Esta tese objetiva compreender a implantação dos primeiros grupos escolares em Mato Grosso. O olhar se desloca das reformas educacionais e da história institucional e recai sobre a história da infância. Pretende perceber como este modelo escolar foi organizado para formar o futuro cidadão \"desejável\" para atuar na sociedade, inquirindo a cultura escolar que nela surgiu e as representações concorrentes de infância, presentes na sociedade mato-grossense. O período delimitado, de 1910 a 1927, refere-se ao tempo que vigorou o Regulamento da Instrução Pública Primária de 1910, responsável pela introdução deste modelo institucional no Estado. Entre muitas formas de se examinar a cultura escolar, privilegiei as fontes documentais encontradas no Arquivo Público de Mato Grosso, Arquivo da Casa Barão de Melgaço, Arquivo da Escola Estadual Presidente Médici, Arquivo da Secretaria Estadual de Educação, os quais oferecem enorme quantidade de informações a respeito do funcionamento dos grupos escolares e das representações dos governantes e dos profissionais da educação naquele momento. Refiro-me a regulamentos, legislações, mensagens de presidentes de estado, relatórios da direção dos grupos escolares e da instrução pública, atas da Congregação, ofícios internos dos grupos, jornais em circulação na época, entre outros. A tese está dividida em duas partes. Na primeira, discorro sobre a infância brasileira, principalmente a matogrossense, e as várias representações sociais em luta na época. Rivalizavam-se à representação de infância associada à escolarização dos grupos escolares (idade correspondente à série, afastamento da criança da família e da produção por cinco anos consecutivos, dentre outros) disseminada pelos governantes, outras concepções do lugar social da criança manifesta por pais e representantes da Igreja. Na segunda parte, analiso aspectos da cultura escolar, tais como o tempo, espaço, saberes e métodos. Busco, também, indícios para a construção da identidade da criança-aluno dos grupos escolares, perscrutando suas características; o acesso à escola; permanência e problemas com o fracasso escolar. O estudo da implantação dos grupos escolares, viabilizada pelo conjunto documental, permitiu me perceber a existência de representações concorrentes de infância e de sua escolarização, materializadas na organização de escolas públicas e privadas voltadas para o atendimento da criança em idade escolar. Possibilitou-me, também, constatar que o currículo dos grupos escolares foi organizado com a finalidade de constituir uma infância produtiva e ordeira, concebida como necessária a progresso social. / This thesis aims at understanding the implementation of the first scholar groups in Mato Grosso. The view departs from educational reforms and institutional history and looks at the infancy history. It tries to perceive how this scholar model was organized to form the future \"desirable\" citizen to act in the society, inquiring a scholar culture that arose and the concurrent representations of infancy, present in the Mato Grosso society. The chosen period, from 1910 to 1927, refer to the time which was enforced the 1910 Primary Public Instruction Regulation, responsible for the introduction of this institutional model in the State. Among the several forms to examine the scholar culture, I privileged the documental sources found in the Public Archive of Mato Grosso, the House of Barão de Melgaço Archive, the Presidente Médice State School Archive, the State Education Secretary Archive, which offer an enormous amount of information related to the way the infant\'s schools and the government representation and the education professionals worked at that time. I refer to regulations, legislations, messages from state presidents, reports from the infant\'s schools and public instruction directors, Congregation reports, internal documents from the infant\'s schools, newspapers circulating at the time, among others. The thesis is divided in two parts. In the first part, I describe about the brazilian infancy, particularly in Mato Grosso, and the several social representations fighting at the time. The representation of infancy associated to the scholarization of the infant´s schools (ages corresponding to the series, child away from the family and from the production for five consecutive years, among others) disseminated by the governants, rivaled other conceptions of the social place for children by the parents and Church representatives. In the second part, I analyze aspects of the scholar culture, such as time, space, knowledge and methods. I search, also, indications for the construction of the child-student identity in the infant\'s schools, investigating minutely their characteristics; the access to school; permanency and problems with scholar failure. The study of the implementation of the infant\'s schools, made possible by the documentary set, allowed me to observe the existence of concurrent representations of infancy and its schooling, materialized in the organization of public and private schools directed toward the attendance of the child in pertaining to school age.It made possible, also, for me to evidence that the curriculum of the infant\'s school was organized with the purpose to constitute a productive and orderly infancy, conceived as necessary to a social progress.

