Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Por ello, las competencias protectoras consisten en primer lugar en construir un espacio
PAGE
\*
vital físicamente seguro para el cuerpo y fisiología del niño, libre de riesgos vitales evidentes,
contaminantes, productos tóxicos o agentes patógenos, peligros en la vivienda (como muros
con posible derrumbe, balcones poco firmes, escaleras empinadas sin reja de seguridad,
ventanas sin malla protectora en un edificio de mucha altura, etc.), o peligros al desplazarse por
el vecindario (como canales de riego sin barreras, vías muy transitadas por automóviles a gran
velocidad, sectores con riñas y balaceras habituales), entre otros. Pero también se trata de
ofrecer garantías de seguridad física en términos de protección frente al maltrato físico, a los
golpes de familiares o terceros, a conflictos sociales o armados, entre otras posibilidades.
Otro aspecto muy específico de esta competencia, tiene relación con la capacidad del
padre o la madre de otorgar al niño o niña propuestas de acciones que son acordes a su etapa
de desarrollo y de medir el riesgo en ello. En este sentido se relaciona también en términos
generales con el componente reflexivo de la parentalidad que se desarrolla más adelante, pues
implica evaluar y medir qué tan peligroso puede ser alguna acción o conducta que realice el
niño o niña por el mismo, o que el mismo adulto propone hacer, por ejemplo qué tan pertinente
resulta regalar un juguete o elemento que puede ser potencialmente peligroso, o invitar al niño
o niña a andar en bicicleta una distancia que pudiese implicar una sobreexigencia física para él
o ella, entre otros.
PAGE
\*
en que se aprende a pedir disculpas y reparar el error, a dar las gracias y ofrecer ayuda cuando
otro integrante del sistema familiar así lo requiera.
PAGE
\*
oportunamente a disposición de las familias recursos y posibilidades de crecimiento parental y
familiar, por sobre la crítica, aislamiento, prejuicios y desvalorización del rol parental.
PAGE
\*
Bibliografía
Abidin, R.R. (1995). Parenting Stress Index Professional Manual (3rd ed.). Lutz, FL: Psychological
Assessment Resources, Inc.
Aguirre, A. (2010). Prácticas de crianza y su relación con rasgos resilientes de niños y niñas.
Tesis para optar al grado de magíster en psicología. Universidad Nacional de Colombia:
Colombia.
Ainsworth, M., Blehar, M., Waters, E. & Wall, S. (1978). Patterns of Attachment: A Psychological
Study of the Strange Situation. Hillsdale, NJ: Erlbaum.
Aracena, M., Gómez, E., Undurraga, C. & Leiva, L. (documento no publicado). Estudio de validez
y confiabilidad del Índice de Estrés Parental versión abreviada (PSI-SF) en Chile.
Artículo enviado a evaluación.
Astington, J. & Baird, J. (2004). Why language matters for theory of mind. International Society
for the Study of Behavioral Development Newsletter, 45(1), 7-9.
Barudy, J. & Dantagnan, M. (2005). Buenos tratos a la infancia: parentalidad, apego y resiliencia.
Barcelona: Gedisa.
Barudy, J. & Dantagnan, M. (2010). Los desafíos invisibles de ser madre o padre. Manual de
evaluación de las competencias y la resiliencia parental. Barcelona: Editorial Gedisa.
Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance
use. Journal of Early Adolescence, 11(1), 56-95.
Belsky, J., Bakermans-Kranenburg, M. & van IJzendoorn, M. (2007). For better and for worse:
Differential Susceptibility to environmental influences. Current Directions in
Psychological Science, 16(6), 300-304.
Bornstein, M. & Putnick, D. (2012). Cognitive and Socioemotional Caregiving in Developing
Countries. Child Development, 83(1), 46-61.
Bornstein, M. (2012). Parenting Infants. En M.H. Bornstein (Ed.), Handbook of Parenting. Volume
1: Children and Parenting (2nd ed., pp. 3-43). New York: Psychology Press.
Bornstein, M., Tamis-LeMonda, C., Hahn, Ch., & Haynes, M. (2008). Maternal responsiveness to
young children at three ages: Longitudinal Analysis of a multidimensional, modular, and
specific parenting construct. Developmental Psychology in The Public Domain, 44, 867–
74.
Bowlby, J. (1969). Attachment and loss: Vol.1. Attachment. New York: Basic Books.
