Attachment--and loss.

Erik Eriksen is a remarkable individual. He has no college degrees yet is Professor of Human Development at Harvard University. He came to psychology via art, which explains why the reader will find him painting contexts and backgrounds rather than stating dull facts and concepts. He has been a training psychoanalyst for many years as well as a perceptive observer of cultural and social settings and their effect on growing up. This is not just a book on childhood. It is a panorama of our society. Anxiety in young children, apathy in American Indians, confusion in veterans of war, and arrogance in young Nazis are scrutinized under the psychoanalytic magnifying glass. The material is well written and devoid of technical jargon. The theme of the volume is that it is human to have a long childhood which will leave a lifelong residue of emotional immaturity in man. Primitive groups and

Childhood and Society.

The cultural origins of human cognition

Discourse in the Novel

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Estatuto da criança e do adolescente

We present a theoretical-methodological approach which proposies a semiotic network of meanings to analyse human development. This network structures the milieu/moyen which, at each moment and situation, captures and frames each person's behavioral flow, rendering it meaningful in that context. Thus, it acts as a mediator of development in the interactive situation. Persons and network of meanings are mutually and continuously transformed. Those changes are canalised by the context's physical and social characteristics in a dynamic segmentation and combination of fragments of discursive and ideological formations, past and present experiences, and future expectations. With that perspective, we tried to apprehend the co-construction and mutual transformations of individuals in specific situations, encompassing interactions, contexts, roles attributed or assumed by the participants, and cultural meanings which guide the development of persons and situations. Although it was initially designed to study the adaptation of babies to day-care, this approach is proposed for the analysis of various situations.

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Uma perspectiva teórico-metodológica para análise do desenvolvimento humano e do processo de investigação

A insercao de bebes em creche envolve familiares, criancas e educadoras em um complexo processo de integracao, particularmente em nossa cultura, em que a educacao coletiva de bebes e fenomeno recente. As representacoes sociais e a literatura cientifica reforcam a nocao de que idealmente bebes devem ser cuidados em casa, pela mae. Assim, frequentemente, essa se sente culpada por ter que compartilhar os cuidados do(s) filho(s). O periodo inicial do bebe em uma creche, portanto, implica a emergencia de novos significados que sao atribuidos e assumidos, confrontados e negociados nas interacoes estabelecidas pelos participantes. Uma perspectiva teorico-metodologica foi desenvolvida para analisar esse processo, baseado em um projeto de pesquisa que acompanhou a insercao de 26 bebes (5-18 meses de idade) em uma creche. Registrou-se a situacao a partir de gravacoes em video, fichas de observacao e entrevistas. A perspectiva referida destaca tres personagens centrais: mae, crianca e educadora, em seus mutuos relacionamentos, os quais criam varios campos interconectados. O campo mae-crianca esta inserido, principalmente, no cenario da familia. Os outros dois, educadora-crianca e mae-educadora, no cenario da creche. Ambos os cenarios estao impregnados por uma matriz socioistorica ampla, criada por complexo sistema cultural, economico e politico. Os varios elementos formam uma rede de significacoes semioticas, que continuamente se transforma e estrutura/desestrutura o desenvolvimento humano.

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Rede de significações: perspectiva para análise da inserção de bebês na creche

O trabalho busca explicitar alguns dos pressupostos da perspectiva teorico-metodologica denominada Rede de Significacoes. Inicialmente utilizada para a investigacao do desenvolvimento humano, ela tem sido incorporada em estudos sobre educacao e saude e em tematicas variadas. Especificamente, o texto procura explorar questoes metodologicas assim como os referenciais com os quais essa perspectiva dialoga. Partindo de uma contextualizacao dos paradigmas que compreendem os fenomenos em sua complexidade, discutem-se os desafios encontrados pelo pesquisador na analise de um conjunto de elementos de ordem pessoal, relacional e contextual que interagem na realidade investigada. Postula-se a necessidade de uma dialetica que contemple a descricao de uma microistoria dos processos que seja interpretavel de uma perspectiva semiotica e considere as condicoes mais amplas da cultura e da historia. Discute-se ainda a relacao sujeito-objeto de observacao/investigacao e o papel ativo do pesquisador, compreendido como um ferramenteiro, nos estudos empiricos.

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Desafios metodológicos na perspectiva da rede de significações

Some characteristics of young infant's interactive processes are presented through the study of some interactive episodes of 7 to 14 months old babies, video-recorded at a University Day Care Center. The importance of defining a concept of interaction able to capture and reveal the special features of the interactions observed at this early age is first stressed. The relevance of some methodological procedures used to frame the empirical material, is then presented. At this early age, the interactive episodes observed are short-lived and disorganized. Those characteristics result, mainly, from the babies' still uncoordinated motricity. Thus, we suggest that this awkwardness, due to the baby's incomplete motor development, may prolong the interactive episode between young infants and/or even favour the emergence of new interactive episodes.

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A incompletude como virtude: interação de bebês na creche

This article and the four videos linked to this article are a result of the earliest experiences in establishing an international research collaboration among seven countries in the Project Social and emotional experiences in transition through the early years. We draw attention to the complex issues surrounding the many processes, beliefs and attitudes about infants in research that permeated our processes of gaining ethical approval for the international study and which posed many challenges for our project. Through a process of reflective analysis, we have identified a range of ethical tensions and issues which the different countries involved in this international study faced in gaining ethical approval from their institutional ethical committees for their collaborative participation. More specifically, we identify one persistent tension concerning the use of video data in research on young children. This tension is a result of diverse interpretations of international ethical codes, alongside local restrictions and ethics review processes. It illuminates various positions concerning the protection of infants’ privacy versus the benefits of using non-anonymous video data both in joint analysis, and even further, in open publishing. Such positions have been widely debated in research with adults, whereupon many of the ethically challenging questions have been dealt with through processes of acquiring informed consents from the participants. In case of infants, however, the role and nature of informed consents is different from research with adults, as is the role of the adult in using infant ‘data’ in research. For most cases, informed consents are acquired from the parents or the legal guardians that are not necessarily present on a day-to-day basis in the actual data collection process in early years educational settings. The question of children’s own assents for study is widely debated and this is no less so in the project we present in this paper. On the basis of the experiences in this international collaboration, and the challenges and tensions identified in between diverse cultural context and ethical review boards and practices, we propose that more dialogue in relation to research ethics on video research is needed within the diverse research communities and contexts, both locally and internationally. The dialogue is important to include also the representatives from the ethical committees, as the new (open) mediums for publishing are becoming more relevant and promising. Most important, ultimately, is the dialogue among the research participants, including where possible infants as contributors in their own right (as opposed to vulnerable subjects), and researchers in all phases of the research process.

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Tensions and challenges concerning ethics on video research with young children - experiences from an international collaboration among seven countries

Katia de Souza Amorim

Papers

Uma perspectiva teórico-metodológica para análise do desenvolvimento humano e do processo de investigação

Rede de significações: perspectiva para análise da inserção de bebês na creche

Desafios metodológicos na perspectiva da rede de significações

A incompletude como virtude: interação de bebês na creche

Tensions and challenges concerning ethics on video research with young children - experiences from an international collaboration among seven countries