Made available in DSpace on 2016-12-23T14:01:48Z (GMT). No. of bitstreams: 1 Paula Cristiane Andrade Coelho.pdf: 1556049 bytes, checksum: c77f4622fae390f7ecdb74816bc5dda8 (MD5) Previous issue date: 2013-08-29 / Este estudo teve como objetivo conhecer os modos de participação das crianças na gestão escolar, a partir da consideração delas como sujeitos de direitos e atores sociais. Os sujeitos da pesquisa foram adultos e crianças de uma turma de 4º/5º ano do Ensino Fundamental de uma Unidade de Ensino da Rede Municipal Serra (ES). A metodologia caracteriza-se por uma pesquisa de tipo etnográfico, utilizando-se de observação participante, com a realização de entrevistas semiestruturadas em rodas de conversas (formais e informais), além de análise documental (leis, decretos, portarias, atas do Conselho de Escola, Projeto Político-pedagógico), utilizando-se das normas legais que regem a gestão escolar. Discussões sobre participação, gestão escolar, cidadania e participação política das crianças, esta referenciada nos estudos da Sociologia da Infância, embasam a defesa da possibilidade da participação das crianças na gestão escolar, especialmente, pela garantia do seu direito a ter direitos, enquanto cidadãs. A partir dos dados coletados, evidenciou-se que não bastam as normas legais instituírem o direito à participação das crianças para que esta seja, de fato, efetivada. Verificou-se, por meio das narrativas e relatos, que as crianças participam e interferem nas questões da gestão escolar por seus modos próprios, envolvendo resistências, burlas e invenções, que se revelam tanto nas suas relações entre pares quanto com os adultos que com elas interagem. Revelou-se, ainda, o quanto é importante e desafiador para a escola reconhecer as crianças como sujeitos válidos na construção de uma esfera pública compartilhada, legitimando os modos peculiares de participação não apenas nos processos de formalização da democracia, como é o caso dos Conselhos de Escolas, mas no modo como questionam as regras, subvertem as racionalidades dos adultos e buscam novos sentidos nos diferentes tempos e espaços vividos no cotidiano escolar / The purpose of this research was to understand the participation means of children in the school management, beginning with their consideration as subjects of rights and social actors. This research was performed with adults and children in the 4th and 5th grade in a Primary School in the Municipal Teaching Unit of Serra (ES). This methodology is characterized by an ethnographic research, utilizing participant observation, with the performance of semi structured interviews in (formal and informal) conversations, as well as documental analysis (laws, decrees, ordinances, minutes of the school council, political pedagogical project), using the general rules that govern the school management. Discussions about participation, school management, citizenship and the children s political participation, which is referenced in the study of Infancy Sociology, underlie the possible defense of children s participation in school management, specially, in guaranteeing their rights to have rights, as citizens. From the data collected, it was evident that just the legal standards are not enough to establish the children s participation right so that it can be, in fact, effective. It was confirmed by tales and reports, that children participate and interfere with the school management questions for their own means, involving resistance, scams and inventions, that reveal themselves in peer relationships as well as with adults that they interact with. It was also known how important and challenging it is for the school to recognize the kids as valid fellows in the construction of a shared public sphere, legitimizing the peculiar means of participation not only in the democratic formalization process, such as it is in the School Council, but also in the way that they question rules, subvert to adults rationalities and search new meanings in different times and spaces experienced in everyday school life

Made available in DSpace on 2014-12-17T15:38:46Z (GMT). No. of bitstreams: 1 IndiraCCO.pdf: 1017568 bytes, checksum: 17cb589faeb8ac4c6ab80a68831a7ff9 (MD5) Previous issue date: 2004-10-15 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Considering infancy as the socio-historic construction required from the researcher, not only gives problems to the natural character of the human development, that for a long period in the history of psychology has sown to be predominant, but before anything assumes the position in which the vision of the social condition, i.e., for the contexts of the insertion of the human being, is predominant. In this sense, it is not possible to talk about infancy in the singular, once the different developmental contexts enable different forms of immersion in the daily experiences, amongst which this research focuses