SW, Parish-Morris J. Social and Object Attention Is Influenced by Biological Sex and Toy Gender-Congruence in Children With and Without Autism. Autism Res 2019; 13:763-776. [PMID: 31799774 DOI: 10.1002/aur.2245] [Citation(s) in RCA: 26] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2019] [Revised: 10/24/2019] [Accepted: 11/15/2019] [Indexed: 01/28/2023]
Abstract
Emerging research suggests social attention in autism spectrum disorder (ASD) girls is enhanced relative to ASD boys but may also be affected by the type of social and nonsocial content presented. This study examined how biological sex and gender norms interact to influence visual attention in 79 school-aged children observing scenes that included gender-associated toys and actors of both sexes. Attention to social (faces) and object activity (hands with toys) stimuli was measured. Previously described distinctions between social attention in ASD boys and girls were replicated, with ASD girls looking more at faces than ASD boys. Irrespective of diagnosis, males and females attended more to actors that shared their same sex, and attended more to toys with gender-associations that were consistent with their own sex, suggesting that social and object salience increases for children under sex-consistent conditions. Importantly, ASD and typically developing (TD) children increased their gaze to faces when male actors were shown playing with female-associated toys, suggesting that both groups of children are sensitive to societal messages about the acceptability of males playing with female-associated toys. Our findings provide further evidence of heightened attention to faces in ASD girls relative to ASD boys, and indicate that social attention in ASD and TD children is influenced by who (male or female actor) and what (male- or female-associated toy) is being observed. Collectively, these results present a nuanced profile of attention in ASD that adds to a growing body of research indicating subtle phenotypic differences in ASD girls that may impact identification, assessment, and intervention. Autism Res 2020, 13: 763-776.. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Sex differences observed in typical development may also be present in individuals with autism. In this study, we developed an eye-tracking paradigm featuring videos of boys and girls playing with toys that varied in their gender associations. Attention to faces differed between autistic and non-autistic children but was also influenced by the sex of the actor and gender-association of toys. Autistic females demonstrated subtle attention differences that distinguished them from autistic males and may influence referral, diagnosis, and intervention.
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Affiliation(s)
- Clare Harrop
- Department of Allied Health Sciences, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
| | - Desiree R Jones
- School of Behavioral and Brain Sciences, The University of Texas at Dallas, Richardson, Texas
| | - Noah J Sasson
- School of Behavioral and Brain Sciences, The University of Texas at Dallas, Richardson, Texas
| | - Shuting Zheng
- STAR Center for ASD and NDDs, Department of Psychiatry, University of California San Francisco, San Francisco, California
| | - Sallie W Nowell
- Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
| | - Julia Parish-Morris
- Center for Autism Research, Children's Hospital of Philadelphia, Roberts Center for Pediatric Research, Philadelphia, Pennsylvania.,Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania
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4
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Harrop C, Jones D, Zheng S, Nowell S, Boyd BA, Sasson N. Circumscribed Interests and Attention in Autism: The Role of Biological Sex. J Autism Dev Disord 2018; 48:3449-3459. [PMID: 29777472 DOI: 10.1007/s10803-018-3612-z] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/06/2023]
Abstract
Recent studies suggest that circumscribed interests (CI) in females with Autism Spectrum Disorder (ASD) may align more closely with interests reported in typical female development than those typically reported for ASD males. We used eye-tracking to quantify attention to arrays containing combinations of male, female and neutral images in elementary-aged males and females with and without ASD. A number of condition × sex effects emerged, with both groups attending to images that corresponded with interests typically associated with their biological sex. Diagnostic effects reported in similar studies were not replicated in our modified design. Our findings of more typical attention patterns to gender-typical images in ASD females is consistent with evidence of sex differences in CI and inconsistent with the "Extreme Male Brain" theory of ASD.