Bronfenbrenner, U. & Evans, G. (2000). Developmental science in the 21st century: Emerging
questions, theoretical models, research designs and empirical findings. Social
Development, 9(1), 115-125.
Bronfenbrenner, U. (1987). La Ecología del Desarrollo Humano. Barcelona. Paidós.
Bus, A., van IJzendoorn, M. & Pellegrini, A. (1995). Joint book reading makes for success in
learning to read: a meta-analysis on intergenerational transmission of literacy. Review
of Educational Research, 65(1), 1-21.
Calkins, S. & Fox, N. (2002). Self-regulatory processes in early personality development: A
multilevel approach to the study of childhood social withdrawal and aggression.
PAGE
\*
Development & Psychopathology, 14, 477-498.
Calkins, S., Smith, C., Gill, K. & Johnson, M. (1998). Maternal interactive style across contexts:
Relations to emotional, behavioral and physiological regulation during toddlerhood.
Social Development, 7, 350-369.
Callaghan, T., Rochat, Ph., MacGillivray, T. & MacLellan, C. (2004). Modeling Referential Actions
in 6- to 18-Month-Old Infants: A Precursor to Symbolic Understanding. Child
Development, 75(6), 1733-1744.
Campos, J., Frankel, C. & Camras, L. (2004). On the Nature of Emotion Regulation. Child
Development, 75(2), 377-394.
Campos, J., Mumme, D., Kermoina, R., & Campos, R. (1994). A functional perspective on the
nature of emotion. Monographs of the Society for Research in Child Development, 59 (2-
3, Serial No. 240), 284-303.
Cassidy, J., & Shaver, P. (2008). Hanbook of Attachment. Theory, research, and clinical aplications.
London: The Guildford Press.
Cohen, J. & Mendez, J. (2009). Emotion regulation, language ability, and the stability of preschool
children’s peer play behavior. Early Education & Development, 20, 1016–1037.
Cohen, J. et al. (2005). Helping Young Children Succeed: Strategies to Promote Early Childhood
Social and Emotional Development. Washington, DC: National Conference of State
Legislatures and Zero to Three. http://www.zerotothree.org/policy (accessed on
April, 28, 2014).
Cole, P., Martin, S. & Dennis, T. (2004). Emotion Regulation as a Scientific Construct:
Methodological Challenges and Directions for Child Development Research. Child
Development, 75(2), 317-333.
Cyr, Ch., Euser, E., Bakermans-Kranenburg, M. & van IJzendoorn, M. (2010). Attachment
security and disorganization in maltreating and high-risk families: A series of meta-
analyses. Development and Psychopathology, 22, 87-108.
Davis, E. & Levine, L. (2013). Emotion Regulation Strategies That Promote Learning:
Reappraisal Enhances Children’s Memory for Educational Information. Child
Development, 84(1), 361-374.
De Wolff, M., van IJzendoorn, M. (1997). Sensitivity and Attachment: A Meta-Analysis on
Parental Antecedents of Infant Attachment. Child Development, 68(4), 571-591.
Denham, S. & Kochanoff, A. (2002). Parental contributions to preschoolers’ understanding of
emotion. Marriage and Family Review, 34, 311–343.
Denham, S., Caverly, S., Schmidt, M., Blair, K., DeMulder, E., Caal, S., Hamada, H. & Mason, T.
(2002). Preschool understanding of emotions: contributions to classroom anger and
agression. The Journal of Child Psychology and Psychiatry, 43(7), 901-916.
Duncan, L., Coatsworth, J.D. & Greenberg, M. (2009). A Model of Mindful Parenting: Implications
for Parent–Child Relationships and Prevention Research. Clin Child Fam Psychol Rev, 12,
255–270.
Egeland, B. & Bosquet, M. (2002). Emotion regulation in early childhood: The role of
attachment-oriented interventions. In B. S. Zuckerman, A. F. Lieberman, & N. A. Fox
(Eds.). Socioemotional Regulations: Dimensions, Developmental Trends and Influences
PAGE
\*
(pp. 101-124). Skillman, NJ: Johnson & Johnson Pediatric Institute.
Eisenberg, N. & Spinrad, T. (2004). Emotion-Related Regulation: Sharpening the Definition.
Child Development, 75(2), 334-339.
Eisenberg, N., Hofer, C., Sulik, M. & Spinrad, T. (2014). Chapter 10: Self-Regulation, Effortful
Control, and Their Socioemotional Correlates. En J., Gross, J. (Ed.). Handbook of Emotion
Regulation. pp.157-172. The Guilford Press: New York.