on the experience of the ludic. According to various theories of development amongst which we emphasize the socio-historic, this element brings important contributions in the processes of the human being constitution. From the legal aspect this recognition is present in the Code of Practice of the Child and Adolescent which considers playing to be a right of the child. However, the childhood of many children have this aspect affected by many factors. It is in the context of this discussion that we developed this research which has as its objective investigate how children in a working environment experience playing on a daily basis. Four children, girls, took part in this research, who develop activities in the process of the usage of cashew nuts. We used interviews, observations, photographs and drawings. The perspective of analysis which guided this task is based on socio-historic and discursive studies. In this way, the elements which constitute the child s discourse, formed from the corpus were: be a child, the ludic culture, the work in the child s life and the perspective of future and change. The participants discourse showed to be conflicting, contradictory, arisen from a specific ideological formation. In the children s daily routine it was possible to verify that there is an existence of a rich ludic culture, even if it is lived in few moments of the day in consequence of the workload / Considerar a Inf?ncia enquanto constru??o s?cio-hist?rica requer, do pesquisador, n?o apenas problematizar o car?ter natural do desenvolvimento humano, que por um longo per?odo da hist?ria da Psicologia se mostrou predominante, mas, antes de tudo, assumir uma postura em que o olhar para as condi??es sociais, ou seja, para os contextos de inser??o do ser humano, assume posi??o de destaque. Nesse sentido, n?o ? poss?vel falar em inf?ncia, no singular, uma vez que os diferentes contextos de desenvolvimento propiciam diferentes formas de imers?o nas experi?ncias do cotidiano, dentre as quais esta pesquisa destaca a viv?ncia do l?dico. Segundo v?rias teorias do desenvolvimento, dentre as quais destacamos a s?cio-hist?rica, esse elemento traz importantes contribui??es nos processos de constitui??o do ser humano. Do ponto de vista legal, esse reconhecimento se faz presente no Estatuto da Crian?a e do Adolescente, que considera o brincar um direito da crian?a. Contudo, a inf?ncia de muitas crian?as tem este aspecto comprometido, pelos mais diversos fatores. ? no contexto desta discuss?o que desenvolvemos esta pesquisa cujo objetivo foi investigar como as crian?as em situa??o de trabalho vivenciam o brincar em seu cotidiano. Participaram da pesquisa quatro crian?as, meninas, que desenvolvem atividades no processo de beneficiamento da castanha de caju. Utilizamos entrevistas, observa??es, fotografias e produ??o de desenhos. A perspectiva de an?lise que norteou essa tarefa fundamenta-se nos estudos s?cio-hist?ricos e discursivos. Dessa forma, os elementos constituintes do discurso da crian?a, constru?dos a partir do corpus,foram: ser crian?a, a rotina das crian?as, a cultura l?dica, o trabalho na vida das crian?as e perspectivas de futuro e de mudan?as. Os discursos das participantes se mostraram conflitantes, contradit?rios, oriundos de uma forma??o ideol?gica espec?fica. No cotidiano das crian?as foi-nos poss?vel verificar que h? exist?ncia de uma rica cultura l?dica, mesmo que ela seja vivenciada em uns poucos momentos do dia-a-dia, em decorr?ncia das ocupa??es com o trabalho

Orientador: Ethel Volfzon Kosminsky / Banca: Luis Antonio Francisco de Souza / Banca: Ileizi Fiorelli Silva / Banca: Célia Aparecida Ferreira Tolentino / Resumo: No Brasil tem-se elaborado, nos últimos quinze anos, um conjunto significativo de pesquisas denominadas 'estado do conhecimento', 'estado da arte' ou balanço da produção. A produção acadêmica acerca do trabalho infantil tem sido significativa na década de 1980 e mais ainda nos últimos anos. Este trabalho expõe o resultado de um estudo bibliográfico onde foram reunidos 97 artigos relacionados ao trabalho infantil distribuídos em 58 títulos de periódicos brasileiros. O recorte temporal feito abrange desde o início da década de 1980, momento em que a temática começou a adquirir visibilidade na produção acadêmica, até o ano de 2004 quando sistematizamos as bases do projeto de pesquisa. O balanço da produção propõe-se a mapear e discutir a produção científica acerca do trabalho infantil realizada em publicações de periódicos científicos examinando o instrumental teórico, as perspectivas e as conclusões apresentadas. O estudo se debruçou sobre os aspectos mais enfocados pelos(as) autores(as) que publicam artigos nos periódicos, como os que associam trabalho infantil e pobreza e os analisam a questão a partir da 'escolha', 'estratégia de sobrevivência' que a criança realiza dentro de seu grupo de pertencimento. Além