Interação mãe-bebê e o desenvolvimento de linguagem em bebês de três meses
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Data
2019-06-28
Autores
Campos, Mayara Croce
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Compreender os processos envolvidos desde o início do desenvolvimento da linguagem tem sido o desafio de múltiplas áreas do conhecimento devido a sua complexidade e a gama de variáveis que podem estar correlacionadas. Para alguns estudiosos, as interações iniciais que o ser humano é exposto, desempenha papel fundamental no desenvolvimento de habilidades linguísticas. Culturalmente, a mãe está no cenário das primeiras relações com maior frequência e, por isso, acaba viabilizando mais oportunidades de interação com o bebê. Considerando assim, o presente estudo propôs-se a descrever e relacionar aspectos da interação mãe-bebê no desenvolvimento da linguagem expressiva e receptiva de bebês de três meses. Participaram deste estudo trinta mães e seus bebês com três meses que frequentam um serviço de acompanhamento do desenvolvimento infantil no primeiro ano de vida, em uma universidade pública do interior do estado de São Paulo. Para a avaliação da interação mãe-bebê, a díade foi filmada em situação estruturada em um episódio de três minutos. Para a avaliação das habilidades comunicativas foi utilizada a Escala de Desenvolvimento Bayley-III, contemplando apenas as áreas de Linguagem Expressiva e Linguagem Receptiva. As filmagens foram analisadas através da cotação de comportamentos interativos maternos e do bebê por segundo, utilizando o protocolo Interadíade. Os resultados demonstraram que, tanto as mães quanto os bebês, apresentaram maior frequência de comportamentos positivos na interação da díade. Os bebês apresentaram mais comportamentos de olhar para mãe emitindo sons neutros ou positivos e as mães apresentaram com mais frequência os comportamentos de brincar e de atrair. Em relação à Linguagem Receptiva, maioria dos bebês obteve desempenho abaixo e muito abaixo da média e, em Linguagem Expressiva, a maioria obteve pontuação na média ou acima dela. Na comparação entre Linguagem Receptiva e os comportamentos do bebê, observou-se que os bebês que obtiveram pontuação abaixo e muito abaixo da média apresentaram com maior frequência comportamentos interativos positivos. Em relação aos comportamentos maternos, as mães dos bebês que obtiveram pontuação na média ou acima, apresentaram mais comportamentos positivos. Em Linguagem Expressiva, os bebês que obtiveram pontuação na média ou acima dela apresentaram mais comportamentos negativos e não-interativos e os bebês que pontuaram abaixo e muito abaixo da média, apresentaram mais comportamentos positivos. As mães dos bebês que obtiveram pontuação na média ou acima dela em Linguagem Expressiva, apresentaram mais comportamentos negativos e não-interativos e as mães dos bebês que pontuaram abaixo ou muito abaixo da média apresentaram mais comportamentos positivos. Os resultados podem contribuir para a compreensão do papel das interações iniciais na aquisição de linguagem e o planejamento de intervenções para a otimização desse processo.
Understanding the processes involved since the beginning of language development has been the challenge of multiple areas of knowledge due to their complexity and range of variables that may be correlated. For some studies, the initial interactions that the human being is exposed plays a fundamental role in the development of language skills. Culturally, the mother is in the scene of the first relationships with more frequency and for this reason it ends up making viable more opportunities of interaction with the baby. Considering this, the present study aimed to describe and relate aspects of the mother-baby interaction in the development of expressive and receptive language of three-month-old babies. Thirty mothers and their three-month-old infants attending a child development follow-up service in the first year of life at a university in the interior of the state of São Paulo participated in this study. For the evaluation of the mother-baby interaction, the dyad was filmed in a structured situation in a three-minute episode. For the evaluation of communicative abilities, the Development Scale Bayley-III was used, considering only the areas of Expressive Language and Receptive Language. Filming was analyzed through the quotation of interactive maternal and baby behaviors per second. The results showed that both mothers and infants had a higher frequency of positive behaviors in the dyad. Babies had more mother-to-be-behaving behaviors with neutral or positive sounds, and mothers had more frequent play and attracting behaviors. In relation to the receptive language, most of the babies had below and below average performance and in expressive language most scored on or above average. In comparison between receptive language and baby behaviors, it was observed that the babies that scored below and below the average showed more positive behaviors. Regarding maternal behaviors, the mothers of the babies who scored above or above had more positive behaviors. In expressive language, infants who scored above or above had more negative and non-interactive behaviors, and babies who scored below and below average had more positive behaviors. Mothers of babies who scored above or above expressive language presented more negative and noninteractive behaviors, and mothers of babies who scored below or well below average had more positive behaviors. The results can contribute to the understanding of the role of the initial interactions in the acquisition of language and the planning of interventions for the optimization of this process.
Understanding the processes involved since the beginning of language development has been the challenge of multiple areas of knowledge due to their complexity and range of variables that may be correlated. For some studies, the initial interactions that the human being is exposed plays a fundamental role in the development of language skills. Culturally, the mother is in the scene of the first relationships with more frequency and for this reason it ends up making viable more opportunities of interaction with the baby. Considering this, the present study aimed to describe and relate aspects of the mother-baby interaction in the development of expressive and receptive language of three-month-old babies. Thirty mothers and their three-month-old infants attending a child development follow-up service in the first year of life at a university in the interior of the state of São Paulo participated in this study. For the evaluation of the mother-baby interaction, the dyad was filmed in a structured situation in a three-minute episode. For the evaluation of communicative abilities, the Development Scale Bayley-III was used, considering only the areas of Expressive Language and Receptive Language. Filming was analyzed through the quotation of interactive maternal and baby behaviors per second. The results showed that both mothers and infants had a higher frequency of positive behaviors in the dyad. Babies had more mother-to-be-behaving behaviors with neutral or positive sounds, and mothers had more frequent play and attracting behaviors. In relation to the receptive language, most of the babies had below and below average performance and in expressive language most scored on or above average. In comparison between receptive language and baby behaviors, it was observed that the babies that scored below and below the average showed more positive behaviors. Regarding maternal behaviors, the mothers of the babies who scored above or above had more positive behaviors. In expressive language, infants who scored above or above had more negative and non-interactive behaviors, and babies who scored below and below average had more positive behaviors. Mothers of babies who scored above or above expressive language presented more negative and noninteractive behaviors, and mothers of babies who scored below or well below average had more positive behaviors. The results can contribute to the understanding of the role of the initial interactions in the acquisition of language and the planning of interventions for the optimization of this process.
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Palavras-chave
Linguagem, Interação mãe-bebê, Escala Bayley-III, Language, Mother-infant interaction, Bayley Scale-III