Dressing toddlers at the Emmi Pikler nursery school in Budapest: caregiver instrumental behavioral pattern

References

• Anguera, M. T. 1979. “Observational Typology.” Quality & Quantity. European American Journal of Methodology 13 (6): 449–484. doi:https://doi.org/10.1007/BF00222999.
   Google Scholar
• Anguera, M. T. 1988. Observación en la escuela. Barcelona: Graó.
   Google Scholar
• Anguera, M. T. 2001. “Cómo apresar las competencias del bebé mediante una aplicación de la metodología observacional.” Contextos Educativos. Revista de Educación 4: 13–34. doi: 10.18172/con.484.
   Google Scholar
• Anguera, M. T. 2003. “La observación.” In Evaluación psicológica. Concepto, proceso y aplicación en las áreas del desarrollo y de la inteligencia, edited by C. Moreno Rosset, 271–308. Madrid: Sanz y Torres.
   Google Scholar
• Anguera, M. T. 2010. “Posibilidades y relevancia de la observación sistemática por el profesional de la Psicología.” Papeles del Psicólogo 31 (1): 122–130.
   Google Scholar
• Anguera, M. T., J. Behar, A. Blanco, M. Carreras, J. L. Losada, V. Quera, and C. Riba. 1993. Metodología observacional en la investigación psicológica. Barcelona: Promociones y Publicaciones Universitarias.
   Google Scholar
• Anguera, M. T., and A. Blanco-Villaseñor. 2003. “Registro y Codificación del comportamiento deportivo.” In Psicología del Deporte. (2), Metodología, edited by A. Hernández-Mendo, 6–34. Buenos Aires: Efdeportes.
   Google Scholar
• Anguera, M. T., A. Blanco-Villaseñor, A. Hernández-Mendo, and J. L. Losada. 2011. “Diseños observacionales: ajuste y aplicación en psicología del deporte.” Cuadernos de Psicología del Deporte 11 (2): 63–76.
   Google Scholar
• Anguera, M. T., A. Blanco-Villaseñor, and J. L. Losada. 2001. “Diseños observacionales, cuestión clave en el proceso de la metodología observacional.” Metodología de las Ciencias del Comportamiento 3 (2): 135–160.
   Google Scholar
• Anguera, M. T., A. Blanco, J. L. Losada, and A. Hernández Mendo. 2000. “La metodología observacional en el deporte: Conceptos básicos.” Lecturas: EF y Deportes. Revista Digital 24 (5): 63–82.
   Google Scholar
• Anguera, M. T., and A. Hernández-Mendo. 2013. “La metodología observacional en el ámbito del deporte.” E-balonmano.com: Revista de Ciencias del Deporte 9 (3): 135–161.
   Google Scholar
• Anguera, M. T., and C. Izquierdo. 2006. “Methodological Approaches in Human Communication: From Complexity to Perceived Situation to Data Analysis.” In From Communication to Presence: Cognition, Emotions and Culture Towards the Ultimate Communicative Experience, edited by G. Riva, M. T. Anguera, B. K. Weiderhold, and F. Mantovani, 207–226. Amsterdam: IOS Press.
   Google Scholar
• Anguera, M. T., M. S. Magnusson, and G. K. Jonsson. 2007. “Instrumentos no Estándar.” Avances en Medición 5 (1): 63–82.
   Google Scholar
• Azrin, N. H., R. M. Schaeffer, and M. D. Wesolowski. 1976. “A Rapid Method of Teaching Profoundly Retarded Persons to Dress.” Mental Retardation 14: 29–33.
   PubMedGoogle Scholar
• Bakeman, R., and V. Quera. 1996. Análisis de la Interacción. Análisis Secuencial con SDIS y GSEQ. Madrid: Ra-Ma.
   Google Scholar
• Bakeman, R., and V. Quera. 2011. Sequential Analysis and Observational Methods for the Behavioral Sciences. Cambridge, UK: Cambridge University Press. ISBN: 9781107001244 (hdcv), 9780521171816 (ppbk).