disso, pode-se delinear uma análise inicial de questões relevantes à compreensão do trabalho infantil ressaltando a escassa produção encontrada no que diz respeito ao estudo do trabalho infantil doméstico e das relações de gênero. / Abstract: In the last fifteen years, a substantial amount of so called "state of the art" research in Brazil has been developed. The academic research concerning child labor has been significant in the 1980's and even more in the past few years. This work shows the result of a bibliographical study where 97 articles related to child work, distributed among 58 brazilian publications were analyzed together. The period selected cover the begining of the 1980 decade, when the academic production started to pay attention in this subject, until 2004, when we designed this research project, which also proposes to map and discuss the scientific productions, reviening the theoretical framework, the perspectives and presented conclusions, approaching most important topics pointed by the authors, like those that relates child work with poverty. Besides, its possible to outline an initial analisys of the most important questions in order to understand the child work, considering the sparse production regarding themes such as domestic child labor and gender issues. / Mestre

Orientador: Pedro Ângelo Pagni / Banca: Carlos da Fonseca Brandão / Banca: Divino José da Silva / Banca: Luiz Hermenegildo Fabiano / Banca: Sinèsio Ferraz Bueno / Resumo: Infância, Experiência e Trabalho Docente é uma pesquisa que resultou do interesse em pensar a experiência da infância como possibilidade para a educação. Um dos motivos da iniciativa para essa busca foi a necessidade de entender, de elucidar, de esclarecer os desafios das interfaces entre infância, experiência e educação na modernidade e assim, perseguir uma outra possibilidade de (re)pensar a infância: o da reinterpretação desse conceito pela via do pensamento filosófico contemporâneo e pelas implicações que demarcam suas inflexões mais importantes e suas implicações para a educação. Para esse percurso, contamos com a contribuição das reflexões dos filósofos contemporâneos que se debruçaram em refletir sobre a modernidade. Entre eles, Walter Benjamin, Theodor Adorno, Michel Foucault, Jean François Lyotard e Giorgio Agamben, dentre outros, principalmente naquilo que se refere ao tema infância e na idéia de que a modernidade possibilita um déficit de experiências da in-fância. São reflexões que nos mostram que, à medida que o processo emancipatório da sociedade moderna avança, cresce a constatação da expropriação da experiência e percebe-se que a infância não é a preocupação central do pensamento, mas a experiência que a constitui e pode desviá-la do caminho da racionalidade exigida pela Aufklärung. Nossa principal preocupação é pensar a noção de infância pela notoriedade que ela vai ganhando na modernidade, posicionando-a como centro das atenções, não pela sua influência na vida do homem, mas na sua vinculação com o desenvolvimento da sociedade, atrelada à idéia de menoridade e de incapacidade. É a possibilidade de buscarmos através da experiência da infância (trans)formar a experiência de ensinar, ou mesmo confrontar a própria infância dos professores , à medida que pensar o educar pautado na experiência... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Infancy, experience and teaching work is a research that is resulted from the interest in thinking the experience of infancy as possibility to the education. One of the reasons from the initiative for this search was the need to understand, inform, clarify the challenges of the connections between infancy, experience and education in the modern world, and like that seek another possibility of re (think) the infancy: reinterpreting this concept using the contemporary philosophic thought and by the implications that delimit their deviation more important and their implications to the education. To that rout, we count on the contribution of the thought of contemporaries philosopher which devoted themselves in think about the modernity. Between them, Walter Benjamin, Theodor Adorno, Michel Foucault, Jean François Lyotard and Giorgio Agamben, and other, mainly in what refer to the infancy subject and in the idea that the modernity cans be enabling to make a deficit of experiences of infancy. They are thoughts which show us that, as the emancipation process of the modernity society goes up, grows the verification to forbid the experience and realize that infancy is not the central worry of thought, but the experience which constitute it, and can divert it of the way of the rationality demanded by Aufklärung. Our main worry is to think the notion of infancy by notoriety that keeps gaining in the modernity, being situated as the centre of attention; it is not because of influence in men lives, but in their connections with the development of society, tied in the idea of being under age and disability. It is the possibility of taking through the infancy (trans)forming the experience of teaching, or even confronting the own teacher's infancy think the educate regularized the infancy experience is think the infancy as interrupted, hiatus that exists between sense and reason, in the possibility... (Complete abstract click electronic access below) / Doutor

