Dependent Independence in Adult-Child Relationships.

Autor/inn/en	Winegar, Lucien T.; und weitere
Titel	Dependent Independence in Adult-Child Relationships.
Quelle	(1987), (22 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Child Caregivers; Child Development; Interpersonal Relationship; Parent Child Relationship; Parent Influence; Research Methodology; Social Environment; Socialization; Theories + Suchen Sie Ihr Suchwort? Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Kindesentwicklung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Research method; Forschungsmethode; Soziales Umfeld; Socialisation; Sozialisation; Theory; Theorie
Abstract	Offering a research-oriented perspective on the interdependence of children and their environments and the role of caregivers in children's development, the theoretical system discussed in this paper consists of four main ideas. These ideas concern (1) independent dependence; (2) zones of free movement, proximal development, and promoted action; (3) differential constraining/progressive empowerment; and (4) the dialectical nature of adult/child interaction. Children are viewed as dependent to the extent that their own structure and the structure of their environments establish boundaries determining the range of possible action; within those boundaries children may act independently. The concept of zones figuratively differentiates aspects of child/environment relationships and determines contexts in which children are "canalized" toward socially appropriate actions, perform actions with support which they cannot perform independently, or receive encouragement from caregivers to perform certain actions. The linked concepts of "differential constraining/progressive empowerment" denote social processes occurring within the zone of promoted action that are typical of interaction between experts and novices. Finally, it is argued that phenomena involved in adult/child transaction at any age are inherently dialectical, and not simple. Methodological implications of the theoretical system are discussed and illustrated. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC