Advertisement

Supporting Concordant Intersubjectivity and Sense of ‘Belonging’ for Under Three-Year-Olds in Early Years Settings

  • Helen MarwickEmail author
Chapter
Part of the Policy and Pedagogy with Under-three Year Olds: Cross-disciplinary Insights and Innovations book series (Policy pedagogy under-three year olds)

Abstract

Through concordant intersubjective interactions, in which mutual consciousness is supported in positive companionship (Minnis H, Marwick H, Arthur J, McLaughlin A. Eur Child Adolesc Psychiatry 15(6):336–342, 2006; Trevarthen C. The concept and foundations of infant intersubjectivity. In: Braten S (eds) Intersubjective communication and emotion in early ontogeny. Cambridge University Press, Cambridge, pp 15–46, 1998; Trevarthen C. Infant Child Dev 20(1): 119–135, 2011), across the first months and years, infants and young children develop their understanding of themselves and other people. Familiar shared experiences, playful interactions, and co-creation of meanings develop their growing understanding of emotionality and intentionality in themselves and others, and their expectations about other people’s acts and feelings (Marwick H, Murray L. The effects of maternal depression on the ‘musicality’ of infant directed speech and conversational engagement. In: Malloch S, Trevarthen C (eds) Communicative musicality: narratives of expressive gesture and being human. Oxford University Press, Oxford, pp. 281–300, 2008), and lead to a growing sense of self-identity in relation to others, which brings with it a reliable sense of ‘belonging’, or ‘awareness of a collective level of knowing’, and meaning within their interpersonal world (Gratier M, Trevarthen C. J Conscious Stud 15(10–11): 122–158, 2008). This positive confidence in understanding of self and other can become vulnerable in the transition into, and experience of, the group environment of an early years setting, in which existing expectations, perspectives and intentions of the participants may contrast and vary, and lead to discordant intersubjective experience of communication and shared understandings for a child (Marwick H, Murray L. The effects of maternal depression on the ‘musicality’ of infant directed speech and conversational engagement. In: Malloch S, Trevarthen C (eds) Communicative musicality: narratives of expressive gesture and being human. Oxford University Press, Oxford, pp. 281–300, 2008). This chapter examines the challenges inherent in supporting concordant intersubjectivity and a sense of ‘belonging’ for under –3-year-olds in group based infant and toddler settings, and models of pedagogy and interaction applied in such settings.