Made available in DSpace on 2016-07-27T13:54:34Z (GMT). No. of bitstreams: 1 JENNIFER MARTINS SILVEIRA.pdf: 645012 bytes, checksum: 5365689dddc5f62e08ab175241b7c670 (MD5) Previous issue date: 2010-08-12 / This research aims to understand and analyze how teachers understand and position themselves before the sexuality of children aged zero to five years. It is intended, still, to understand as the public politics for the Infantile Education have perceived the relation between education and sexuality, in this stage of the basic education, and which the governmental actions, in the direction to prepare the professor for this task. To undertake this investigative work, historical dialectic was opted to the materialistic method, that it looks to apprehend the articulated concrete reality with the historical process, the contradictions and the forms of alienation. In result of this position, it was adopted qualitative boarding in the investigative process and the analysis of the information. For the attainment of the information, it was used technique of the group of quarrel. This technique made possible greater exchange of information and incentive to the participants to express opinions on the investigated object. In the analysis you say of them of the educators, searched to understand that meanings are attributed to the sexuality, specifically to the infantile sexuality and the position of the teachers ahead of the sexual manifestations of the zero child the five years. To display the research, it was approached history of infancy since daily pay-history and the construction of the child concept, was looked to understand its constitution until the conception of the child as subject of rights. Of ownership of these concepts, the description of the attendance to infancy, the evolution of the public politics is analyzed, in Brazil, with the emergency of the society urban-industrial. It is analyzed history of the sexuality, the constitution of the modern family and as the religion, the hygiene and the psychoanalysis had influenced and collaborated mainly in the establishment of social norms, conduct that it, in regards to the education of the child and to the control of its body and, consequently, of the sexuality. Aspects of the Freudian psychoanalytic theory are presented, relative to the development of the libido, the official models of sexual education in Brazil and guidelines for the Infantile Education how much to the sexuality of the child. Finally we perform analysis of the results. Initially, one presents the context, locus of the inquiry and the citizens that of it participate. The picture of theoretical reference is turned toward the studies that deal with to infancy, the Infantile Education and the sexuality based on ideas of authors as: Ariès (1981), Postmann (1999), Abramowicz and Wajshop (1999), Del Priore (2000), Kupfer (2001), Freud (2006), Stearns (2006), Kuhlmann Jr. (2007), among others. The historical revision concerning the evolution of the notion of infancy and defense of the rights of the child in Brazil was enriched by research in official documentary sources. One evidenced that the challenge of the educators, as well as of the society, still consists of the responsibility to make with that the integral education of the child, based on its development, also sexual, either transferred of the paper, the references and the laws to insert itself definitively in the educational institutions with the ethical principles, aesthetic politicians and. We conclude, however, that to do so, teachers need an initial and continuing training that enables them to transform their habitus, to mediate in a healthy sexual development of children. / A presente pesquisa tem como objetivo conhecer e analisar como as professoras compreendem e se posicionam diante da sexualidade das crianças de zero a cinco anos. Pretende-se, ainda, compreender como as políticas públicas para a Educação Infantil têm percebido a relação entre educação e sexualidade, nesta etapa da educação básica, e quais as ações governamentais, no sentido de preparar o professor para esta tarefa. Para empreender este trabalho investigativo, optou-se pelo método materialista histórico dialético, que procura apreender a realidade concreta articulada com o processo histórico, com as contradições e as formas de alienação. Em decorrência desta postura, adotou-se a abordagem qualitativa no processo investigativo e na análise das informações. Para a