This book provides insight and findings from leading psychoanalysts who are involved in early prevention research and clinical work. Advances in the sciences of early development have brought a ...heightened awareness to the crucial importance of early experiences for health and development as well as building strong foundations for education and preventing disorder. New approaches are applied in home visitation, working with immigrant families, and those stressed by trauma, conflicts and economic disadvantage. Examples of clinical application and the implementation of promising programs in an "outreach psychoanalysis" are also provided.
As the infant mental health field has turned its focus to the presentation, course, and treatment of clinically significant mental health disorders, the need for reliable and valid criteria for ...identifying and assessing mental health symptoms and disorders in early childhood has become urgent. In this article we offer a critical perspective on diagnostic classification of mental health disorders in young children. We place the issue of early childhood diagnosis within the context of classification of psychopathology at other ages and describe, in some detail, diagnostic classifications that have been developed specifically for young children, including the Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood (DC:0-3R; ZERO TO THREE, 2005), a diagnostic classification for mental health symptoms and disorders in infants, toddlers, and preschoolers. We briefly outline the role of diagnostic classification in clinical assessment and treatment planning. Last, we review the limitations of current approaches to the diagnostic classification of mental health disorders in young children.
Based on attachment theory, the construct of emotional availability and its assessment goes beyond attachment in important ways. Its origins in clinical experience and emotions research are discussed ...as well as the prospects for continuing advances in knowledge stimulated by the contributions in the Special Section. This is especially so in terms of developmental variations and the biological underpinnings of emotional availability. A major need and opportunity also exists concerning research related to psychopathology, clinical interventions, and training.
Bridges between research and practice, between developmental psychology and dynamic psychotherapy, between infant observation and clinical reconstruction, between the interpersonal and the intra- ...psychic, between science and art, between explanation and understanding. Born and raised in New York, he attended Harvard University, Albert Einstein College of Medicine, received some training in internal medicine at Belleview Hospital, following which he spent two years at the National Heart Institute doing research, then completed his psychia- try residency and his psychoanalytic training at Columbia University.
Children's emotional expression and language both develop during infancy and early childhood, yet these two communication systems have been studied primarily in isolation. This study focuses instead ...on assessing the relation between them just as productive language emerges during toddlerhood. Seventy‐seven typically developing, firstborn toddlers and their families were recruited at 13 months of age. Using an extreme groups design, earlier and later talkers were selected based on their MacArthur Communicative Development Inventory production scores. Laboratory visits occurred at 15, 21, and 30 months; home visits occurred at 3‐month intervals from 15 to 30 months. Observational and parent report measures assessed child language, emotional expression, temperament, and overall developmental functioning. Parents also reported on parenting stress and family life events. Overall, results support a significant relation between emotional expression and productive language that varies according to the specific emotion, a finding that may resolve earlier contradictory results in this area. Earlier talkers expressed more joy/pleasure than did later talkers, but later talkers expressed more fear and anger than did earlier talkers. Potential contributions of various child/family factors were explored. Child temperament is proposed as influencing this relation through its effects on the child's transactions with the caregiving environment.
Tanto la expresión emocional de los niños como el lenguaje se desarrollan durante la infancia y la temprana niñez, y a pesar de eso, estos dos sistemas de comunicación se han estudiado principalmente en forma aislada. Este estudio se enfoca, por el contrario, en la evaluación de la relación entre los dos sistemas justo en el punto en que el lenguaje productivo aparece durante la temprana infancia.
Setenta y siete infantes primerizos que presentaban un desarrollo típico y sus familias fueron reclutados a los 13 meses de edad. Usando un diseño de grupos extremo, los primeros y los posteriores habladores fueron seleccionados con base a sus puntajes de producción en el Inventario del Desarrollo Comunicativo MacArthur (CDI). Las visitas de laboratorio se dieron a los 15, 21 y 30 meses; mientras que las visitas a casa se llevaron a cabo cada tres meses a partir de los 15 hasta los 30 meses. Las medidas de observación y de reporte de los padres evaluaron el lenguaje del niño, la expresión emocional, el temperamento, y en general el funcionamiento del desarrollo. Los padres también reportaron acerca del estrés de la crianza y los eventos de la vida familiar.