Keywords

Joint Attention Pretend Play Symbolic Play Interpersonal Experience Positive Developmental Outcome 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Ainsworth, M. (1985). Patterns of mother-infant attachments: Antecedents and effects on development. Bulletin of New York Academy of Medicine, 66(9), 771–790.Google Scholar
  2. Anghileri, J. (2006). Scaffolding practices that enhance mathematics learning. Journal of Mathematics Teacher Education, 9, 33–52.CrossRefGoogle Scholar
  3. Bornstein, M. H., Haynes, O. M., O’Reilly, A. W., & Painter, K. M. (1996). Solitary and collaborative pretense play in early childhood: Sources of individual variation in the development of representational competence. Child Development, 67(6), 2910–2929.CrossRefGoogle Scholar
  4. Bowlby, J. (1969). Attachment and loss: Attachment. New York: Basic Books.Google Scholar
  5. Brazelton, T. B., Koslowski, B., & Main, M. (1974). The origins of reciprocity: The early mother-infant interaction. In M. Lewis & L. A. Rosenblum (Eds.), The effect of the infant on its caretaker. New York/London: Wiley.Google Scholar
  6. Bruner, J. S. (1983). Child’s talk. Learning to use language. New York: Norton.Google Scholar
  7. Bruner, J. S. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.Google Scholar
  8. Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.Google Scholar
  9. Bruner, J. (1995). From joint attention to the meeting of minds: An introduction. In C. Moore & P. J. Dunham (Eds.), Joint attention: Its origin and role in development. Hillsdale: Erlbaum.Google Scholar
  10. Buber, M. (1947). Between man and man (Translation by Ronald G. Smith). London: Kegan Paul.Google Scholar
  11. Buckley, B. (2003). Children’s communicative skills from birth to five. Oxon: Routledge.Google Scholar
  12. Cooper, R., & Aslin, R. (1990). Preference for infant-directed speech in the first month after birth. Child Development, 61, 1584–1595.CrossRefGoogle Scholar
  13. Dalli, C., White, E. J., Rockel, J., Duhn, I., with Buchanan, E., Davidson, S., Ganly, S., Kus, L., & Wang, B. (2011). Quality early childhood education for under-two-year-olds: What should it look like? A literature review. Report to the Ministry of Education. http://www.educationcounts.govt.nz/
  14. DeCasper, A. J., & Fifer, W. P. (1980). Of human bonding: Newborns prefer their mother’s voices. Science, 208, 1174–1176.CrossRefGoogle Scholar
  15. Emde, R., Kubicek, L., & Oppenheim, D. (1997). Imaginative reality observed during early language development. The International Journal of Psychoanalysis, 78(Pt 1), 115–133.Google Scholar
  16. Fein, G. G. (1984). The self-building potential of pretend play or “I got a fish, all by myself”. In T. D. Yawkey & A. D. Pellegrini (Eds.), Child’s play: Developmental and applied. Hillsdale: Lawrence Erlbaum Associates.Google Scholar
  17. Fernald, A. (1992). Meaningful melodies in mothers’ speech to infants. In H. Papousek, U. Jürgens, & M. Papousek (Eds.), Nonverbal vocal communication: Comparative and developmental aspects (pp. 262–282). Cambridge/Paris: Cambridge University Press/Editions de la Maison des Sciences de l’Homme.Google Scholar
  18. Fernald, A., & Kuhl, P. (1987). Acoustic determinants of infant preference for motherese speech. Infant Behaviour and Development, 10, 279–293.CrossRefGoogle Scholar
  19. Fisher, J. (2016). Interacting or interfering? Improving interactions in the early years. Maidenhead/Berkshire: Open University Press.Google Scholar
  20. Goouch, K., & Powell, S. (2013). The baby room, principles, policy and practice. Maidenhead/Berkshire: Open University Press.Google Scholar
  21. Gratier, M., & Trevarthen, C. (2008). Musical narrative and motives for culture in mother-infant vocal interaction. The Journal of Consciousness Studies, 15(10–11), 122–158.Google Scholar
  22. Grice, H. P. (1975). Logic and conversation. In P. Cole & J. Morgan (Eds.), Syntax and semantics (Vol. 3, pp. 41–58). New York: Academic.Google Scholar
  23. Habermas, J. (1970). Introductory remarks to a theory of communicative competence. Repreinted in Dreitzel, H. P. (Ed.), Recent sociology, No. 2. London: Macmillan.Google Scholar
  24. Halliday, M. A. K. (1975). Learning how to mean: Explorations in the development of language. London: Edward Arnold.CrossRefGoogle Scholar
  25. Horgan, D. (1981). Learning to tell jokes: A case study of metalinguistic abilities. Journal of Child Language, 8, 217–224.CrossRefGoogle Scholar
  26. Malloch, S., & Trevarthen, C. (Eds.). (2008). Communicative musicality: Narratives of expressive gesture and being human (pp. 281–300). Oxford: Oxford University Press.Google Scholar