obtenção das informações, empregou-se a técnica do grupo de discussão. Esta técnica possibilitou maior troca de informações e incentivo aos participantes para expressar opiniões sobre o objeto investigado. Na análise das falas das educadoras, buscou-se compreender que significados são atribuídos à sexualidade, especificamente à sexualidade infantil e a postura das professoras diante das manifestações sexuais da criança de zero a cinco anos. Para expor a pesquisa, abordou-se a história da infância desde a pré-história e a construção do conceito de criança, procurou-se compreender sua constituição até a concepção da criança como sujeito de direitos. De posse destes conceitos, analisa-se o histórico do atendimento à infância, a evolução das políticas públicas, no Brasil, com a emergência da sociedade urbano-industrial. Analisa-se a história da sexualidade, a constituição da família moderna e como a religião, a higiene e a psicanálise influenciaram e colaboraram no estabelecimento de normas sociais, que a regem, principalmente no tocante à educação da criança e ao controle de seu corpo e, consequentemente, da sexualidade. Apresentam-se aspectos da teoria psicanalítica freudiana, relativos ao desenvolvimento da libido, os modelos de educação sexual no Brasil e as orientações oficiais para a Educação Infantil quanto à sexualidade da criança. Por último realiza-se a análise dos resultados. Inicialmente, apresenta-se o contexto, o locus da investigação e os sujeitos que dela participam. O quadro de referência teórica volta-se para os estudos que tratam da infância, da Educação Infantil e da sexualidade fundamentados em idéias de autores como: Ariès (1981), Postmann (1999), Abramowicz e Wajshop (1999), Del Priore (2000), Kupfer (2001), Freud (2006), Stearns (2006), Kuhlmann Jr. (2007), entre outros. A revisão histórica acerca da evolução da noção de infância e defesa dos direitos da criança no Brasil foi enriquecida por pesquisa em fontes documentais oficiais. Constatou-se que o desafio dos educadores, bem como da sociedade, ainda, consiste na responsabilidade de fazer com que a educação integral da criança, fundamentada em seu desenvolvimento, inclusive sexual, seja transferida do papel, dos referenciais e das leis para se inserir definitivamente nas instituições educacionais com os princípios éticos, políticos e estéticos. Conclui-se, porém, que para tanto, os professores precisam de uma formação inicial e continuada que lhes permita transformar seu Habitus, para mediar de uma forma saudável o desenvolvimento sexual da criança.

The current investigation sought to differentiate between contrasting perspectives of body knowledge development by determining whether infants’ adult-like scanning of male and female bodies is dependent on relevant information from the face/head alone, the body alone, or a combination of both sources. Scanning patterns of 3.5-, 6.5-, and 9-month-olds (N = 80) in response to images that contained information relevant to sex classification in either the face/head or the body were examined. The results indicate that sex-specific scanning in the presence of only one source of relevant information (i.e., face/head or body) is present only at 9 months. Thus, although sex-specific scanning of bodies emerges as early as 3.5 months, information from both faces/heads and bodies is required until sometime between 6.5 and 9 months of age. These findings constrain theories of the development of social perception by documenting the complex interplay between body and face/head processing early in life

An increasing number of researchers have begun to identify relationships between dimensions of infants’ and toddlers’ temperament and their language development. Proclivities to engage in joint attention have also been implicated in children’s language development. The purpose of the present investigation was to explore whether aspects of children’s temperament typically associated with linguistic performance could be observed to moderate the joint attentional responsiveness of 11- and 14-month-olds in a controlled laboratory setting. Forty-seven infants (22 females, 25 males) were drawn from a larger study investigating infants’ gaze-following abilities, and included 25 11-month-olds and 22 14-month-olds. In a laboratory setting, two identical objects were placed on opposite sides of the room to the right and left of the infant, respectively. Colorful shower curtains served as background contexts for the objects, and differed in pattern. Experimenters looked at either the right or left object, and infants were scored as to whether they followed the gaze of the experimenter during 1) an initial training phase of 8 trials, and 2) a subsequent testing phase of 8 more trials. Background contexts were switched for half the children during test trials. Temperament played a considerable role in moderating children’s gaze-following at