   Google Scholar
• Belasko, M. 2016. Kalitatez eta arretaz jantzi Budapest-eko Pikler-Lóczy Haur Eskolan: Hezitzailearen behaketa eta analisia. In XXIII Jornadas de Investigación en Psicodidáctica/XXIII Psikodidaktikako Ikerkuntza Jardunaldiak, edited by A. Rodríguez Fernández, A. Romero Andonegi & I. Ros Martínez de la Hidalga, 24–35. [Electronic Resource]. Bilbao: Universidad del País Vasco / Euskal Herriko Unibertsitatea.
   Google Scholar
• Belza, H., E. Herran, and M. T. Anguera. 2019. “Early Childhood Education and Cultural Learning: Systematic Observation of the Behaviour of a Caregiver at the Emmi Pikler Nursery School During breakfast / Educación temprana y aprendizaje cultural: observación sistemática de la conducta de la educadora Pikler durante el desayuno.” Infancia y Aprendizaje 42 (1): 128–178. doi:10.1080/02103702.2018.1553268.
   Web of Science ®Google Scholar
• Blanco-Villaseñor, A., J. Castellano, A. Hernández-Mendo, C. R. Sánchez, and O. Usabiaga. 2014. “Aplicación de la TG en el deporte para el estudio de la validez, fiabilidad y estimación de la muestra.” Revista de Psicología del Deporte 23 (1): 131–137.
   Web of Science ®Google Scholar
• Blanco-Villaseñor, A., J. L. Losada, and M. T. Anguera. 2003. “Analytic Techniques in Observational Designs in Environment-Behavior Relation.” Medio Ambiente y Comportamiento Humano 4 (2): 111–126.
   Google Scholar
• Blanco, A., and M. T. Anguera. 2003. Calidad de los Datos Registrados en el ámbito Deportivo. In Psicología del Deporte (Vol. 2). Metodología, edited by A. Hernández Mendo, 35–73. Buenos Aires: Efdeportes (www.efdeportes.com). [I.S.B.N. 987-43-6355-x]
   Google Scholar
• Boyce, W. T., E. W. Jensen, S. A. James, and J. L. Peacock. 1983. “The Family Routines Inventory: Theoretical Origins.” Social Science and Medicine 17 (4): 193–200. doi:10.1016/0277-9536(83)90116-8.
   PubMed Web of Science ®Google Scholar
• Carpenter, M., N. Akhtar, and M. Tomasello. 1998. “Fourteen-Through 18-Month-Old Infants Differentially Imitate Intentional and Accidental Actions.” Infant Behavior & Development 21 (2): 315–330. doi: 10.1016/S0163-6383(98)90009-1
   Web of Science ®Google Scholar
• Carpenter, M., J. Call, and M. Tomasello. 2002. “Understanding “Prior Intentions” Enables Two-Year-Olds to Imitatively Learn a Complex Task.” Child Development 73 (5): 1431–1441. doi: 10.1111/1467-8624.00481
   PubMed Web of Science ®Google Scholar
• Castellano, J., A. Hernández Mendo, P. Gómez de Segura, E. Fontetxa, and I. Bueno. 2000. “Sistema de codificación y análisis de calidad del dato en el fútbol de rendimiento.” Psicothema 12 (4): 635–641.
   Google Scholar
• David, M., and G. Appell. 1986. La educación del niño de 0 a 3 años: Experiencias del Instituto Lóczy. Madrid: Narcea.
   Google Scholar
• David, M., and G. Appell. 2010. Lóczy. Una insólita atención personal. Barcelona: Octaedro.
   Google Scholar
• Day, H. M., and R. H. Horner. 1986. “Response Variation and the Generalization of a Dressing Skill: Comparison of Single Instance and General Case Instruction.” Applied Research in Mental Retardation 7: 189–202. doi: 10.1016/0270-3092(86)90005-6
   PubMedGoogle Scholar
• Diorio, M. S., and E. A. Konarski. 1984. “Evaluation of a Method for Teaching Dressing Skills to Profoundly Mentally Retarded Persons.” American Journal of Mental Deficiency 89: 307–309.