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Affiliation(s)
- Clare Harrop
- Department of Allied Health Sciences, University of North Carolina at Chapel Hill, Carr Mill Mall, Carrboro, Chapel Hill, NC, 27510, USA.
| | - Desiree Jones
- Department of Allied Health Sciences, University of North Carolina at Chapel Hill, Carr Mill Mall, Carrboro, Chapel Hill, NC, 27510, USA
| | - Shuting Zheng
- School of Education, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
| | - Sallie Nowell
- Department of Allied Health Sciences, University of North Carolina at Chapel Hill, Carr Mill Mall, Carrboro, Chapel Hill, NC, 27510, USA
| | - Brian A Boyd
- Juniper Gardens Children's Project, University of Kansas, Kansas City, KS, USA
| | - Noah Sasson
- School of Behavior and Brain Sciences, University of Texas at Dallas, Richardson, TX, USA
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5
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Abstract
Gender socialization influences children at early ages, shaping their developing identities. The toys provided by parents deliver some of the earliest gender-based messages by encouraging children to engage in activities associated with, for example, dolls and trucks. In the current study, we measured the influence of parental socialization by assessing 5- and 12 ½-month-old infants' exposure to dolls and trucks and by experimentally manipulating parents' encouragement to play with these toys. We found that infants displayed gender-typical toy preferences at 12 ½, but not 5 months, a pattern characteristic of previous studies. However, brief encouragement by a parent to play with toys from each category was ineffective in altering infants' preferences. Rather, the types of toys present in the home predicted preferences, suggesting that at-home exposure to toys may be influential in the development of toy preferences. These findings reveal that socialization processes may indeed play a role in the formation of early gender-typical toy preferences and highlight the importance of equal toy exposure during infancy to ensure optimal development.
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Affiliation(s)
- Josh L Boe
- Department of Human Development and Family Science, University of Georgia, Athens, GA 30602, USA
| | - Rebecca J Woods
- Department of Human Development and Family Science, North Dakota State University, Dept. 2615, P.O. Box 6050, Fargo, ND 58108, USA
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6
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Abstract
In order to explore the developmental patterns of sex differences in verbal and visuospatial abilities, the present study investigated sex differences in various cognitive abilities among children and adults. Three hundred and twenty-six children and adults completed a battery of six cognitive tasks testing two sets of abilities: The verbal cognitive battery tested verbal fluency and short-term memory tasks. The visuospatial battery tested mental rotation, localization, and form-completion tasks. Results showed a significant Sex × Age interaction on the mental rotation task, with men outperforming women in the 3D task, but with no sex differences shown in childhood in the 2D task. Sex differences in verbal fluency were found, with girls and women outperforming boys and men in this task. Findings are discussed within an integrative approach of biological as well as environmental factors.
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Affiliation(s)
- Efrat Barel
- Department of Behavioral Sciences, The Max Stern Academic College of Emek Yezreel, Emek Yezreel, Israel
| | - Orna Tzischinsky
- Department of Behavioral Sciences, The Max Stern Academic College of Emek Yezreel, Emek Yezreel, Israel
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Spinner L, Cameron L, Calogero R. Peer Toy Play as a Gateway to Children's Gender Flexibility: The Effect of (Counter)Stereotypic Portrayals of Peers in Children's Magazines. SEX ROLES 2018; 79:314-328. [PMID: 30147223 PMCID: PMC6096659 DOI: 10.1007/s11199-017-0883-3] [Citation(s) in RCA: 33] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
Extensive evidence has documented the gender stereotypic content of children’s media, and media is recognized as an important socializing agent for young children. Yet, the precise impact of children’s media on the endorsement of gender-typed attitudes and behaviors has received less scholarly attention. We investigated the impact of stereotypic and counter-stereotypic peers pictured in children’s magazines on children’s gender flexibility around toy play and preferences, playmate choice, and social exclusion behavior (n = 82, age 4–7 years-old). British children were randomly assigned to view a picture of a peer-age boy and girl in a magazine playing with either a gender stereotypic or counter-stereotypic toy. In the stereotypic condition, the pictured girl was shown with a toy pony and the pictured boy was shown with a toy car; these toys were reversed in the counter-stereotypic condition. Results revealed significantly greater gender flexibility around toy play and playmate choices among children in the counter-stereotypic condition compared to the stereotypic condition, and boys in the stereotypic condition were more accepting of gender-based exclusion than were girls. However, there was no difference in children’s own toy preferences between the stereotypic and counter-stereotypic condition, with children preferring more gender-typed toys overall. Implications of the findings for media, education, and parenting practices are discussed, and the potential for counter-stereotypic media portrayals of toy play to shape the gender socialization of young children is explored.
