This article describes the principles and practices underpinning VIG and discusses this in relation to research on its effectiveness in improving relationships between a parent and their infant.
Theory underpinning VIG
The core theoretical principles underpinning VIG were derived from observations that infants actively develop co-operative interactions with their primary caregiver (usually the mother). The caregiver's responses to these interactions helps to develop a shared understanding between infant and parent, which is the basis of effective communication and learning (Trevarthen and Aitken, 2001).
Children learn by interacting with parents/carers who understand their abilities and are able to "scaffold" their experiences so that they are able to learn without being overwhelmed by things that they do not understand. An important concept of VIG is the "zone of proximal development". This refers to the importance of parents understanding and working within the child's range of abilities so that there are attuned interactions. Helping parents become more attuned with their infant is the primary goal of VIG.
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