   PubMedGoogle Scholar
• Dunst, C. J., M. B. Bruder, C. M. Trivette, M. Raab, and M. McLean. 2001. “Natural Learning Opportunities for Infants, Toddlers, and Preschoolers.” Young Exceptional Children 4 (3): 18–25. doi:10.1177/109625060100400303.
   Google Scholar
• Falk, J. 2018. “Los fundamentos de una verdadera autonomía en el niño pequeño.” In Claves de la educación Pikler-Lóczy: Compilación de 20 artículos escritos por sus creadoras, edited by E. Herrán, 89–114. Budapest: Pikler-Lóczy Society, Hungary.
   Google Scholar
• Garzón, B., D. Lapresa, M. T. Anguera, and J. Arana. 2011. “Análisis observacional del lanzamiento de tiro libre en jugadores de baloncesto base.” Psicothema 23 (4): 851–857.
   PubMedGoogle Scholar
• Gimeno, A., M. T. Anguera, A. Berzosa, and L. Ramírez. 2006. “Detección de patrones interactivos en la comunicación de familias con hijos adolescentes.” Psicothema 18 (4): 785–790.
   PubMedGoogle Scholar
• González-Mena, J. 2004. “What Can an Orphanage Teach Us? Lessons From Budapest.” Young Children 59 (5): 26–30.
   Google Scholar
• Hatcher, B., and B. Squibb. 2011. “Going Outside in Winter: A Qualitative Study of Preschool Dressing Routines.” Early Childhood Educational Journal 38: 339–347. doi: 10.1007/s10643-010-0415-z
   Google Scholar
• Hernández-Mendo, A., J. Castellano, O. Camerino, G. Jonsson, A. Blanco-Villaseñor, A. Lopes, and M. T. Anguera. 2014. “Programas Informáticos de Registro, Control de Calidad del Dato, y Análisis de Datos.” Revista de Psicología del Deporte 23 (1): 111–121.
   Google Scholar
• Hernández-Mendo, A., J. A. López-López, J. Castellano, V. Morales-Sánchez, and J. L. Pastrana. 2012. “Hoisan 1.2: Programa Informático Para uso en Metodología Observacional.” Cuadernos de Psicología del Deporte 12 (1): 55–78. doi: 10.4321/S1578-84232012000100006
   Google Scholar
• Herrán, E. 2013. “La educación Pikler-Lóczy: cuando educar empieza por cuidar.” Revista Latinoamericana de Educación Infantil (RELAdEI) 2 (3): 37–56.
   Google Scholar
• Hughes, M. W., J. W. Schuster, and C. M. Nelson. 1993. “The Acquisition of Independent Dressing Skills by Students with Multiple Disabilities.” Journal of Developmental and Pshysical Disabilities 5: 233–252. doi: 10.1007/BF01047066
   Google Scholar
• Inglesfield, E., and A. Crisp. 1985. “Teaching Dressing Skills to the Severely Mentally Handicapped: A Comparison of Intensive and Non-Intensive Strategies.” The British Journal of Mental Subnormality 31 (60): 46–53. doi: 10.1179/bjms.1985.008
   Web of Science ®Google Scholar
• Kálló, E. 2016. “Sobre la unidad de los cuidados y la educación, una vez más.” Reladei, Revista Latinoamericana de Educación Infantil 5 (3): 15–20.
   Google Scholar
• Lancioni, G. E., M. F. O'Reilly, N. N. Sinfg, J. Sigafoos, D. Oliva, F. Campodonico, and J. Groeneweg. 2007. “Helping Three Persons with Multiple Disabilities Acquire Independent Dressing Through Assistive Technology.” Journal of Visual Impairment & Blinded 101 (12): 768–773. doi: 10.1177/0145482X0710101207
   Web of Science ®Google Scholar
• Lancioni, G. E., M. F. O'Reilly, N. N. Sinfg, J. Sigafoos, D. Oliva, F. Campodonico, and G. Piazzolla. 2006. “Promoting Fluency of Performance During Morning Dressing by Two Persons with Multiple Disabilities.” Perceptual and Motor Skills 103 (3): 771–777. doi:10.2466/pms.103.3.771-777.
