Table 2.
Video-rated variables of children's positive and negative mood, explorative interest and dynamic interaction with caregivers and peers; scale 1–5.
| Positive mooda | Negative mooda | Explorative/investigative interest | |
|---|---|---|---|
| 1. Not at all characteristic | - No positive mood indicators are displayed | - No negative mood indicators are displayed | - No exploration - Child does not focus on what objects/activities have to offer |
| 2. Minimally characteristic | - Almost no signs of positive mood - Signs of positive mood are weak, somewhat hesitant |
- Brief instances of mild negative affect - No signs of strong negative affect |
- Brief moments of observation and explorative activity, but child never actually seems focused or interested |
| 3. Moderately characteristic | - Clear signs of positive affect - Child characteristically satisfied, but not enthusiastic |
- Frequent instances of mild negative affect - One instance of strong negative affect |
- Some instances of focused observation and explorative activity - Attention is sustained only for brief periods, or longer but not completely focused |
| 4. Highly characteristic | - Some instances of strong positive affect - Child characteristically pleased, happy and playful |
- Child discontented, displaying mild negative affect throughout most of the observation period - Some instances of strong negative affect |
- Some (extended) periods where the child is clearly interested and focused |
| 5. Exceptionally characteristic | - Child is exceptionally positive in terms of physical and vocal expressiveness - Child radiates and sparkles much of the time - Multiple instances of strong positive affect |
- Child distressed for most of the observation period - Regular display of strong negative affect |
- Child clearly captivated by its observation/exploration - Child clearly interested and focused, engaged in intense observation or exploration for most of the observation period |
| Dynamic interaction with caregivers | Dynamic interaction with peers | |
|---|---|---|
| 1. Not at all characteristic | - No contact with caregiver - Child initiates contact but is ignored - Caregiver initiates contact but child turns away |
- No contact with peer/s - Child initiates contact but is ignored - Peer initiates contact but child turns away |
| 2. Minimally characteristic | - Child and caregiver are sharing a situation (e.g., sitting next to each other, child drawing, but caregiver not engaged with child) - No actual social exchange taking place |
- Child and peer/s are sharing a situation (e.g., sitting next to each other, child drawing, but peer/s not engaged with child) - No actual social exchange taking place |
| 3. Moderately characteristic | - Social exchange between child and caregiver happening, but not extended - e.g., child points at something, caregiver names object |
- Social exchange between child and peer/s happening, but not extended - e.g., child rolls ball, peer catches |
| 4. Highly characteristic | - Reciprocal interaction taking place which is characterised by its turn-taking structure - Some extended give-and-take exchanges between child and caregiver |
- Reciprocal interaction taking place which is characterised by its turn-taking structure - Some extended give-and-take exchanges between child and peer |
| 5. Exceptionally characteristic | - Complex and dynamic exchange between child and caregiver - Turn taking and role reversal - Succession of exchanges well coordinated - Situations in which social partners initiate change in a shared situation and both respond to each other in a well adjusted way |
- Complex and dynamic exchange between child and peer/s - Turn taking and role reversal - Succession of exchanges well coordinated - Situations in which social partners initiate change in a shared situation and both respond to each other in a well adjusted way |