Keywords
lenguage
early socialization
dyadic bond
comunicación
lenguaje
socialización temprana
vínculo diádico
How to Cite
Abstract
Objective. This paper characterizes mother-baby interaction styles for the purpose of identifying dyadic bonding throughout the first year of life. The Forms of Interaction are emphasized as a central concept for the incorporation of the subject into communication and then to language. Method. Records of natural interactions from eight dyads to six weeks, six months and one year of age identify the progressive constitution of the dyadic communication system. Results. The elucidation of body signs and the emergence of emotional regulation at six weeks, the interplay with social scenes at six months, and the establishment of the dyadic semantic field at one year are salient features that intertwine during the process. Triangulation with the social environment is a constant within the interaction.
References
Andrés-Viloria, C., & Fernández-González, A. (2016). Las prácticas de crianza de los padres: su influencia en las nuevas problemáticas en la primera infancia. Revista nacional e internacional de educación inclusiva, 9(1), 30-42.
Arbib, M., Gasser, B., & Barrès, V. (2014). Language is handy but is it embodied? Neuropsychologia, 55, 57-70. doi:10.1016/j.neuropsychologia.2013.11.004
Baquero, S., & Segovia, A. (2018). Cognición corporizada y comprensión semántica. Pensamiento Psicológico, 16 (2). doi:10.11144/Javerianacali.PPSI16-2.cccs
Barbosa, M., Beeghly, M., Moreira, J., Tronick, E., & Fuertes, M. (2018). Robust Stability and Physiological Correlates of Infants’ Patterns of Regulatory Behavior in the Still-Face Paradigm at 3 and 9 Months. Developmental Psychology, 54 (11), 2032-2042. doi:10.1037/dev0000616
Beebe, B. (2017). Daniel Stern: microanalysis and the empirical infant research foundations. Psychoanalytic Inquiry, 37 (4), 228-241. doi:10.1080/07351690.2017.1299498
Bermúdez-Jaimes, M. E., & Escobar, H. A. (2014). Comprensión social y lenguaje: ¿dos dominios?. Universitas Psychologica, 13(1), 345-356. doi:10.11144/Javeriana.UPSY13-1.
Bordoni, M. (2018). El entonamiento afectivo en las interacciones tempranas adulto bebé: una revisión. Revista Colombiana de Psicología, 27, 13-25. doi:10.15446/rcp.v27n1.61019
Bull, P. (2002). Communication under the microscope. The theory and practice of microanalysis. New York, NY: Routledge.
Calderón, E. (2017). El papel de la dimensión afectiva en la adquisición del lenguaje materno. Alteridades, 27 (53), 11-22.
Charmaz, K. (2014). Constructing grounded theory. London, England: Sage.
Coudé, G., Festante, F., Cilia, A., Loiacono, V., Bimbi, M., Fogassi, L., & Ferrari, P. (2016). Mirror neurons of ventral premotor cortex are modulated by social cues provided by others’ gaze. The Journal of Neuroscience, 36 (11), 3145-3156. doi:10.1523/JNEUROSCI.3220-15.2016
De Barbaro, K., Chiba, A., & Deák, G. (2011). Micro-analysis of infant looking in a naturalistic setting: insights from biologically based models of attention. Developmental Science, 14 (5), 1150-1160. doi:10.1111/j.1467-7687.2011.01066.x
De Houwer, J., & Hermans, D. (2010). Cognition and Emotion. Reviews of Current Research and Theories. New York: Psychology Press.
DiCorcia, J., Snidman, N., Sravish, A. V., & Tronick, E. (2016). Evaluating the Nature of the Still-Face Effect in the Double Face-to-Face Still-Face Paradigm Using Different Comparison Groups. Infancy, 21 (3), 332-352. doi:10.1111/infa.12123
Edwards, C.P., & Liu, W-L. (2002). Parenting Toddlers. En M.H. Bornstein (Ed.), Handbook of Parenting, Volume 1, Children and Parenting (pp.45-70).New Jersey - London: Lawrence Erlbaum Associates
Fajardo-Santamaría, J. A. (2018). La interacción social en la ontogénesis de la perspectiva del mundo. Daimon. Revista Internacional de Filosofía, 75, 87-102. doi:10.6018/daimon/327261
Gardner, H., & Forrester, M. (2010). Analyzing interactions in childhood. Insights from conversation analysis. UK: John Wiley & Sons.
Green, S., & Hogan, D. (2005). Researching children’s experience. Approaches and methods. California: Sage.
Johnstone, B., & Marcellino, W. (2010). Dell Hymes and the Ethnography of Communication. The Sage Handbook of Sociolinguistics. England: Dietrich College of Humanities and Social Sciences.
Karmiloff, K., & Karmiloff-Smith, A. (2001). Pathways to language: From fetus to adolescent. England: Harvard University Press.
Keller, H. (2018). Parenting and socioemotional development in infancy and early childhood, Developmental Review, 50, 31-4.
Kokkinakia, T., Vasdekis, V.G, Koufakia, Z., &. Trevarthen, C. (2017). Coordination of Emotions in Mother–Infant Dialogues. Infant and Child Development, 26, 1-25. doi:10.1002/icd.1973
Lang, S., Shoppe-Sullivan, S., Kotila, L., Feng, X., Kamp, C., & Johnson, S. (2014). Relations between father´s and mother´s infant engagement patterns in dual-earner families and toddler competence. Journal of family issues, 35 (8), 1107-1127. doi:10.1177/0192513X14522243
Leithäuser, T. (2012). Psychoanalysis, socialization and society. the psychoanalytical thought and interpretation of Alfred Lorenzer. Forum: Qualitative Social Research, 13 (3), 17.