   PubMed Web of Science ®Google Scholar
• Lapresa, D., I. Gutiérrez, A. Pérez de Albéniz, P. Merino, and M. T. Anguera. in press. “Interaction Teacher-Autistic Student in a Motor Program. A Systematic Observation Study.” Infancia y Aprendizaje.
   Google Scholar
• Martin, G., B. Kehoe, E. Bird, V. Jensen, and M. Darbyshire. 1971. “Operant Conditioning of Dressing Behavior of Severely Retarded Girls.” Mental Retardation 9 (3): 27–31.
   PubMedGoogle Scholar
• McCall, R. B., C. J. Groark, L. Fish, D. Hakins, G. Serrano, and K. Gordon. 2010. “A Socioemotional Intervention in a Latin American Orphanage.” Infant Mental Health Journal 31 (5): 521–542. doi:10.1002/imhj.20270.
   PubMed Web of Science ®Google Scholar
• McKelvey, J. L., L. A. Sisson, V. B. Van Hasselt, and M. Hersen. 1992. “An Approach to Teaching Self-Dressing to a Child with Dual Sensory Impairment.” Teaching Exceptional Children 25 (1): 12–15. doi: 10.1177/004005999202500104
   Google Scholar
• McNamara, P., and R. Humphry. 2008. “Developing Everyday Routines.” Physical and Occupational Therapy in Pediatrics 28 (2): 141–154. doi:10.1080/01942630802031826.
   PubMedGoogle Scholar
• Moreno-Zavaleta, M. T., and P. Granada-Echeverri. 2014. “Interacciones vinculares en el sistema de cuidado infantil.” Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud 12 (1): 121–139. doi: 10.11600/1692715x.1216052513
   Google Scholar
• Pikler, E. 1940. Mit tud már a Baba? Budapest: Cserépfalvi.
   Google Scholar
• Pikler, E. 1968. “Some Contributions to the Study of the Gross Motor Development of Children.” The Journal of Genetic Psychology 113 (1): 27–39. doi: 10.1080/00221325.1968.10533806
   PubMed Web of Science ®Google Scholar
• Pikler, E. 1969. Moverse en libertad: desarrollo de la motricidad global. Madrid: Narcea.
   Google Scholar
• Portell, M., M. T. Anguera, S. Chacón, and S. Sanduvete. 2015. “Guidelines for Reporting Evaluations Based on Observational Methodology (GREOM).” Psicothema 27 (3): 283–289.
   PubMed Web of Science ®Google Scholar
• Reese, G. M., and M. E. Snell. 1991. “Putting on and Removing Coats and Jackets: The Acquisition and Maintenance of Skills by Children with Severe Multiple Disabilities.” Education and Training in Mental Retardation 26: 398–410.
   Google Scholar
• Rodríguez-Medina, J., H. Rodríguez-Navarro, V. Arias, B. Arias, and M. T. Anguera. 2018. “Non-Reciprocal Friendships in a School-Age Boy with Autism: The Ties That Build?” Journal of Autism and Developmental Disorders 48 (9): 2980–2994. https://doi.org/10.1007/s10803-018-3575-0.
   PubMed Web of Science ®Google Scholar
• Rogoff, B., L. Moore, B. Najafi, A. Dexter, M. Correa-Chávez, and J. Solís. 2007. “Children's Development of Cultural Repertoires Through Participation in Everyday Routines and Practices.” In Handbook of Socialization: Theory and Research, edited by J. E. Grusec, and P. D. Hastings, 490–515. New York, NY, USA: Guilford Press.
   Google Scholar
• Rogoff, B., R. Paradise, R. Mejía Arauz, M. Correa-Chávez, and C. Angelillo. 2003. “Firsthand Learning Through Intent Participation.” Annual Review of Psychology 54 (1): 175–203. doi: 10.1146/annurev.psych.54.101601.145118
   PubMed Web of Science ®Google Scholar
• Sackett, G. P. 1980. “Lag Sequential Analysis as a Data Reduction Technique in Social Interaction Research.” In Exceptional Infant. Phychosocial Risks in Infant-Environment Transactions, edited by D. B. Sawin, R. C. Hawkins, L. O. Walker, and J. H. Penticuff, 300–340. New York: Brunner/ Mazel.