both ages, contributing to 15 significant interactions with factors affecting gaze-following. At 11 months, gaze-following was primarily associated with temperament dimensions reflecting surgency and executive control. For example, perceptual sensitivity, a subcomponent of surgency, entered into a significant 3-way interaction [F(1, 21) = 8.00, p = .010] with training phase (initial versus test) and contextual condition (familiar versus novel). Evaluation of the means vis-à-vis post hoc comparisons indicated that children high in perceptual sensitivity decreased their gaze-following over time in both contexts, whereas children low in perceptual sensitivity exhibited a decrease in gaze-following in only the familiar context. At 14 months, in contrast, negative affectivity was primarily involved. Here, low negative affect children exhibited less gaze-following than high negative affect children during the novel test condition, but the reverse obtained in the familiar test condition [F(1, 18) = 4.56, p = .041]. Our results provide additional evidence of the utility of taking children’s temperament into account when exploring their language development. These findings fit within a model of language development in which children’s temperament influences their language development, at least in part, by virtue of its impact on children’s responsiveness to joint attentional bids.

The ability to regulate emotions is a key part of infants’ social and emotional development, but this ability may differ due to different factors internal and external to the infant. The current study examined the association between infant temperament and parent psychopathology to predict emotion regulation strategies in a sample of 4-montholds using the diathesis-stress model (Monroe & Simons, 1991). Parent-report questionnaires were used to measure infant temperament (the Infant-Behavior Questionnaire-Revised, IBQ-R; Gartstein & Rothbart, 2003) and parental psychopathology (Inventory of Depression and Anxiety, IDAS; Watson et al., 2007). Infants’ use of parent-focused, attentional distraction, and self-soothing strategies were rated during a dyadic face-to-face play task with mothers and fathers (Still-Face Paradigm, Tronick, Als, Adamson, Wise, & Brazelton, 1978) to assess emotion regulation strategy use. Multiple regression analyses revealed significant effects for mother-infant dyads that partially supports the diathesis-stress model.

Bodies provide important social information, and adults benefit from this information by recognizing and responding appropriately to bodies. Body recognition is enabled by the fact that human bodies are defined by parts, such as the limbs, torso, and head, arranged in a particular configuration. To understand the development of social cognition, it is important to analyze and document how infants come to recognize bodies. Infants are sensitive to distortions to the global configurations of bodies by 3.5 months of age, suggesting an early onset of body knowledge. It was unclear, however, whether such sensitivity indicates knowledge of the location of specific body parts or solely reflects sensitivity to the overall gestalt or outline of bodies. The current study addressed this by examining whether infants attend to specific locations in which parts of the body have been reorganized. Results of Experiments 1 and 2 show that 5-month-olds, but not 3.5-month-olds, are sensitive to the location of specific body parts, as demonstrated by a difference in allocation of attention to the body joint areas that were normal (e.g., where the arm connects to the shoulder) versus ones that were reorganized. Furthermore, to examine whether this kind of processing is driven by information from the face/head, in Experiment 3 I tested infants on images in which the face/head was removed. Infants no longer exhibited differential scanning of normal versus reorganized bodies. To further assess whether infants were responding to critical information provided by the face/head or whether their processing was disrupted solely because the headless images were incomplete bodies, Experiment 4 examined infants’ performance on body images missing limbs. Once again, infants failed to exhibit differential scanning of typical versus reorganized bodies. Together, these results suggest that 5-month-olds are sensitive to the location of body parts. However, the presence of the face/head (Experiment 3) and limbs (Experiment 4) are necessary for 5-month-olds to exhibit differential scanning of reorganized versus intact body images. Overall, by 5 months of age, infants are sensitive to precise locations of body parts, and thus demonstrate a rather sophisticated level of knowledge about the structure of the human body. The role that the face/head and limbs play in body structure knowledge development is still unclear, and future studies need to address this question.