Eisenberg, N., Valiente, C., Spinrad, T. L., Cumberland, A., Liew, J., Reiser, M., et al. (2009).
Longitudinal relations of children’s effortful control, impulsivity, and negative
emotionality to their externalizing, internalizing, and co-occurring behavior problems.
Developmental Psychology, 45(4), 988–1008.
Eisenberg, N., Zhou, Q., Spinrad, T. L., Valiente, C., Fabes, R. A., & Liew, J. (2005). Relations among
positive parenting, children’s effortful control, and externalizing problems: A three-
wave longitudinal study. Child Development, 76, 1055–1071.
Erickson, M.F. & Kurz-Riemer, K. (2002). Infants, Toddlers and Families. A Framework for
Support and Intervention. The Guildford Press: New York.
Evans, G. (2004). The Environment of Childhood Poverty. American Psychologist, 59(2), 77-92.
Evans, G., & English, K. (2002). The environment of poverty: Multiple stressor exposure,
psychophysiological stress, and socioemotional adjustment. Child Development, 73,
1238–1248.
Evans, G., Li, D. & Whipple, S. (2013). Cumulative Risk and Child Development. Psychological
Bulletin, 139(6), 1342-1396.
Fabes, R., Gaertner, B. & Popp, T. (2006). Getting Along with Others: Social Competence in Early
Childhood. En K. McCartney & D. Phillips (Eds). Blackwell Handbook of Early Childhood
Development. (p. 297-316). Oxford: Blackwell Publishing.
Farkas, Ch. (2007). Comunicación Gestual en la Infancia Temprana: Una Revisión de su
Desarrollo, Relación con el Lenguaje e Implicancias de su Intervención. Psykhe, 16(2),
107-115.
Feldman, R. (2012). Parent-infant synchrony: A biobehavioral model of mutual influences in the
formation of affiliative bonds. Monographs of the Society for Research in Child
Development, 77(2), 42-51.
Florenzano, R., Cáceres, E., Valdés, M., Calderón, S., Santander, S., Cassasus, M. et al. (2009).
Estilos de crianza, relación percibida con los padres y salud mental de estudiantes
adolescentes de la región metropolitana. Psiquiatría y Salud Mental, 26(1-2), 4-14.
Fonagy, P., & Target, M. (1997). Attachment and reflective function: Their role in self-
organization. Development and Psychopathology, 9, 679-700
Fonagy, Steele, Moran, Steele & Higgit, 1991
Gershoff, E., Aber, J., Raver, C. & Lennon, M. (2007). Income Is Not Enough: Incorporating
Material Hardship Into Models of Income Associations With Parenting and Child
Development. Child Development, 78(1), 70-95.
Gómez, E. & Kotliarenco, M.A. (2010). Resiliencia familiar: un enfoque de investigación e
intervención con familias multiproblemáticas. Revista de Psicología, 19(2), 103-131.
PAGE
\*
Gómez, E. & Muñoz, M. (2013). Manual Modelo de Video-Feedback. ODISEA: Oportunidades para
el Desarrollo de Interacciones Sensibles, Eficaces y Afectivas. Fundación Ideas para la
Infancia: Santiago de Chile.
Gómez, E. & Muñoz, M. (2014). Escala de Parentalidad Positiva E2P. Manual. Fundación Ideas
para la Infancia: Santiago.
Gómez, E., Muñoz, M. & Haz, A.M. (2007). Familias multiproblemáticas y en riesgo social:
características e intervención. Psykhe, 16(2), 43-54.
Gómez, E., Muñoz, M. & Santelices, M.P. (2008). Efectividad de las intervenciones en apego con
infancia vulnerada y en riesgo social: Un desafío prioritario para Chile. Terapia
Psicológica, 26(2), 241-251.
Gottman, J., Katz, L. & Hooven, C. (1997). Meta-emotion: How families communicate emotionally.
Mahwah, NJ: Lawrence Erlbaum.
Gross, J. (Ed.). (2014). Handbook of Emotion Regulation. The Guilford Press: New York.
Grossman, A., Churchill, J., McKinney, B., Kodish, I., Otte, S., & Greenough, W. (2002). Experience
effects on brain development: Possible contributions to psychopathology. Journal of
Child Psychology and Psychiatry, 44, 33–63.
Harris, P.L. (1989). Children and emotion: The development of psychological understanding.