En términos generales, los resultados apoyan una significativa relación entre la expresión emocional y el lenguaje productivo que varía según la específica emoción, un resultado que pudiera resolver anteriores resultados contradictorios en esta área. Los que comenzaron a hablar más pronto expresaron más alegría/placer que quienes empezaron a hablar más tarde; pero éstos expresaron más temor y disgusto que aquéllos. Se exploran las posibles contribuciones de varios factores que tratan del niño y la familia. Se propone que el temperamento del niño influye esta relación por medio de sus efectos en las transacciones del niño con el ambiente donde se le presta cuidado.
L'expression émotionnelle et le langage des enfants se développent tous deux durant la toute petite et la petite enfance, et cependant ces deux systèmes de communication ont été avant tout étudiés séparément, en isolation. Cette étude met au contraire l'accent sur l'évaluation de la relation entre eux juste au moment où un langage productif émerge durant la petite enfance. Soixante‐sept petits enfants se développant typiquement, premiers nés, et leurs familles ont été recrutés à l'âge de treize mois. Grâce à l'utilisation d'une structure de groupe extrême, les parleurs précoces et les enfants parlant plus tard ont été sélectionnés sur la base de leurs scores de production à l'Inventaire MacArthur de développement de la communication. Les passages en laboratoire se sont faits à 15, 21, et 30 mois. Les visites à domicile ont été faites à intervalles de trois mois de 15 mois à 30 mois. Des mesures d'observation et des mesures de rapport des parents ont évalué le langage de l'enfant, l'expression émotionnelle, le tempérament, et le fonctionnement développemental général. Les parents ont également rapporté le stress parental et les événements de la vie de famille. En gros, les résultats soutiennent qu'il existe une relation importante entre l'expression émotionnelle et le langage productif selon l'émotion spécifique, un résultat qui pourrait résoudre des résultats contradictoires dans ce domaine. Les parleurs précoces ont exprimé plus de joie et de plaisir que ne l'ont fait ceux qui ont commencé à parler plus tard, mais les enfants ayant commencé à parler plus tard ont exprimé plus de peur et de colère que ne l'ont fait les parleurs précoces. Les contributions potentielles de divers facteurs enfant/famille ont été explorés. Il est proposé que le tempérament de l'enfant influence cette relation à travers ses effets sur les transactions de l'enfant avec le milieu de mode de soin.
Sowohl der emotionale Ausdruck als auch die Sprache des Kindes entwickeln sich im Säuglingsalter und der frühen Kindheit. Dennoch werden beide Kommunikationssysteme in der Regel getrennt voneinander untersucht. Entgegen dieses Trends fokussiert sich diese Studie auf die Beziehung zwischen diesen Systemen, just in dem Alter des Kleinkinds, wo sich die produktive Sprachfertigkeit herausbildet.
Siebenundsiebzig sich typisch entwickelnde erstgeborene Kleinkinder und ihre Familien wurden im Alter von 13 Monaten rekrutiert. Unter Verwendung eines Extremgruppendesigns, wurden Kinder, die früh bzw. spät sprechen gelernt haben, ausgehend von ihrer Sprachproduktion im MacArthur Communicative Development Inventar (CDI), ausgewählt. Weitere Laborbesuche folgten zu 15, 21 und 30 Monaten; Hausbesuche fanden in Dreimonatsabständen zwischen 15 und 30 Monaten statt. Kindliche Sprache, emotionaler Ausdruck, Temperament und allgemeine Entwicklung wurden mittels Beobachtungsinstrumenten und Elternberichten eingeschätzt. Eltern berichteten auch über den elterlichen Stress und familiäre Lebensereignisse.
