The Role of Joint Attention in Social Communication and Play among Infants

Autor/in	Shin, Minsun
Titel	The Role of Joint Attention in Social Communication and Play among Infants
Quelle	In: Journal of Early Childhood Research, 10 (2012) 3, S.309-317 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X12443023
Schlagwörter	Play; Infants; Communicative Competence (Languages); Attention; Interpersonal Communication; Peer Relationship; Qualitative Research; Toddlers; Child Care Centers; Social Influences; Interaction; Nonverbal Communication; New York + Suchen Sie Ihr Suchwort? Spiel; Infant; Toddler; Toddlers; Kleinkind; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Aufmerksamkeit; Interpersonale Kommunikation; Peer-Beziehungen; Qualitative Forschung; Infants; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Sozialer Einfluss; Interaktion; Non-verbal communication; Nonverbale Kommunikation
Abstract	Joint attention enables infants to communicate with adults as well as with each other, sharing what is in their minds. Yet, communicative competence and joint attention between infant peers have received little attention in the literature. The purpose of this qualitative study was to explore how infants under the age of two within a childcare setting communicate with each other through joint attention and social understanding during daily interactions. Findings indicated that infants utilized various communicative means, intentional pointing, and joint attention in order to share their experience with each other, develop social understanding, and enjoy social joint play. This study also suggests that conflicts between infants can be a fundamental vehicle for developing social understanding and joint play activity. (Contains 1 table.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10