Mentalization in Chilean Educational Staff with 12-Month-Old Children: Does It Make a Difference in Relation to What Children Receive at Home?

Autor/inn/en	Farkas, Chamarrita; Strasser, Katherine; Badilla, María Gabriela; Santelices, María Pía
Titel	Mentalization in Chilean Educational Staff with 12-Month-Old Children: Does It Make a Difference in Relation to What Children Receive at Home?
Quelle	In: Early Education and Development, 28 (2017) 7, S.839-857 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Farkas, Chamarrita)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2017.1287994
Schlagwörter	Foreign Countries; Child Development; Parent Child Relationship; Security (Psychology); Attachment Behavior; Schemata (Cognition); Emotional Response; Metacognition; Guidelines; Personality Traits; Mothers; Teacher Role; Disadvantaged; Infants; Language Acquisition; Caregiver Child Relationship; Child Care Centers; Parent Caregiver Relationship; Preschool Teachers; Teacher Student Relationship; Parent Teacher Cooperation; Statistical Analysis; Chile + Suchen Sie Ihr Suchwort? Ausland; Kindesentwicklung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Security; Psychology; Sicherheit; Attachment; Bindungsverhalten; Cognition; Schema; Kognition; Emotionales Verhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Richtlinien; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Mother; Mutter; Lehrerrolle; Infant; Toddler; Toddlers; Kleinkind; Sprachaneignung; Spracherwerb; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Statistische Analyse
Abstract	Parental mentalizing, which is the capacity to understand behavior in terms of mental states and to reflect this back to a child through speech, is a key construct in child development. Adults with high mentalization promote children's secure attachment, mentalization and self-regulation. This study describes this competency in a sample of teachers from Chilean nurseries in interaction with 12-month-old children during a storytelling scenario and compares it with the children's mothers. The sample comprised 208 adults (104 teachers and 104 mothers). The adults were asked to tell 2 stories to the children, and these situations were recorded, transcribed, and codified using guidelines that identified 4 references to mental states (desires, cognitions, emotions, and attributes) and 4 references to nonmental states (causal and factual talk, physical states, and connections with the child's life). Research Findings: The results showed significant differences between the educational staff and the mothers, and the teachers performed better than the mothers in terms of both greater mentalization and a greater number of references to desires, causal talk, emotions, and physical states. Practice or Policy: The results provide evidence regarding the supportive role played by educational staff in children's development, especially in underprivileged sectors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01