Caregiver Interactions

• Reciprocity: when each person responds to the other and elicits a response from them.

  E.G- a caregiver might respond to their baby's smile by saying something and then this in turn is an elicit response from their baby.

  • 'Turn-taking'
  • Brazelton (1975)- described it like a 'couple's dance'- due to the response of moves.
• Interactional synchrony: when a caregiver and baby interact in such a way that their actions and emotions mirror each other.

  • Meltzoff and Moore (1977) observed the beginnings of IS in babies as young as 2 weeks old.
  • An adult displayed one of three facial expressions or one of three distinctive gestures.
  • The babies response was filmed and labelled by independent observers.
  • Babies expressions were more likely to mirror those of adults more than chance would predict (there was a significant association).
• Interactional synchrony:

  • Isabella (1989) observed 30 mothers and babies together and assessed the degree of synchrony.
  • The researchers also assessed the quality of mother-baby attachment.
  • They found that high levels of synchrony were associated with better mother-baby quality attachment.
• Strength:

  • Usually filmed observations in a laboratory.
  • Means distractions for the baby can be controlled.
  • Using films means observations can be recorded and analysed later- unlikely to miss key behaviours.
  • More than 1 observer so inter-rater reliability.
  • Babies don't know they're being observed so behaviour doesn't change in response to observation.
  • Therefore, data collected in such research should have good reliability and validity.
• Limitation:

  • It's hard to interpret a baby's behaviour.
  • Movements being observed are just small hand movements or subtle changes in expression- difficult to be sure, for example, whether a baby is smiling or just passing wind.
  • Means we can't be certain that the behaviours seen un the caregiver-infant interactions have a special meaning.
• Limitation:

  • Simply observing behaviour doesn't tell us its developmental importance.
  • Feldman points out that ideas like synchrony simply give names to patterns of observable caregiver and baby behaviours- may not be particularly useful in understanding child development.
  • Means we cannot be certain from observable research alone that reciprocity and synchrony are important for a child's development.
• Counterpoint for developmental importance:

  • Other evidence to suggest that early interactions are important.
  • Isabella (1989) found that achievement of interactional synchrony predicted the development of a good quality attachment.
  • Means that, on balance, caregiver-infant interaction is probably important in development.