Oxford: Blackwell
Hobson, P., Patrick, M., Crandell, L., García, R. & Lee, A. (2004). Maternal sensitivity and infant
triadic communication. Journal of Child Psychology and Psychiatry, 45(3), 470-480.
Hoff, E. (2006). How social contexts support and shape language development. Developmental
Review, 26, 55-88.
Hornik, R. & Gunnar, M. (1988). A descriptive analysis of infant social referencing. Child
Development, 59, 626-634.
Karreman, A., van Tuijl, C., van Aken, M. & Dekovic, M. (2006). Parenting and Self-Regulation in
Preschoolers: A Meta-Analysis. Infant and Child Development, 15, 561-579.
Katz, L. & Windecker-Nelson, B. (2006). Domestic violence, emotion coaching, and child
adjustment. Journal of Family Psychology, 20, 56-67.
Kim-Spoon, J., Cicchetti, D. & Rogosch, F. (2013). A Longitudinal Study of Emotion Regulation,
Emotion Lability‐Negativity, and Internalizing Symptomatology in Maltreated and
Nonmaltreated Children. Child Development, 84(2), 512-527.
Kochanska, G., Kim, S., Barry, R. & Philibert, R. (2011). Children´s genotypes interact with
maternal responsive care in predicting children´s competence: Diathesis-stress or
differential susceptibility? Deveopment and Psychopathology, 23, 605-616.
Kopp, C. (1982). Antecedents of self-regulation: A developmental perspective. Developmental
Psychology, 18(2), 199-214.
Kopp, C. (1989). Regulation of distress and negative emotions: A developmental view.
Developmental Psychology, 25, 343–354.
Lecannelier, F., Ascanio, L., Flores, F. & Hoffman, M. (2011). Apego & Psicopatología: Una
revisión actualizada sobre los modelos etiológicos parentales del apego desorganizado.
Terapia Psicológica, 29(1), 107-116.
PAGE
\*
Lengua, L. (2002). The Contribution of Emotionality and Self-Regulation to the Understanding
of Children's Response to Multiple Risk. Child Development, 73(1), 144-161.
Masten, A. & Obradovic, J. (2006). Competence and resilience in development. Annals of the New
York Academy of Sciences, 1094(1), 13-27.
Meltzoff, A. & Moore, K. (1977). Imitation of Facial and Manual Gestures by Human Neonates.
Science, 198(4312), 75-78.
Meltzoff, A. (2011). Social Cognition and the Origins of Imitation, Empathy and Theory of Mind.
En Goswami, U. (Ed). The Wiley-Blackwell Handbook of Childhood Cognitive
Development. (p. 46-75). West Sussex: Wiley-Blackwell Publishing.
Meunier, J.C., Boyle, M., O´Connor, T. & Jenkins, J. (2013). Multilevel Mediation: Cumulative
Contextual Risk, Maternal Differential Treatment, and Children’s Behavior Within
Families. Child Development, 84(5), 1594-1615.
Mundy, P. & Newell, L. (2007). Attention, Joint Attention, and Social Cognition. Current
Directions in Psychological Science, 16(5), 269-274.
Muñoz, M. & Gómez, E. (2013). Manual Modelo de Visita Domiciliaria. ODISEA: Oportunidades
para el Desarrollo de Interacciones Sensibles, Eficaces y Afectivas. Fundación Ideas para
la Infancia: Santiago de Chile.
Muralidharan, A., Yoo, D., Ritschel, L., Simeonova, D. & Craighead, W.E. (2010). Development of
Emotion Regulation in Children of Bipolar Parents: Putative Contributions of
Socioemotional and Familial Risk Factors. Clinical Psychology: Science and Practice,
17(3), 169-186.
National Scientific Council on the Developing Child (2011). InBrief Series: The Impact of Early
Adversity on Children´s Development. Recuperado de: http://www.
developingchild.harvard.edu /library
Nicholson, J., Howard, K. & Borkowski, J. (2008). Mental Models for Parenting: Correlates of
Metaparenting among Fathers of Young Children. Fathering 6(1), 39-61.
Pollak, S. (2008). Mechanisms linking early experience and the emergence of emotions:
Illustrations from the study of maltreated children. Current Directions in Psychological
Science, 17, 370-375.
Propper, C. & Moore, G. (2006). The influence of parenting on infant emotionality: A multi-level
psychobiological perspective. Developmental Review, 26, 427-460.