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Affiliation(s)
- Lauren Spinner
- 1School of Psychology, University of Kent, Canterbury, Kent CT2 7NP UK
| | - Lindsey Cameron
- 1School of Psychology, University of Kent, Canterbury, Kent CT2 7NP UK
| | - Rachel Calogero
- 2Department of Psychology, University of Western Ontario, London, ON Canada
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8
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Kollmayer M, Schultes MT, Schober B, Hodosi T, Spiel C. Parents' Judgments about the Desirability of Toys for Their Children: Associations with Gender Role Attitudes, Gender-typing of Toys, and Demographics. SEX ROLES 2018; 79:329-341. [PMID: 30147224 PMCID: PMC6096664 DOI: 10.1007/s11199-017-0882-4] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Parental toy selection and responses to toy play are important factors in children's gender socialization. Reinforcing play with same-gender-typed toys guides children's activities and limits their action repertoires in accordance with gender stereotypes. A survey of 324 Austrian parents of three- to six-year-old children was conducted to investigate parents' judgments about the desirability of different types of toys for their children and how these judgements relate to parents' gender-typing of toys, gender role attitudes, and demographics (age, education, gender). Results show that parents rated same-gender-typed and gender-neutral toys as more desirable for their children than cross-gender-typed toys. The traditionalism of parents' gender role attitudes was not associated with their desirability judgments of same-gender-typed toys, but was negatively related to their desirability judgments of cross-gender-typed toys. This indicates that egalitarian parents permit a greater range of interests and behaviors in their children than traditional parents do. Younger parents, parents with lower educational levels, and fathers reported more traditional gender role attitudes than did older parents, parents with higher educational levels, and mothers. However, no differences based on age, educational level or gender were found in parents' judgments of toy desirability. The present study demonstrates that parents' judgments about the desirability of toys for their children do not accurately reflect their gender role attitudes. This finding highlights the importance of simultaneously investigating different aspects of parents' gender-related attitudes in order to gain a better understanding of parental transmission of gender stereotypes.
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Affiliation(s)
- Marlene Kollmayer
- 1Department of Applied Psychology: Work, Education and Economy, University of Vienna, Vienna, Austria
| | - Marie-Therese Schultes
- 2Gillings School of Global Public Health, University of North Carolina at Chapel Hill, Chapel Hill, NC USA
| | - Barbara Schober
- 1Department of Applied Psychology: Work, Education and Economy, University of Vienna, Vienna, Austria
| | - Tanja Hodosi
- 1Department of Applied Psychology: Work, Education and Economy, University of Vienna, Vienna, Austria
| | - Christiane Spiel
- 1Department of Applied Psychology: Work, Education and Economy, University of Vienna, Vienna, Austria
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9
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Pruden SM, Levine SC. Parents' Spatial Language Mediates a Sex Difference in Preschoolers' Spatial-Language Use. Psychol Sci 2017; 28:1583-1596. [PMID: 28880726 DOI: 10.1177/0956797617711968] [Citation(s) in RCA: 39] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Do boys produce more terms than girls to describe the spatial world-that is, dimensional adjectives (e.g., big, little, tall, short), shape terms (e.g., circle, square), and words describing spatial features and properties (e.g., bent, curvy, edge)? If a sex difference in children's spatial-language use exists, is it related to the spatial language that parents use when interacting with children? We longitudinally tracked the development of spatial-language production in children between the ages of 14 and 46 months in a diverse sample of 58 parent-child dyads interacting in their homes. Boys produced and heard more of these three categories of spatial words, which we call "what" spatial types (i.e., unique "what" spatial words), but not more of all other word types, than girls. Mediation analysis revealed that sex differences in children's spatial talk at 34 to 46 months of age were fully mediated by parents' earlier spatial-language use, when children were 14 to 26 months old, time points at which there was no sex difference in children's spatial-language use.
