observation

							                   BRIGHT FUTURES                      TOOL FOR PROFESSIONALS


                       Age-Specific Observations of the
                          Parent–Child Interaction
The following observable behaviors are indicators of a growing secure attachment between parent and
child. These interactions may also serve as a guide for behavior for families in which attachment concerns
may be present.


 Developmental     Supportive Parental Interactions                         Positive Infant
 Period                                                                     Responses

 Newborn           ■   Looking frequently at the infant                     ■   Looking content
                   ■   Having specific questions and observations about     ■   Signaling needs
                       the individual characteristics of the infant         ■   Feeding well
                   ■   Touching, massaging, or gently rubbing the           ■   Responding to parent’s attempts
                       infant                                                   to soothe
                   ■   Attempting to soothe the infant when the infant
                       is upset

 1 month           ■   Talking to and smiling at the infant during the      ■   Turning head toward parent’s
                       exam                                                     voice
                   ■   Holding the infant during most of the visit          ■   Looking well cared for
                   ■   Comforting the infant effectively during stressful   ■   Looking content
                       parts of the exam                                    ■   Responding to parent’s attempts
                   ■   Differentiating among different types of crying          to soothe
                   ■   Describing the infant’s routine                      ■   Appearing well-nourished
                                                                            ■   Searching for faces and actively
                                                                                regarding surroundings

 2 months          ■   Describing feeling more confident with the infant    ■   Gaining weight at an appropriate
                   ■   Describing the infant’s routine                          pace
                   ■   Talking to the infant and looking at the infant      ■   Smiling
                   ■   Describing the infant’s likes and dislikes

 4 months          ■   Having fun with the infant                           ■   Recognizing parents
                   ■   Thinking the infant is wonderful in one or more      ■   Having a well-shaped head as
                       ways                                                     opposed to occipital flattening
                   ■   Bringing toys and objects to amuse the infant        ■   Showing delight in social play
                   ■   Naming specific games played with the infant             with movement, smiles, giggles,
                   ■   Describing funny or surprising behaviors that the        and positive vocalizations
                       infant does                                          ■   Looking well-nourished
                   ■   Describing the infant’s personality
                   ■   Anticipating the infant’s response to a particular
                       event (e.g., undressing, a shot)


                                                                                               (continued on next page)
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Age-Specific Observations of the Parent–Child Interaction (continued)



 Developmental         Supportive Parental Interactions                                 Positive Infant
 Period                                                                                 Responses

 6 months              ■   Holding the infant for most of the exam                      ■   Demonstrating awareness of the
                       ■   Comforting the infant after distress                             presence of strangers
                       ■   Bringing and offering toys or appropriate objects            ■   Looking to the parent for
                       ■   Responding to the infant’s bids for attention                    comfort
                       ■   Allowing the infant to explore with his mouth                ■   Anticipating and adjusting to lift-
                                                                                            ing and carrying
                       ■   Tolerating the infant’s exploration of the parent’s
                           face, hair, and so forth while setting limits in a           ■   Babbling
                           positive way

 9 months              ■   Allowing the infant to explore the environment               ■   Demonstrating awareness of the
                           safely                                                           presence of strangers
                       ■   Being mindful of safety risks in the office (e.g.,           ■   Looking to the parent for
                           does not leave the infant unprotected on exam                    comfort
                           table)                                                       ■   Reacting to separation from
                       ■   Describing a good leave-taking ritual                            parent
                       ■   Describing a comfortable bedtime routine and                 ■   Babbling syllables (e.g., ma-ma,
                           routine in case of nightwaking                                   da-da)
                       ■   Getting the infant to wave, play peek-a-boo, or              ■   Smiling at his own image in the
                           play other games                                                 mirror
                       ■   Handling limit-setting comfortably                           ■   Responding to her name
                                                                                        ■   Pointing at objects

 1 year                ■   Reading books to the child                                   ■   Exploring the environment
                       ■   Bringing age-appropriate toys                                ■   Showing signs of using the par-
                       ■   Reporting safety-proofing the house                              ent as home base while explor-
                       ■   Using appropriate limit-setting (e.g., moving the                ing, checking back as necessary
                           child away, distracting the child with an alterna-           ■   Being able to self-soothe
                           tive activity)                                               ■   Responding to his name
                       ■   Having appropriate behavioral expectations                   ■   Sharing or using toys interactive-
                       ■   Interpreting the child’s behavior or utterances                  ly with adults
                                                                                        ■   Looking well cared for




Cite as: Dixon S, Stadtler A. 2002. Age-specific observations of the parent–child interaction. In Jellinek M, Patel BP, Froehle
MC, eds., Bright Futures in Practice: Mental Health—Volume II. Tool Kit. Arlington, VA: National Center for Education in
Maternal and Child Health.

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