Lorenzer, A. (2002). Die Sprache, der Sinn, das Unbewusste. Alemania: Klett–Jotta.
Marjanovič-Umek, L., & Fekonja-Peklaj, U. (2017). The roles of child gender and parental knowledge of child development in parent-child interactive play. Sex Roles, 77,496-509. doi:10.1007/s11199-016-0734-7.
Mcmahon, C., Camberis, A-L., Berry, S., & Gibson. F. (2016). Maternal mind-mindedness: relations with maternal–fetal attachment and stability in the first two years of life: findings from an australian prospective study. Infant Mental Health Journal, 37(1), 17-28. doi:10.1002/imhj.21548
Ministerio de Vivienda y Asentamientos Humanos (2018). Compendio Estadístico de Vivienda 2018 (MIVAH). https://www.mivah.go.cr/Documentos/estadisticas/compendio_estadistico/Compendio_Estadistico_2018_Informe.pdf
Morales-González, M., Lázaro-García, E., Solovieva, Y., & Quintanar-Rojas, L. (2014). Evaluación y corrección neuropsicológica del lenguaje en la infancia. Pensamiento Psicológico, 12 (1), 39-53. doi:10.11144/Javerianacali.PPSI12-1.ecnl
Morgenroth, C. (2010). The research relationship, enactments and ‘counter-transference’ analysis: On the significance of scenic understanding. Psychoanalysis, Culture & Society, 15 (3), 267-280. doi:10.1057/pcs.2010.11
Ospina-Ospina, S., & Gallego-Henao, A. (2014). Lenguaje y socialización en la primera infancia: propuesta didáctica para leer y escribir. Katharsis, 17, 9-27.
Peck, S. D. (2003). Measuring sensitivity moment by moment: a microanalytic look at the transmission of attachment. Attachment & Human Development, 5 (1), 38-63. doi:10.1080/1461673031000078661
Peña-Ramos, M., Vera-Noriega, J., & Santiz-López, J. (2018). Niñez y crianza en una zona rural tseltal en Altos de Chiapas. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 16 (1), 149-162.
Pickard, J. A., Townsend, M., Caputi, P., & Grenyer B. F. S. (2017). Observing the influence of mindfulness and attachment styles through mother and infant interaction: a longitudinal study. Infant Mental Health Journal, 38(3), 343–350. doi: 10.1002/imhj.21645
Puura, K., Leppänen, J., Salmelin, R., Mäntymaa, M., Luoma, I., Latva, R., … Tamminen, T. (2019). Maternal and infant characteristics connected to shared pleasure in dyadic interaction. Infant Mental Health Journal, 40, 459-478. doi: 10.1002/21786
Riggins, S. (Ed.). (2011). Beyond Goffman: Studies on Communication, Institution, and Social Interaction. The Hague: Gruyter.
Seville-Troike, M. (2003). The ethnography of communication. An introduction. Londres, England: Blackwell.
Thomson, R. A. (2006). The Development of the Person: Social Understanding, Relationships, Conscience, Self. En N. Eisenber (Ed.), Handbook of Child Psychology, Volume Three: Social, Emotional, and Personality Development (pp.24-98). New Jersey, NJ: John Wiley & Sons, Inc.
Tomasello, M. (2009). Why we cooperate. Massachusetts: MIT Press.
Trevarthen, C. (2015a). Infant semiosis: The psycho-biology of action and shared experience from birth. Cognitive Development, 36, 130-141. doi:10.1016/j.cogdev.2015.09.008
Trevarthen, C. (2015b). Awareness of Infants: What do they, and we, seek? Psychoanalytic Inquiry, 35, 395-416.
Varela-Londoño, S. P., Chinchilla-Salcedo, T., & Murad-Gutiérrez, V. (2015). Prácticas de crianza en niños y niñas menores de seis años en Colombia. Revista del Instituto de Estudios en Educación Universidad del Norte, 22, 194-215.
Vargas, N., Morales, M. P., Witto, A., Zamorano, J., Olhaberry, M., & Farkas, C. (2016). ¿En qué medida la mentalización parental y el nivel socioeconómico predicen el lenguaje infantil? Psicoperspectivas. Individuo y Sociedad, 15 (1), 169-180. doi:10.5027/PSICOPERSPECTIVAS-VOL15-ISSUE1-FULLTEXT-690
Vergara-Hernández, L. (2017). Prácticas de crianza en la primera infancia en los municipios de Riosucio y Manzanares. Zona próxima - Revista del Instituto de Estudios en Educación Universidad del Norte, 27, 22-33.
Wachs, T. D. (2015). Assessing Bioecological Influences. En M.H. Bornstein & T. Leventhal (Ed.), Handbook of Child Psychology and Developmental Science, Vol 4 (pp. 811-846). New Jersey, NJ: John Wiley & Sons, Inc.
Willits, J., Saffran, J., & Lany, J. (2017). Toddlers can use semantic cues to learn difficult nonadjacent dependencies. PsyArXiv. doi: 10.31234/osf.io/4ca78
Woldarsky, V., Urzú, C., Farkas, C., & Vallotton, C. D. (2019). Differences in chilean and USA mothers’ sensitivity considering child gender and temperament. Journal of Child and Family Studies, 28,1937-1947. doi:10.1016/j.infbeh.2016.07.005