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10
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Endendijk JJ, Groeneveld MG, Bakermans-Kranenburg MJ, Mesman J. Gender-Differentiated Parenting Revisited: Meta-Analysis Reveals Very Few Differences in Parental Control of Boys and Girls. PLoS One 2016; 11:e0159193. [PMID: 27416099 PMCID: PMC4945059 DOI: 10.1371/journal.pone.0159193] [Citation(s) in RCA: 128] [Impact Index Per Article: 14.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2016] [Accepted: 06/28/2016] [Indexed: 11/21/2022] Open
Abstract
Although various theories describe mechanisms leading to differential parenting of boys and girls, there is no consensus about the extent to which parents do treat their sons and daughters differently. The last meta-analyses on the subject were conducted more than fifteen years ago, and changes in gender-specific child rearing in the past decade are quite plausible. In the current set of meta-analyses, based on 126 observational studies (15,034 families), we examined mothers’ and fathers’ differential use of autonomy-supportive and controlling strategies with boys and girls, and the role of moderators related to the decade in which the study was conducted, the observational context, and sample characteristics. Databases of Web of Science, ERIC, PsychInfo, Online Contents, Picarta, and Proquest were searched for studies examining differences in observed parental control of boys and girls between the ages of 0 and 18 years. Few differences were found in parents’ use of control with boys and girls. Parents were slightly more controlling with boys than with girls, but the effect size was negligible (d = 0.08). The effect was larger, but still small, in normative groups and in samples with younger children. No overall effect for gender-differentiated autonomy-supportive strategies was found (d = 0.03). A significant effect of time emerged: studies published in the 1970s and 1980s reported more autonomy-supportive strategies with boys than toward girls, but from 1990 onwards parents showed somewhat more autonomy-supportive strategies with girls than toward boys. Taking into account parents’ gender stereotypes might uncover subgroups of families where gender-differentiated control is salient, but based on our systematic review of the currently available large data base we conclude that in general the differences between parenting of boys versus girls are minimal.
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Affiliation(s)
- Joyce J. Endendijk
- Centre for Child and Family Studies, Leiden University, Leiden, the Netherlands
| | | | | | - Judi Mesman
- Centre for Child and Family Studies, Leiden University, Leiden, the Netherlands
- * E-mail:
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11
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Harrop C, Shire S, Gulsrud A, Chang YC, Ishijima E, Lawton K, Kasari C. Does gender influence core deficits in ASD? An investigation into social-communication and play of girls and boys with ASD. J Autism Dev Disord 2015; 45:766-77. [PMID: 25217088 DOI: 10.1007/s10803-014-2234-3] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
Abstract
Due to the predominance of boys diagnosed with autism spectrum disorders (ASD), girls are rarely studied independently. Research specifically focusing on play and social-communication in girls with ASD is extremely varied. We were interested in whether girls with ASD demonstrated equivalent social-communication and play skills in early childhood relative to boys, using two measures focused on the specific quantification of these variables. We also examined whether the associations between developmental variables and social-communication and play differed by gender. Forty girls with ASD were individually matched to 40 boys based on ASD severity. Our results suggest that girls and boys were more similar than different, however they also raise questions about the potential differential associations between development and requesting ability in girls and boys with ASD.
