实时教学和学习:照顾者教婴儿如何下楼
Mali A Waugh1, Aaron DeMasi1, Michele Gonçalves Maia1
1Department of Psychology, Graduate Center, City University of New York.
Developmental psychology
|February 15, 2024
概括
护理人员使用各种方法,如"背靠"和"滑动"来教婴儿下楼梯. 虽然婴儿对实践支持做出了很好的反应,但他们没有表现出显著的学习,突出显示护理人员在教导运动技能的坚持.
科学领域:
- 发展心理学 发展心理学
- 获得运动技能 获得运动技能
- 婴儿行为婴儿行为
背景情况:
- 下楼学习需要婴儿的运动/认知技能和护理人员的支持.
- 目前的指导方针缺乏对婴儿技能和护理人员技巧的个性化.
- 在阶梯学习过程中,了解自然主义的照顾者-婴儿互动至关重要.
研究的目的:
- 观察婴儿楼梯下降的自然照顾者教学策略.
- 为了评估婴儿对护理人员指导的反应.
- 检查随着时间的推移,教学/学习中的动态相互作用和个体差异.
主要方法:
- 59个婴儿护理人员对照通过Zoom记录在家中的楼梯上.
- 参与者:13个月的新手步行者 (2.04个月的步行经验).
- 在美国,巴西,加拿大,意大利和西班牙收集的数据.
主要成果:
- 护理人员利用了"支持"和"追逐"等策略.
- 婴儿对实际支持和口头鼓励的反应更好.
- 婴儿步行经验影响了下降策略的变化,但没有观察到整体学习.
- 护理人员的指令是一致的,表明持久性.
结论:
- 护理人员在教学楼梯下降方面持久,尽管在课程内促进婴儿学习并不总是有效.
- 互动为婴儿和照顾者之间相互学习提供了一个独特的机会.
- 进一步的研究可以探索影响高风险任务中有效获得运动技能的因素.
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