Raver, C. & Zigler, E. (1997). Social competence: An untapped dimension in evaluating Head
Start's success. Early Childhood Research Quarterly, 12(4), 363-385.
Razza, R., Martin, A. & Brooks-Gunn, J. (2012). Anger and Children’s Socioemotional
Development: Can Parenting Elicit a Positive Side to a Negative Emotion? J Child Fam
Stud, 21, 845–856.
Roben, C., Cole, P. & Armstrong, L. (2013). Longitudinal relations among language skills, anger
expression and regulatory strategies in early childhood. Child Development, 84(3), 891-
905.
Robokos, D. (2007). Cognitive, Language and Social-Emotional Development Among Infants and
Toddlers in Early Head Start: An Examination of the Impact of Cumulative Risk. Thesis
submitted in partial fulfillment of the requirements for the degree of Doctor of
PAGE
\*
Philosophy. Columbia University.
Rodrigo, M. J., Martín, J. C., Máiquez, M. L., & Rodríguez, G. (2007). Informal and formal supports
and maternal child-rearing practices in at-risk and non at-risk psychosocial contexts.
Children and Youth Services Review, 29, 329-347.
Rodrigo, M.J. & Byrne, S. (2011). Social Support and Personal Agency in At-Risk Mothers.
Psycosocial Intervention, 20(1), 13-24.
Rodrigo, M.J., Máiquez, M.L. & Martín, J.C. (2010). La educación parental como recurso
psicoeducativo para promover la Parentalidad Positiva. FEMP: Madrid.
Rodrigo, M.J., Martín, J.C., Cabrera, E. & Máiquez, M.L. (2009). Las competencias parentales en
contextos de riesgo psicosocial. Intervención Psicosocial, 18(2), 113-120.
Roggman, L., Cook, G., Innocenti, M., Jump Norman, V., Christiansen, K. & Anderson, S. (2013).
Parenting Interactions with Children. Checklist of Observations Linked to Outcomes. User´s
Guide. Paul H. Brookes Publishing: Maryland.
Rothbart, M., Ziaie, H. & O’Boyle, C. (1992). Self-regulation and emotion in infancy. In N.
Eisenberg & R. Fabes (Eds.). Emotion and its regulation in Early Development: New
directions for child development, No. 55: The Jossey-Bass education series, (pp. 7-23).
San Francisco: Jossey-Bass.
Rutter, M. (2007). Resilience, competence and coping. Child Abuse and Neglect, 31, 205-209.
Santelices, M., Carvacho, C., Farkas, Ch., León, F., Galleguillos, F., Himmel, E. (2012). Medición de
la sensibilidad del adulto con niños de 6 a 36 meses de edad: Construcción y análisis
preliminares de la Escala de Sensibilidad del Adulto, E.S.A. Terapia Psicológica, 30(3),
19-29.
Schore, A. (2001). The effects of early relational trauma on right brain development, affect
regulation, and infant mental health. Infant Mental Health Journal, 22(1-2), 201-269.
Schore, J. & Schore, A. (2008). Modern Attachment Theory: The Central Role of Affect Regulation
in Development and Treatment. Clin Soc Work J, 36, 9–20.
Shonkoff, J. & Phillips, D. (Eds) (2000). From Neurons to Neighborhoods: The Science of Early
Childhood Development. Washington D.C.: National Academy Press.
Shortt, J., Stoolmiller, M., Smith-Shine, J., Eddy, J. & Sheeber, L. (2010). Maternal emotion
coaching, adolescent anger regulation, and siblings´ externalizing symptoms. Journal of
Child Psychology and Psychiatry, 51, 799-808.
Skinner, E., Johnson, S. & Snyder, T. (2005). Six dimensions of parenting: a motivational model.
Parenting: Science and Practice, 5(2), 175-235.
Stansbury, K. & Zimmerman, L. (1999). Relations among child language skills, maternal
socializations of emotion regulation, and child behavior problems. Child Psychiatry and
Human Development, 30, 121–142.
Stocker, C., Richmond, M., Rhoades, G. & Kiang, L. (2007). Family emotional processes and
adolescents' adjustment. Social Development, 16(2), 310-325.
Strasser, K., Mendive, S. & Susperreguy, M. (2012). Los procesos familiares como mediadores
de la relación entre el contexto socioeconómico y los resultados cognitivos y educativos.
En I. Mena, M. Lissi, L. Alcalay, N. Milicic (eds.). Educación y Diversidad. Aportes desde la
PAGE
\*
Psicología Educacional. (pp. 297-337). Santiago de Chile: Ediciones UC.