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Affiliation(s)
- Clare Harrop
- Center for Autism Research and Treatment, Semel Institute for Neuroscience and Human Behavior, University of California Los Angeles, 760 Westwood Plaza, Los Angeles, CA, 90095, USA,
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12
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Zosuls KM, Ruble DN, Tamis-LeMonda CS. Self-socialization of gender in African American, Dominican immigrant, and Mexican immigrant toddlers. Child Dev 2014; 85:2202-17. [PMID: 24977945 PMCID: PMC4236280 DOI: 10.1111/cdev.12261] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
This article advances a self-socialization perspective demonstrating that children's understanding of both gender categories represents an intergroup cognition that is foundational to the development of gender-stereotyped play. Children's (N = 212) gender category knowledge was assessed at 24 months and play was observed at 24 and 36 months. Higher levels of gender category knowledge and, more specifically, passing multiple measures of knowledge of both gender categories at 24 months was related to increases in play over time with gender-stereotyped toys (doll, truck), but not gender-stereotyped forms of play (nurturing, motion). In contrast to the long-standing focus on self-labeling, findings indicate the importance of intergroup cognitions in self-socialization processes and demonstrate the generalizability of these processes to a diverse sample.
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Gender-Typed Play Behavior in Early Childhood: Adopted Children with Lesbian, Gay, and Heterosexual Parents. SEX ROLES 2012; 67:503-515. [PMID: 23420542 DOI: 10.1007/s11199-012-0198-3] [Citation(s) in RCA: 25] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
This study examined whether the gender-typed play of young children varies as a function of family structure. Using a sample of 126 couples (44 lesbian couples, 34 gay male couples, and 48 heterosexual couples) located throughout the United States, with an adopted child between the age of 2 and 4 years old (mean = 2.5 years), we examined parent reports of children's gender-typed play behavior utilizing the Pre-School Activities Inventory (PSAI; Golombok & Rust, 1993). Findings revealed that the perceived play behaviors of boys and girls in same-gender parent families were more similar (i.e., less gender-stereotyped) than the perceived play behavior of boys and girls in heterosexual-parent families (which were more divergent; that is, gender-stereotyped). Sons of lesbian mothers were less masculine in their play behavior than sons of gay fathers and sons of heterosexual parents. Our findings have implications for researchers who study gender development in children and adolescents.
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14
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Bornstein MH, Suwalsky JTD, Putnick DL, Gini M, Venuti P, de Falco S, Heslington M, de Galperín CZ. Developmental Continuity and Stability of Emotional Availability in the Family: Two Ages and Two Genders in Child-Mother Dyads from Two Regions in Three Countries. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2010; 34:385-397. [PMID: 20824179 PMCID: PMC2931362 DOI: 10.1177/0165025409339080] [Citation(s) in RCA: 29] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This study employs an intra-national and cross-national, prospective and longitudinal design to examine age, gender, region, and country variation in group mean-level continuity and individual-differences stability of emotional availability in child-mother dyads. Altogether, 220 Argentine, Italian, and U.S. American metropolitan and rural residence mothers and their daughters and sons were observed at home when children were 5 and 20 months of age. Similar patterns of continuity and discontinuity of emotional availability from 5 to 20 months were observed across regions and countries, but not between genders. Stability of emotional availability from 5 to 20 months was moderate and similar across genders, regions, and countries. Universal and gender-specific developmental processes in child-mother emotional availability as revealed in intra- and cross-national study are discussed.
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Affiliation(s)
- Marc H Bornstein
- Child and Family Research, Program in Developmental Neuroscience, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, Public Health Service
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15
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Cheng S, Maeda T, Yamagata Z, Tomiwa K, Yamakawa N. Comparison of factors contributing to developmental attainment of children between 9 and 18 months. J Epidemiol 2010; 20 Suppl 2:S452-8. [PMID: 20179366 PMCID: PMC3920408 DOI: 10.2188/jea.je20090177] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
BACKGROUND Little is known about how contributing factors of development change during early childhood in Japan. The aim of this study was to investigate the factors that contributed to the developmental attainment of children between 9 and 18 months of age using prospective longitudinal data from a developmental cohort study. METHODS We used data from observations at 3 time points (at infant age of 4, 9 and 18 months) in the Japan Children's Study. Mothers were administered questionnaires that requested information about their child's perinatal outcomes, temperament, family structure, family income, parental education, parenting stress, and child-rearing environment at home. At 9 and 18 months, mothers completed the Kinder Infant Development Scale to evaluate their child's development. RESULTS A total of 284 children were available for analysis. Female children and children having siblings had higher probability of attaining developmental norms at 18 months than male and only children. Birth weight, gestational age, and temperament were associated with development at 9 months, but the effects of gestational age and temperament on development disappeared at 18 months. Stimulation from the mother at 9 months was not only related to development at that age but also promoted development at 18 months. CONCLUSIONS Our findings suggest that the role of family environmental factors such as early mother's stimulation and sibling's existence in development during early childhood might become more important as the child gets older.
