TY - JOUR
T1 - Assessing the feeding/eating interaction as a context for the development of social competence in toddlers
AU - Spegman, Adele Mattinat
AU - Houck, Gail M.
N1 - Funding Information:
Received 18 April 2005; accepted 9 July 2005. This work was supported by grants NRSA T32 NR7061-07 and F31 NR7314-01A1 and an award from Beta Psi, Sigma Theta Tau. Address correspondence to Adele Mattinat Spegman, Research Division, Western States Chiropractic College, 2900 N.E. 132nd Ave., Portland, Oregon, 97230-3099. E-mail: aspegman@msn.com
PY - 2005/10/1
Y1 - 2005/10/1
N2 - Social competence likely develops through the reciprocal nature of mother-child interactions. Interactions around food provide the young child with consistent and predictable social experiences with the mother, which may establish templates for interactive patterns with others. The Toddler Snack Scale (TSS) assesses the pattern of toddler social behaviors in relation to maternal behaviors during an eating episode. Scale reliability was examined with a sample of 126 dyads at the child's ages of 12, 24, and 36 months. Significant associations were found between TSS classifications and concurrent measures assessed with the Nursing Child Assessment Teaching Scale (NCATS), the Control-Autonomy Balance Scale (CABS), and the Adaptive Social Behavioral Inventory (ASBI). Child temperament contributed to child expressions of social competence, but not to the assignment of maternal or child interaction styles. The scale identifies salient areas for parent-child assessment and intervention throughout infancy and toddlerhood.
AB - Social competence likely develops through the reciprocal nature of mother-child interactions. Interactions around food provide the young child with consistent and predictable social experiences with the mother, which may establish templates for interactive patterns with others. The Toddler Snack Scale (TSS) assesses the pattern of toddler social behaviors in relation to maternal behaviors during an eating episode. Scale reliability was examined with a sample of 126 dyads at the child's ages of 12, 24, and 36 months. Significant associations were found between TSS classifications and concurrent measures assessed with the Nursing Child Assessment Teaching Scale (NCATS), the Control-Autonomy Balance Scale (CABS), and the Adaptive Social Behavioral Inventory (ASBI). Child temperament contributed to child expressions of social competence, but not to the assignment of maternal or child interaction styles. The scale identifies salient areas for parent-child assessment and intervention throughout infancy and toddlerhood.
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U2 - 10.1080/01460860500396799
DO - 10.1080/01460860500396799
M3 - Article
C2 - 16356895
AN - SCOPUS:29144434683
SN - 0146-0862
VL - 28
SP - 213
EP - 236
JO - Comprehensive Child and Adolescent Nursing
JF - Comprehensive Child and Adolescent Nursing
IS - 4
ER -