Susperreguy, M., Strasser, K., Lissi, M. & Mendive, S. (2007). Creencias y prácticas de literacidad
en familias chilenas con distintos niveles educativos. Revista Latinoamericana de
Psicología, 39, 239-251.
Thompson, R. & Meyer, S. (2007). The socialization of emotion regulation in the family. In: J.
Gross (ed.). pp. 249–268. Handbook of emotion regulation. New York: Guilford.
Thompson, R. (2014). Chapter 11: Socialization of Emotion and Emotion Regulation in the
Family. En J., Gross, J. (Ed.). Handbook of Emotion Regulation. pp.173-186. The Guilford
Press: New York.
Trentacosta, C. J., Hyde, L. W., Shaw, D. S., Dishion, T. J., Gardner, F., & Wilson, M. (2008). The
relations among cumulative risk, parenting, and behavior problems during early
childhood. Journal of Child Psychology and Psychiatry, 49, 1211–1219
Tronick, E. & Cohn, J. F. (1989). Infant – mother face-to-face interaction: Age and gender
differences in coordination and the occurrence of miscoordination. Child Development,
60, 85 – 92.
Tronick, E. (1989). Emotions and emotional communication in infants. American Psychologist,
44, 112–126.
Valencia, E. & Gómez, E. (2010). Una Escala de Evaluación Familiar Eco-Sistémica para
Programas Sociales: Confiabilidad y Validez de la NCFAS en Población de Alto riesgo
Psicosocial. Psykhé, 19(1), 89-103.
Vicente, B., Saldivia, S., de la Barra, F., Melipillán, R., Valdivia, M. & Kohn, R. (2012). Salud mental
infanto-juvenil en Chile y brechas de atención sanitarias. Revista Médica de Chile, 140,
447-457.
Walden, T. & Ogan, T. (1988). The Development of Social Referencing. Child Development, 59,
1230-1240.
Walker, S., Wachs, Th., Meeks, J., Lozoff, B., Wasserman, G., Pollitt, E., Carter, J. & The
International Child Development Steering Group (2007). Child development: risk
factors for adverse outcomes in developing countries. The Lancet, 369(9556), 145-157.
Waters, S., Virmani, E., Thompson, R., Meyer, S., Raikes, H.A. & Jochem, R. (2010). Emotion
Regulation and Attachment: Unpacking Two Constructs and Their Association. J
Psychopathol Behav Assess, 32, 37–47.
Weisleder, A. & Fernald, A. (2013). Talking to Children Matters: Early Language Experience
Strengthens Processing and Builds Vocabulary. Psychological Science, 24(11), 2143-
2152.
Weisleder, A. & Fernald, A. (2013). Talking to Children Matters: Early Language Experience
Strengthens Processing and Builds Vocabulary. Psychological Science, 24(11), 2143-
2152.
Wellman, H. (1990). The Child’s Theory of Mind. Cambridge, MA: MIT Press.
Wellman, H. (2004). Theory of Mind: Developing Core Human Cognitions. International Society
for the Study of Behavioral Development Newsletter, 45(1), 1-4.
Wellman, H., Lopez-Duran, S., LaBounty, J. & Hamilton, B. (2008). Infant attention to intentional
PAGE
\*
action predicts preschool theory of mind. Developmental Psychology, 44 (2), 618–623.
Wellman, H., Phillips, A.T., Dunphy-Lilii, S. & LaLonde, N. (2004). Infant social attention predicts
preschool social cognition. Developmental Science, 7 (3), 283–288.
Yamaguchi, M., Kuhlmeier, V., Wynn, K. & vanMarle, K. (2009). Continuity in social cognition
from infancy to childhood. Developmental Science, 12(5), 746-752.
Yap, M., Allen, N. & Ladouceur, C. (2008). Maternal Socialization of Positive Affect: The Impact
of Invalidation on Adolescent Emotion Regulation and Depressive Symptomatology.
Child Development, 79(5), 1415 – 1431.
Zeanah, Ch. (2009). Handbook of Infant Mental Health (Third Edition). The Guilford Press: New
York.
Zimmerman, F., Gilkerson, J., Richards, J., Christakis, D., Xu, D., Gray, Sh. & Yapanel, U. (2009).
Teaching by Listening: The Importance of Adult-Child Conversations to Language
Development. Pediatrics, 124(1), 342-349.
PAGE
\*