<abstract xmlns="http://www.w3.org/1999/xhtml"><p> Analyses of interactions between an adult and a one-year-old child are often connected with studying early communicative competences, e.g. the child’s participation in turn-taking sequences, in joint attention, and use of pointing gestures. Infants’ communicative behaviors were studied using a structured observational measure - the Early Social Communication Scales (Mundy et al., 2003) in a study of 358 12-month-old children. An exploratory factor analysis revealed: (i) a distinction between the categories of initiation and response among the behaviors displayed, (ii) simple and complex behavior categories occurring; (iii) the presence within one factor of behaviors fulfilling various functions (e.g. requesting and sharing interest). An analysis of the results showed that communicative competences can be classified according to their level and ignoring their function, and made it possible to suggest modifications to the way in which behaviors are coded on the ESCS and to complement the procedure of studying early communicative competences.</p></abstract>

Analyses of interactions between an adult and a one-year-old child are often connected with studying early communicative competences, e.g. the child’s participation in turn-taking sequences, in joint attention, and use of pointing gestures. Infants’ communicative behaviors were studied using a structured observational measure - the Early Social Communication Scales (Mundy et al., 2003) in a study of 358 12-month-old children. An exploratory factor analysis revealed: (i) a distinction between the categories of initiation and response among the behaviors displayed, (ii) simple and complex behavior categories occurring; (iii) the presence within one factor of behaviors fulfilling various functions (e.g. requesting and sharing interest). An analysis of the results showed that communicative competences can be classified according to their level and ignoring their function, and made it possible to suggest modifications to the way in which behaviors are coded on the ESCS and to complement the procedure of studying early communicative competences.

The Nature of Child-Adult Interaction. From Turn-Taking to Understanding Pointing and Use of Pointing Gestures

Psychology of Language and Communication

This work is licensed under the Creative Commons Attribution 4.0 International License.

Analyses of interactions between an adult and a one-year-old child are often connected with studying early communicative competences, e.g. the child’s...

The Nature of Child-Adult Interaction. From Turn-Taking to Understanding Pointing and Use of Pointing Gestures

Publié en ligne: 28 août 2014

Pages: 87 - 105

DOI: https://doi.org/10.2478/plc-2014-0008

Mots clés
child-adult interaction, infancy, turn-taking, joint attention, pointing gestures

© by Arkadiusz Białek

This work is licensed under the Creative Commons Attribution 4.0 International License.

The Nature of Child-Adult Interaction. From Turn-Taking to Understanding Pointing and Use of Pointing Gestures

Publié en ligne: 28 août 2014

Pages: 87 - 105

DOI: https://doi.org/10.2478/plc-2014-0008

Mots cléschild-adult interaction, infancy, turn-taking, joint attention, pointing gestures

© by Arkadiusz Białek

This work is licensed under the Creative Commons Attribution 4.0 International License.

Mots clés
child-adult interaction, infancy, turn-taking, joint attention, pointing gestures