Citation

Zanolli KM, Saudargas RA, Twardosz S. Early Child Res. Q. 1997; 12(1): 99-116.

Copyright

(Copyright © 1997, Elsevier Publishing)

DOI

10.1016/S0885-2006(97)90045-4

PMID

unavailable

Abstract

The development of new teacher-toddler affectional systems was examined. Ten toddlers were observed on the first 40 days of day care attendance during free play. The children's responses to their teacher's smiling, affectionate words, and affectionate contact were recorded. Smiling received affectionate child responses earlier than did affectionate words or contact. Smiling was also more likely to receive affectionate responses overall. The teachers' frequency of smiling predicted the likelihood of affectionate child responses to affectionate contact better than did the teachers' frequency of affectionate contact. The key role of smiling in the development of reciprocal affection is discussed.