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How very young children use gaze avoidance to resist caregiver interventions in their acts of misconduct
Unformatted Document Text:  CASE 6: “mama” When a caregiver sees a boy about to bite a girl, she calls his name, rushes to the scene, and moves him away. When it looks like he is not going to attempt to bite again, or cause other aggravation, she leaves. CASE 6: “mama” B: takes hold of stuffed bear a girl is holding CG: Eathan! said as she is moving quickly toward B B: brings mouth toward girl’s hand CG: EAthan! moves in faster, puts hand between boy and girl, says That’s Katherine’s, pulls B’s hand off of bear, says again, q That’s Katherine’s q . Boy rolls away from girl, CG hovers over him for a moment, then backs away In both CASES 5 and 6, the caregiver monitors the children’s behavior for whether or not they are in fact complying, or are going to comply; their own actions to the child—i.e., the “shape” that their intervention takes on--are responsive to this. In CASE 5, the caregiver’s talk to the child changes course as soon as the girl begins to hand the object back (she cuts off her original utterance, and changes to a directive formulation that coincides with the act that the girl is performing, then closes the sequence with an utterance that shows compliance with the directive: “thank you”.). In CASE 6, the caregiver, having pulled the children apart, stays on the scene and only leaves when the boy rolls away from the girl. In other words, in both of these cases, caregivers are “reading” children’s conduct for compliance, and adjusting their own actions relative to this; caregivers give up their compliance-seeking actions when they perceive compliance is forthcoming.

Authors: Kidwell, Mardi.
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CASE 6: “mama”
When a caregiver sees a boy about to bite a girl, she calls his name, rushes to the scene, and
moves him away. When it looks like he is not going to attempt to bite again, or cause other aggravation, she
leaves.
CASE 6: “mama”
B:
takes hold of stuffed bear a girl is holding
CG:
Eathan! said as she is moving quickly toward B
B:
brings mouth toward girl’s hand
CG:
EAthan! moves in faster, puts hand between boy and girl, says
That’s Katherine’s, pulls B’s hand off of bear, says again,
q
That’s Katherine’s
q
.
Boy rolls away from girl, CG hovers over him for a moment, then backs away
In both CASES 5 and 6, the caregiver monitors the children’s behavior for whether or not they are in
fact complying, or are going to comply; their own actions to the child—i.e., the “shape” that their
intervention takes on--are responsive to this. In CASE 5, the caregiver’s talk to the child changes course as
soon as the girl begins to hand the object back (she cuts off her original utterance, and changes to a directive
formulation that coincides with the act that the girl is performing, then closes the sequence with an utterance
that shows compliance with the directive: “thank you”.). In CASE 6, the caregiver, having pulled the
children apart, stays on the scene and only leaves when the boy rolls away from the girl. In other words, in
both of these cases, caregivers are “reading” children’s conduct for compliance, and adjusting their own
actions relative to this; caregivers give up their compliance-seeking actions when they perceive compliance
is forthcoming.


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