  27. Marwick, H. (2016). Intersubjectivity and supportiveness in children’s conversations with each other in pre-school settings. Petite Enfance: socialisation et transitions. International Colloquium, Villetaneuse, France. https://hal-univ-paris13.archives-ouvertes.fr/PETITE-ENFANCE
  28. Marwick, H., & Murray, L. (2008). The effects of maternal depression on the ‘musicality’ of infant directed speech and conversational engagement. In S. Malloch & C. Trevarthen (Eds.), Communicative musicality: Narratives of expressive gesture and being human (pp. 281–300). Oxford: Oxford University Press.Google Scholar
  29. Marwick, H., Doolin, O., Allely, C. S., McConnachie, A., Johnson, P., Puckering, C., Golding, J., Gillberg, C., & Wilson, P. (2013). Predictors of diagnosis of child psychiatric disorder in adult-infant social-communicative interaction at 12 months. Research in Developmental Disabilities, 34, 562–572.CrossRefGoogle Scholar
  30. Meltzoff, A. N., & Moore, M. K. (1994). Imitation, memory, and the representation of persons. Infant Behavior & Development, 17, 83–99.CrossRefGoogle Scholar
  31. Minnis, H., Marwick, H., Arthur, J., & McLaughlin, A. (2006). Reactive attachment disorder – A theoretical model beyond attachment. European Child and Adolescent Psychiatry, 15(6), 336–342.CrossRefGoogle Scholar
  32. Murray, L. (1992). The impact of post-natal depression on infant development. Journal of Child Psychology and Psychiatry, 33, 543–561.CrossRefGoogle Scholar
  33. Murray, L., & Trevarthen, C. (1985). Emotional regulation of interactions between two-month-olds and their mothers. In T. M. Field & N. A. Fox (Eds.), Social perception in infants (pp. 177–197). Norwood: Ablex.Google Scholar
  34. Murray, L., & Trevarthen, C. (1986). The infant’s role in mother-infant communication. Journal of Child Language, 13, 15–29.CrossRefGoogle Scholar
  35. Murray, L., Marwick, H., & Arteche, A. (2010). Sadness in mothers’ ‘baby talk’ predicts affective disorder in adolescent offspring. Infant Behaviour and Development, 33, 361–364.CrossRefGoogle Scholar
  36. Nadel, J., & PezŽ, A. (1993). Immediate imitation as a basis for primary communication in toddlers and autistic children. In J. Nadel & L. Camioni (Eds.), New perspectives in early communicative development (pp. 139–156). London: Routledge.Google Scholar
  37. Nadel, J., Carchon, I., Kervella, C., Marcelli, D., & Réserbat-Plantey, D. (1999). Expectancies for social contingency in 2-month-olds. Developmental Science, 2(2), 164–173.CrossRefGoogle Scholar
  38. Nagy, E., & Molnár, P. (2004). Homo imitans or Homo provocans? Human imprinting model of neonatal imitation. Infant Behavior and Development, 27, 54–63.CrossRefGoogle Scholar
  39. OECD. (2015). Enrolment in childcare and pre-school: OECD Family Database. OECD Publishing. http://www.oecd.org/els/family/database.htm
  40. Osofsky, J. D. (1987). Handbook of infant development (2nd ed.). New York: Wiley.Google Scholar
  41. Papousek, M., & Papousek, H. (1981). Musical elements in the infant’s vocalisation: Their significance for communication, cognition, and creativity. In L. P. Lipsitt & C. K. Rovee-Collier (Eds.), Advances in infancy research (Vol. 1, pp. 163–224).Google Scholar
  42. Papousek, H., & Papousek, M. (1997). Fragile aspects of early social interaction. In L. Murray & P. J. Cooper (Eds.), Postpartum depression and child development (pp. 35–53). New York: Guilford Press.Google Scholar
  43. Papousek, M., Papousek, H., & Bornstein, M. (1985). The naturalistic vocal environment of young infants: On the significance of homogeneity and variability in parental speech. In T. M. Field & N. Fox (Eds.), Social perception in infants (pp. 269–297). Noorwood: Ablex.Google Scholar
  44. Peers, C., & Fleer, M. (2014). The theory of ‘belonging’: Defining concepts used within belonging, being and becoming – The Australian early years learning framework. Educational Philosophy and Theory, 46(8), 914–928.CrossRefGoogle Scholar
  45. Piaget, J. (1954). The construction of reality in the child. New York: Basic Books.CrossRefGoogle Scholar
  46. Puckering, C., Allely, C. S., Doolin, O., Purves, D., McConnachie, A., Johnson, P., Marwick, H., Heron, J., Golding, J., Gillberg, C., & Wilson, P. (2014). Association between parent-infant interactions in infancy and disruptive behaviour disorders at age seven. A nested case–control ALSPAC study. BMC Pediatrics, 14, 223.CrossRefGoogle Scholar
  47. Reddy, V. (1991). Playing with others’ expectations: Teasing and mucking about in the first year. In A. Whiten (Ed.), Natural theories of mind. Oxford: Blackwell.Google Scholar