Im Allgemeinen stützen die Ergebnisse einen signifikanten Zusammenhang zwischen emotionalem Ausdruck und produktiver Sprache, der in Abhängigkeit der spezifischen Emotion variiert, ein Befund der frühere widersprüchliche Forschungsergebnisse in diesem Feld aufklären könnte. Frühe Sprecher brachten mehr Freude und Genuss als späte Sprecher zum Ausdruck während späte Sprecher mehr Angst und Wut ausdrückten. Potentielle Einflüsse unterschiedlicher Kind‐/Familienfaktoren wurden erforscht. Kindliches Temperament wird mittels der Transaktionen des Kindes mit der Erziehungsumwelt als Einflussfaktor auf die Beziehung zwischen diesen Fähigkeiten vorgeschlagen.
抄録：子どもの感情表現と言語の両者は、乳児期と早期幼児期に発達するが、これら二つのコミュニケーションシステムは、主として個別に研究されてきた。それに代わって、この研究では、まさに幼児期に出現する産出言語productive languageとして、それらの間の関係を評価することに集中する。
77人の典型的に発達している第1子の幼児とその家族が、月齢13か月時に集められた。両極端の集団を比較する手法を用いて、MacArthur Communicative Development Inventory (CDI)産出スコアに基づいて、早く話し始めた子どもと、遅く話し始めた子どもが選抜された。
15、21そして30か月時に研究室を訪問し、家庭訪問が15か月から30か月までの間に3か月間隔で行われた。観察と親からの報告で、子どもの言語、感情表現、気質、そして全体的な発達機能が評価された。親はまた、養育ストレスと家族のライフイベントについても報告した。
全体として、結果から感情表現と産出言語の間の有意な関係性が支持された。それは、特異的な感情によって変化する。この所見は、この領域の以前の矛盾する結果を解決するかもしれない。早く話し始めた子は、遅く話し始めた子よりも、喜び/楽しみを多く表現したが、遅く話し始めた子は、早く話し始めた子よりも恐れと怒りを多く表現した。寄与する可能性のあるさまざまな子ども/家族の要因が探索された。子どもの気質は、子どもの養育環境との相互交流への効果を通して、この関係に影響すると、提案されている。
The self is a social self to begin with. The research reviewed indicates that, from infancy, innately given brain processes support social reciprocity and the development of "we-ness." Implications ...for psychoanalysis and needs for future research are discussed.
The associations were studied between early mother-child co-construction of a separation-reunion narrative and children's concurrent and later (a) emotion narratives and (b) behavior problems. ...Fifty-one children and their mothers were observed during a co-construction task when the children were age 4½. At ages 4½. and 5½, children's narratives were elicited using the MacArthur Story-Stem Battery (MSSB), and mothers completed the Child Behavior Checklist. Results showed that children who were more emotionally coherent during the co-constructions had MSSB narratives that were more coherent, had more prosocial themes, and had fewer aggressive themes at ages 4½ and 5½. Moreover, such children had fewer behavior problems at both ages. The relations between narrative processes and emotion regulation are discussed.
Children who begin kindergarten with stronger skills learn faster than do those who enter with lower skills. Minority children tend to enter kindergarten already at a disadvantage, and the gap widens ...across time. However, little is known about cognitive development among American Indian young children. In this study, 110 American Indian infants from one Northern Plains reservation community were assessed four times between ages 6 months and 36 months, with the Mullen Scales of Early Learning. At 6 months of age, scores were near the national norms; a drop occurred between 6 months and 15 months. Scores then tended to level off below the norms through 36 months. In each domain, we observed a crucial decline over the 1st year of life and relatively little change in the 2nd and 3rd years of life, highlighting the importance of developing culturally syntonic interventions to facilitate cognitive development during the 1st year of life.
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