Social relations, self-awareness and symbolizing. A perspective from autism

Hobson, R Peter (2007) Social relations, self-awareness and symbolizing. A perspective from autism. In: Socioemotional development in the toddler years: Transitions and transformations. Guilford Press, New York, pp. 423-450. ISBN 9781593854966

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This volume explores the key developmental transitions that take place as 1- to 3-year-olds leave infancy behind and begin to develop the social and emotional knowledge, skills, and regulatory abilities of early childhood. Leading investigators examine the multiple, interacting factors that lead to socioemotional competence in this pivotal period, covering both typical and atypical development. Presented are innovative research programs that have yielded compelling insights into toddlers' relationships, emotions, play, communication, prosocial behavior, self-control, autonomy, and attempts to understand themselves and others. The final chapter presents a systematic framework for socioemotional assessment. This book may serve as a text in graduate-level courses in social development or early childhood development. Its targeted audience includes developmental psychologists, early childhood education researchers and professionals, and students in these areas. It is also of interest to mental health clinicians working with young children and their families. Following an introductory chapter 1, Transitions in Toddler Socioemotional Development: Behavior, Understanding, Relationships (Celia A. Brownell and Claire B. Kopp), this book divides into five parts and 18 chapters. Part I, Understanding Self and Others, contains: (2) Understanding Self and Others in the Second Year (Chris Moore); (3) The Codevelopment of Self and Sociomoral Emotions during the Toddler Years (Michael F. Mascolo and Kurt W. Fischer); (4) The Transformation of Prosocial Behavior from Infancy to Childhood (Dale F. Hay and Kaye V. Cook); and (5) The Origins of Empathic Morality in Toddlerhood (Martin L. Hoffman). Part II, Play and Communication, contains: (6) Pretend Play in Toddlers (Angeline Lillard); (7) Children's Relationships with Other Children (Claire Hughes and Judy Dunn); (8) Intentional Communication (Nameera Akhtar and Carmen Martinez-Sussmann); (9) Becoming a Language User: Entering a Symbolic World (Katherine Nelson); and (10) Revisiting "A Toddler's Life" for "The Toddler Years": Conversational Participation as a Tool for Learning across Knowledge Domains (Marilyn Shatz). Part III, Self-Regulation, contains: (11) The Emergence of Self-Regulation: Biological and Behavioral Control Mechanisms Supporting Toddler Competencies (Susan D. Calkins); (12) Autonomy, Compliance, and Internalization (David R. Forman); and (13) Taming the Tempest in the Teapot: Emotion Regulation in Toddlers (Ross A. Thompson and Rebecca Goodvin). Part IV, Biological and Cultural Perspectives, contains: (14) The Cognitive Neuroscience of Early Socioemotional Development (Martha Ann Bell and Christy D. Wolfe); (15) Biobehavioral Approaches to Early Socioemotional Development (Kristin A. Buss and H. Hill Goldsmith); and (16) The Sociocultural Context of Transitions in Early Socioemotional Development (Susan M. Perez and Mary Gauvain). Part V, Individual Differences and Applications, contains: (17) Social Relations, Self-Awareness, and Symbolizing: A Perspective from Autism (R. Peter Hobson); and (18) A Systemic Approach to Assessment of Normative and Atypical Socioemotional Function in Toddlers (Hiram E. Fitzgerald, Jessica Barnes, and Jason Almerigi).

Item Type: Book Section
Subjects: Communication (incl. disorders of) > Autism
Department/People: Special Units

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