  48. Ryan, J. (1974). Early language development: Towards a communicational analysis. In M. P. M. Richards (Ed.), The integration of a child into a social world (pp. 185–213). Cambridge: Cambridge University Press.Google Scholar
  49. Searle, J. (1969). Speech acts: An essay in the philosophy of language. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  50. Singer, E., Nederend, M., Penninx, L., Tajik, M., & Boom, J. (2014). The teacher’s role in supporting young children’s level of play engagement. Early Child Development and Care, 184(8), 1233–1249.CrossRefGoogle Scholar
  51. Stern, D. N. (1985/2000). The interpersonal world of the infant: A view from psychoanalysis and development psychology. (Second Edition, with new Introduction). New York: Basic Books.Google Scholar
  52. Stern, D., Spieker, S., & Mackain, K. (1982). Intonation contours as signals in maternal speech to prelinguistic infants. Developmental Psychology, 18, 727–735.CrossRefGoogle Scholar
  53. Stratigos, T., Bradley, B., & Sumsion, J. (2014). Infants, family day care and the politics of belonging. International Journal of Early Childhood, 46(2), 171–186.CrossRefGoogle Scholar
  54. Tamis-LeMonda, C. S., Chen, L. A., & Bornstein, M. H. (1998). Mothers’ knowledge about children’s play and language development: Short-term stability and interrelations. Developmental Psychology, 34(1), 115–124.CrossRefGoogle Scholar
  55. Tizard, B., & Hughes, H. (2002). Young children learning (2nd ed.). Malden: Blackwell Publishing.CrossRefGoogle Scholar
  56. Trevarthen, C. (1974, May 2). Conversations with a two-month old. New Scientist, 230–235.Google Scholar
  57. Trevarthen, C. (1979). Communication and cooperation in early infancy. A description of primary intersubjectivity. In M. Bullowa (Ed.), Before speech: The beginning of human communication. Cambridge: Cambridge University Press.Google Scholar
  58. Trevarthen, C. (1998). The concept and foundations of infant intersubjectivity. In S. Braten (Ed.), Intersubjective communication and emotion in early ontogeny (pp. 15–46). Cambridge: Cambridge University Press.Google Scholar
  59. Trevarthen, C. (1999). Musicality and the intrinsic motive pulse: Evidence from human psychobiology and infant communication. Musicae Scientae, Special Issue, 3, 155–215.Google Scholar
  60. Trevarthen, C. (2011). What is it like to be a person who knows nothing? Defining the active intersubjective mind of a newborn human being. Infant and Child Development, 20(1), 119–135.CrossRefGoogle Scholar
  61. Trevarthen, C., & Aitken, K. (2001, January). Infant intersubjectivity: Research, theory, and clinical applications. Journal of Child Psychology and Psychiatry, 42(1), 348. Review.Google Scholar
  62. Trevarthen, C., & Hubley, P. (1978). Secondary intersubjectivity: Confidence, confiding and acts of meaning in the first year. In A. Lock (Ed.), Action, gesture and symbol (pp. 183–229). London: Academic.Google Scholar
  63. Trevarthen, C., & Marwick, H. (1982). Cooperative understanding in infancy. Project Report to the Spencer Foundation. Chicago: University of Edinburgh.Google Scholar
  64. Trevarthen, C., & Marwick, H. (1986). Signs of motivation for speech in infants, and the nature of a mother’s support for development of language. In B. Lindblom & R. Zetterstrom (Eds.), Precursors of early speech (pp. 279–308). Basingstoke: Macmillan.CrossRefGoogle Scholar
  65. Vygotsky, L. S. (1978). Mind in society: The development of higher mental processes. Cambridge, MA: Harvard University Press.Google Scholar
  66. White, E. J. (2014). Are you ‘Avin a Laff?’: A pedagogical response to Bakhtinian carnivalesque in early childhood education. Educational Philosophy and Theory: Incorporating ACCESS Volume 46, Issue 8, Special issue: Philosophy and Pedagogy of Early Childhood. doi: 10.1080/00131857.2013.781497.
  67. White, E. J., & Redder, B. (2015). Proximity with under two-year-olds in early childhood education: A silent pedagogical encounter. Early Education and Care. doi: 10.1080/03004430.2015.1028386.Google Scholar
  68. White, E. J., Peter, M., & Redder, B. (2015). Infant and teacher dialogue in education and care: A pedagogical imperative. Early Childhood Research Quarterly, 30, 160–173. doi: 10.1016/j.ecresq.2014.10.008.CrossRefGoogle Scholar
  69. Winnicott, D. (1971). Playing and reality. London: Tavistock.Google Scholar

Copyright information

© Springer Science+Business Media Singapore 2017

Authors and Affiliations

  1. 1.School of Education, Faculty of Humanities and Social SciencesUniversity of StrathclydeGlasgowScotland

Personalised recommendations