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Affiliation(s)
- Shunyue Cheng
- Research Institute of Science and Technology for Society, Japan Science and Technology Agency, Tokyo, Japan.
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16
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Zosuls KM, Ruble DN, Tamis-Lemonda CS, Shrout PE, Bornstein MH, Greulich FK. The acquisition of gender labels in infancy: implications for gender-typed play. Dev Psychol 2009; 45:688-701. [PMID: 19413425 DOI: 10.1037/a0014053] [Citation(s) in RCA: 112] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Two aspects of children's early gender development-the spontaneous production of gender labels and gender-typed play-were examined longitudinally in a sample of 82 children. Survival analysis, a statistical technique well suited to questions involving developmental transitions, was used to investigate the timing of the onset of children's gender labeling as based on mothers' biweekly telephone interviews regarding their children's language from 9 through 21 months. Videotapes of children's play both alone and with mother during home visits at 17 and 21 months were independently analyzed for play with gender-stereotyped and gender-neutral toys. Finally, the relation between gender labeling and gender-typed play was examined. Children transitioned to using gender labels at approximately 19 months, on average. Although girls and boys showed similar patterns in the development of gender labeling, girls began labeling significantly earlier than boys. Modest sex differences in play were present at 17 months and increased at 21 months. Gender labeling predicted increases in gender-typed play, suggesting that knowledge of gender categories might influence gender typing before the age of 2.
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Affiliation(s)
- Kristina M Zosuls
- Department of Psychology, New York University, New York, NY 10003, USA.
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Kwak K, Putnick DL, Bornstein MH. CHILD AND MOTHER PLAY IN SOUTH KOREA: A LONGITUDINAL STUDY ACROSS THE SECOND YEAR OF LIFE. PSYCHOLOGIA 2008; 51:14-27. [PMID: 21197419 PMCID: PMC3010735 DOI: 10.2117/psysoc.2008.14] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
Play is a predominant individual and social activity of early childhood and has been related to young children's early cognitive growth, social development, and preparation for formal schooling. We examined individual differences and developmental changes in South Korean child and mother exploratory and symbolic play longitudinally when children were 13 and 20 months of age. Children engaged in less exploratory and more symbolic play when playing collaboratively with their mothers than when playing alone. Children engaged in more symbolic play at 20 months than 13 months. Child solitary and collaborative symbolic play was modestly stable across time, but child exploratory play and maternal play were not. Child solitary and collaborative symbolic play were correlated across the two ages. Child and mother play were regularly associated at the two ages, and 13-month maternal play predicted 20-month child collaborative play. The cross-cultural validity of play is affirmed, and individual differences and age-related changes in child and mother play are partly mediated by matched partner play and partly motivated by processes independent of partner play.
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Williams CL, Pleil KE. Toy story: why do monkey and human males prefer trucks? Comment on "Sex differences in rhesus monkey toy preferences parallel those of children" by Hassett, Siebert and Wallen. Horm Behav 2008; 54:355-8. [PMID: 18586246 PMCID: PMC2755553 DOI: 10.1016/j.yhbeh.2008.05.003] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/31/2008] [Revised: 05/05/2008] [Accepted: 05/11/2008] [Indexed: 11/22/2022]
Affiliation(s)
- Christina L Williams
- Department of Psychology and Neuroscience, Duke University, Durham, NC 27708, USA.