   Google Scholar
• Sánchez-Algarra, P., and M. T. Anguera. 2013. “Qualitative/Quantitative Integration in the Inductive Observational Study of Interactive Behaviour: Impact of Recording and Coding Predominating Perspectives.” Quality & Quantity. International Journal of Methodology 47 (2): 1237–1257. doi: 10.1007/s11135-012-9764-6
   Google Scholar
• Sewell, T. J., B. C. Collins, M. L. Hemmeter, and J. W. Schuster. 1998. “Using Simultaneous Prompting Within an Activity-Based Format to Teach Dressing Skills to Preschoolers With Developmental Delays.” Journal of Early Intervention 21 (2): 132–145. doi: 10.1177/105381519802100206
   Web of Science ®Google Scholar
• Sisson, L. A., M. L. Kilwein, and V. B. Van Hasselt. 1988. “A Graduated Guidance Procedure for Teaching Self-Dressing Skills to Multi-Handicapped Children.” Research in Developmental Disabilities 9: 419–432. doi: 10.1016/0891-4222(88)90035-2
   PubMed Web of Science ®Google Scholar
• Smith, A. B. 1999. “Quality Childcare and Joint Attention.” International Journal of Early Years Education 7 (1): 85–98. doi: 10.1080/0966976990070107
   Google Scholar
• Spagnola, M., and B. H. Fiese. 2007. “Family Routines and Rituals. A Context for Development in the Lives of Young Children.” Infant & Young Children 20 (4): 284–299. doi: 10.1097/01.IYC.0000290352.32170.5a
   Web of Science ®Google Scholar
• Spitz, R. A. 1945. “Hospitalism; an Inquiry Into the Genesis of Psychiatric Conditions in Early Childhood.” The Psychoanalytic Study of the Child 1: 53–74. doi:10.1080/00797308.1945.11823126.
   PubMed Web of Science ®Google Scholar
• Tang, J. C., and L. J. Leifer. 1991. “An Observational Methodology for Studying Group Design Activity.” Research in Engineering Design 2 (4): 209–219. doi: 10.1007/BF01579218
   Google Scholar
• Tomasello, M. 1995. “Joint Attention as Social Cognition.” In Joint Attention: Its Origins and Role in Development, edited by C. Moore, and P. J. Dunham, 103–130. Hillsdale, NJ, USA: Lawrence Erlbaum Associates, Inc.
   Google Scholar
• Tomasello, M. 2016. “Cultural Learning Redux.” Child Development 87 (3): 643–653. doi: 10.1111/cdev.12499
   PubMed Web of Science ®Google Scholar
• Tomasello, M., M. Carpenter, J. Call, T. Behne, and H. Moll. 2005. “Understanding and Sharing Intentions: The Origins of Cultural Cognition.” Behavioral and Brain Sciences 28: 675–691. doi: 10.1017/S0140525X05000129
   PubMed Web of Science ®Google Scholar
• Tomasello, M., A. C. Kruger, and H. H. Ratner. 1993. “Cultural Learning.” Behavioral and Brain Sciences 16 (03): 495–511. doi: 10.1017/S0140525X0003123X
   Google Scholar
• Warneken, F., and M. Tomasello. 2007. “Helping and Cooperation at 14 Months of Age.” Infancy 11: 271–294. doi: 10.1111/j.1532-7078.2007.tb00227.x
   PubMed Web of Science ®Google Scholar
• Weick, K. E. 1968. Systematic Observational Methods. In Handbook of Social Psychology. vol. 2, 2nd ed., edited by G. Lindzey & E. Aronson, 357–451. Reading, Mass: Addison-Wesley.
   Google Scholar
• Wolin, S. J., and L. A. Bennett. 1984. “Family Rituals.” Family Process 23 (3): 401–420. doi: 10.1111/j.1545-5300.1984.00401.x
   PubMed Web of Science ®Google Scholar
• Young, K. R., R. P. West, V. C. Howard, and R. Whitney. 1986. “Acquisition, Fluency Training, Generalization, and Maintenance of Dressing Skills of Two Developmentally Disabled Children.” Education and Treatment of Children 9: 16–29.
   Google Scholar