Social-emotional consequences of
response-contingent learning opportunities
Carl J. Dunst, Ph.D.
Bridges, Volume 1, Number 4
Findings from this synthesis indicate that response-contingent learning opportunities,
where the relationship between a child's behavior and the consequences of this behavior
is clearly detectable, produce the greatest amount of positive social responding and
attenuate negative social responding. Implications for practice are described in terms
of the environmental arrangements most likely to optimize the positive social-emotional
consequences of response-contingent learning opportunities.
YES! I made it happen!
Bottomlines, Volume 1, Number 4
¡Sí! ¡Hice que pasará!
Spanish Bottomlines, Volume 1, Number 4
Relationship between parental contingent-responsiveness and attachment outcomes
Danielle Z. Kassow, Ph.D., & Carl J. Dunst, Ph.D.
Bridges, Volume 2, Number 4
Findings from this synthesis indicate a discernable relationship between parental contingent-responsiveness and attachment outcomes for young children. The results suggest that early parental-contingent responsiveness is an important determinant of later secure child attachment.
Heart to heart: The strength of the relationship between an adult caregiver and a young child is affected by the adult's responsiveness
Bottomlines, Volume 2, Number 4
Characteristics of interventions promoting
parental sensitivity to child behavior
Carl J. Dunst, Ph.D., & Danielle Z. Kassow, Ph.D.
Bridges, Volume 2, Number 5
Findings from this synthesis show that behaviorally based interventions that specifically target improvements or changes in parental sensitivity were most effective and that optimal benefits were realized with relatively few intervention sessions. Implications for developing and implementing intervention practices for strengthening the parent/child relationship are described.
Sense and sensitivity: Research indicates best
ways to boost parental sensitivity to child behavior
Bottomlines, Volume 2, Number 5
Characteristics of parental
sensitivity related to secure infant attachment
Danielle Z. Kassow, Ph.D., & Carl J. Dunst, Ph.D.
Bridges, Volume 3, Number 2
Findings from this synthesis identified the characteristics of parental interactive behavior that contributed most to
strengthening the parent/child relationship. Parent/child turn taking and parent support and encouragement were found
to be especially important parenting behaviors.
Pathways to Closeness
Bottomlines, Volume 3, Number 2
Influence of caregiver responsiveness
on the development of young children with or at risk for developmental disabilities
Carol M. Trivette, Ph.D.
Bridges, Volume 1, Number 6
Findings from this synthesis indicate that a responsive caregiver style of interaction has a positive influence on the cognitive and social-emotional development of young children with or at risk for developmental disabilities. Implications for practice are described in terms of the caregiver styles of interaction most likely to optimize the development of young children.
Happy talk! Research reveals practical
pointers for beneficial adult-child interaction
Bottomlines, Volume 1, Number 6
Influence of
home environment on the social-emotional development of young children
Carol M. Trivette, Ph.D.
Bridges, Volume 2, Number 2
Findings from this synthesis suggest that three characteristics of the home environment are associated with children's social competence. They include the availability of (1) a variety of adults who are physically and emotionally responsive to child behavior, (2) a variety of learning material, and (3) adults who provide encouragement to children to try new learning experiences. Implications for practice are described in terms of the environmental components most likely to optimize social-emotional development of young children.
Set the scene for social ease
Bottomlines, Volume 2, Number 2
Social-emotional consequences of
response-contingent learning opportunities
Carl J. Dunst, Ph.D.
Bridges, Volume 1, Number 4
Findings from this synthesis indicate that response-contingent learning opportunities,
where the relationship between a child's behavior and the consequences of this behavior
is clearly detectable, produce the greatest amount of positive social responding and
attenuate negative social responding. Implications for practice are described in terms
of the environmental arrangements most likely to optimize the positive social-emotional
consequences of response-contingent learning opportunities.
YES! I made it happen!
Bottomlines, Volume 1, Number 4
¡Sí! ¡Hice que pasará!
Spanish Bottomlines, Volume 1, Number 4
Relationship between types of toys and young
children's social behavior
Melinda Raab, Ph.D.
Bridges, Volume 1, Number 8
Results from this synthesis indicate that toys and play materials most associated with young children's social play are ones that: (1) involve turn taking or physical play, (2) represent functional household objects, (3) can be used as props for pretend play, or (4) can be used easily by two or more children. The implications are that early childhood practitioners can use toys and play materials having these characteristics to promote social play among peers in early childhood settings.
Is it time for a toy tune-up?
Bottomlines, Volume 1, Number 8
Influences of dialogic reading on the language development of toddlers
Patricia A. Cutspec, Ph.D.
Bridges, Volume 2, Number 1
This practice-based research synthesis identified the characteristics of dialogic reading that help develop and enhance the emergent literacy and language development of children 3 years of age or younger. Caregiver-child reading strategies that strengthen emergent literacy and language development are provided.
Pages of powerful fun! Shared book reading
boosts early language development
Bottomlines, Volume 2, Number 1