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Bornstein MH, Putnick DL, Heslington M, Gini M, Suwalsky JTD, Venuti P, de Falco S, Giusti Z, Zingman de Galperín C. Mother-child emotional availability in ecological perspective: three countries, two regions, two genders. Dev Psychol 2008; 44:666-80. [PMID: 18473635 PMCID: PMC5827925 DOI: 10.1037/0012-1649.44.3.666] [Citation(s) in RCA: 86] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
This study used a cross-national framework to examine country, region, and gender differences in emotional availability (EA), a prominent index of mutual socioemotional adaptation in the parent-child dyad. Altogether 220 Argentine, Italian, and U.S. mothers and their daughters and sons from both rural and metropolitan areas took part in home observations when the children were 20 months old. In terms of country, Italian mothers were more sensitive and optimally structuring, and Italian children were more responsive and involving, than Argentine and U.S. dyads. In terms of region, rural mothers were more intrusive than metropolitan mothers, and boys from metropolitan areas were more responsive than boys from rural areas. In terms of gender, mothers of girls were more sensitive and optimally structuring than mothers of boys, and daughters were more responsive and involving than sons. Understanding how country, region, and gender influence EA exposes forces that shape child development, parent-infant interaction, and family systems.
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Affiliation(s)
- Marc H Bornstein
- Child and Family Research, Eunice Kennedy Shriver National Institute of Child Health and Human Development, 6705 Rockledge Drive, Bethesda, MD 30892, USA.
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Simon JL, Morris EK, Smith NG. Trends in Women's Participation at the Meetings of the Association for Behavior Analysis: 1975-2005. THE BEHAVIOR ANALYST 2007; 30:181-96. [PMID: 22478496 PMCID: PMC2203634 DOI: 10.1007/bf03392154] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
We examined women's participation, relative to men's, at the annual meetings of the Association for Behavior Analysis (ABA) between 1975 and 2005. Among our findings are upward trends in female presenters across formats (e.g., posters), types of authorship (e.g., first authors), and specialty areas (e.g., autism). Where women have attained parity, however, they are still often underrepresented, given their percentage of membership. Women also participate less than men as sole and invited authors and discussants and in the domains of basic research and conceptual analysis, but participate more than men in the applied domain. Data from the Journal of the Experimental Analysis of Behavior and the Journal of Applied Behavior Analysis show parallel but delayed trends toward parity in basic and applied research, whereas data from The Behavior Analyst show only modest gains in the conceptual domain. We discuss the gender disparities in ABA's more prestigious categories of participation (e.g., invited addresses) and across its content domains, as well as in science in general, and the role of social and cultural factors in producing the disparities and how behavior analysts might aid in correcting them.
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Aguilar B, O'Brien KM, August GJ, Aoun SL, Hektner JM. Relationship quality of aggressive children and their siblings: a multiinformant, multimeasure investigation. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2001; 29:479-89. [PMID: 11761282 DOI: 10.1023/a:1012273024211] [Citation(s) in RCA: 42] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
Sibling influence on the learning and enactment of aggressive behavior has been consistently demonstrated in studies of sibling relationships. Available evidence suggests that, compared with nonaggressive children's sibling interactions, the sibling interactions of aggressive children are marked by more frequent, intense, and prolonged aggressive behaviors. Although research on normative and aggressive children's sibling interactions has increased recently, a number of limitations in this literature were addressed in this study by: (1) including both an aggressive and nonaggressive comparison group, (2) examining both positive and negative features of sibling relationships, (3) employing a multimethod/multiinformant approach to data collection, and (4) utilizing an improved self-report method. In support of our hypotheses and consistent with previous research, results showed that aggressive children's sibling relationships were marked by higher levels of observed conflict and lower levels of self-reported positive features. When gender was examined, results showed that older brother/younger sister dyads were characterized by higher levels of negative features and lower levels of positive features.
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Affiliation(s)
- B Aguilar
- Institute of Child Development, University of Minnesota, Minneapolis 55454, USA
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