"Crane Behavior" of Children with Developmental Disabilities : A Comment

DOI Web Site Web Site Open Access

Bibliographic Information

Other Title
  • 発達障害児の「クレーン行動」に関する一考察 : 文献の展望と行動の観察例から
  • ハッタツ ショウガイジ ノ クレーン コウドウ ニ カンスル イチコウサツ ブ

Search this article

Description

"Crane behavior", an action of children who try to satisfy their needs by using an adult's hand as an instrument, is clinically well known. But there are few systematic studies of this behavior, and there is not any agreement among researchers on its definition. In the present article, therefore, we try to define crane behavior and make its developmental meaning in children clear through consideration of previous studies and actual observations of the behavior. First of all, we researched previous findings on children with and without developmental disabilities, and found that crane behavior has been observed across a wider range of ages than is generally realized. Next, on the basis of our close analysis of actual observations, we point out that differences in the continuance of behavior or the objects of behavior might reflect differences in level of cognitive development. Last, based on recent theoretical notions of the development of communicative intention, we consider the developmental meaning of crane behavior. We define crane behavior as follows: (1) It is one form of action of intentional manipulation; when a child uses an adult's hand or finger as an instrument to manipulate objects, the child's behavior is called "crane behavior". (2) It is an intentional act; however, it cannot be called an intentional communicative act, since the child lacks understanding that others are being used as agents. (3) It develops naturally from the manipulation of objects, not from communication. (4) Even after the child understands that others are being used as agents, and pointing and utterances have appeared, crane behavior is used temporarily when the child is in immature stages of development.

Journal

Keywords

Details 詳細情報について

Report a problem

Back to top