Sensitive Periods in Developement The child does not grow uniformly and homogeneously like a crystal or a carrot, but by stages or phases, which succeed one another and which, differ from one another. For proper growth and development it is necessary that the potentialities for developing human relationships with which the infant is born be exposed to the organizing influences of another human being. Accumulating evidence indicates that there exist critical developmental periods during which the organism is ready for differential development, within which periods it must receive the proper stimulations if it is to develop adequately. These critical developmental periods may be broadly outlined as follows: 1) The period during which the infant is in process of establishing an explicit cooperative relationship with a clearly defined person, the mother; this is normally achieved by five or six months. 2) The period during which the child needs the mother as an ever-present support and companion; this normally continues to about the end of the third year. 3) The period during which the child is in process of becoming able to maintain a fourth and fifth years, under favorable conditions, such a relationship can be maintained for a few days or even a few weeks; after seven or eight years of age such a relationship can be maintained for longer periods, though not without some strain. The capacity whereby the child simultaneously develops his own ego and super-ego and the capacity to maintain relationships with removed objects is variously described as identification, internalization, or introjection, sinceit is according to the pattern set by the parents that the functions of the ego and super-ego are incorporated within... ... middle of paper ... ...ifferences between phonemes is not restricted at birth to the language that the child hears at home. Japanese babies can hear the difference between /r/ /l/ even though monolingual Japanese adults find this difference very difficult to detect. But the language that the baby hears soon starts to have an influence because, by about 8 months, babies begin to show a marked decrease in their ability to distinguish between phonemes that are not present in the language that they hear around them. Conclusion What the developing child apparently needs is a stable and continuous development in relation to its mother or mother-surrogate. The stability and continuity must be prolonged, and not too much or too often interrupted. Deprivation leads to isolation and asocial behavior, satisfactions interspersed with deprivations lead to ambivalent and antisocial behavior.
This stage deals with the ages from birth to 1 year. This is the stage when
At this stage it occurs in the first year after birth, the child will begin to question whether the world is a safe place for them or unpredictable. Babies
The first stage is infancy and it covers the first year of life. The issue in this stage is trust versus mistrust. This is a stage where an infant is completely dependent on their caregiver. Trust is built by the actions of the caregiver taking care of the child by feeding, bathing, changing diapers, showing affection, etc. If a child is not well taken care of then that child will not learn to trust others. New parents struggle with this stage a lot because of the loss of freedom and the diversion of some attention from spouse to newborn child. It is known as the oral-sensory stage because infants use their mouth to explore their new world. Parents must meet the
...ith a healthy status of living. Precautions should be taken in restricting the amount of time a child has to explore the world around them. So many different connections are made simply by the child examining the world on their own. This period of life is crucial to the child’s future, building connections to produce a successful adult.
In 1976 Marshall H. Klaus and John H. Kennell came out with a book called “Parent Infant Bonding”. It discussed their hypothesis that like other animals, there is a brief moment directly following the birth of a child where skin-to-skin contact between mother and offspring creates a strong bond. Although this theory continues to be supported by many, some criticized the process of Klaus and Kennell’s studies. Some of these criticisms likely came from their definition of a “critical” time period after birth.
A child goes through various stages in language development before they have a complete social understanding. When a child is born, they already have perceptual abilities, and can understand the speech sounds of any language, but, by 12 months the child loses that ability, and their understand of the sounds in their own language increases. Werker and Tees (1984) conducted an experiment and found that infants of 6-8 months could distinguish changes in speech sound, but by the time they were a year old, the could no longer hear the differences. Around 11-12 months, a child will begin to speak their first words, and will begin to apply labels and begin to name things, which stems from their pretend play. By 2 to 3 years old, a child will begin to understand everything that is said to them, and by 3 and a half years, their speech becomes more adult like. By 4 and a half years on, children have a much better understanding of language, and an understanding of metacommunication, such as tone, body language
“The failure to provide a developmentally appropriate, supportive environment, including the availability of a primary attachment figure, so that the child can develop a stable and full range of emotional and social competencies commensurate with her or his personal potentials and in the context of the society in which the child dwells. (Mikaeili 976)”
The Latency Period =) during this stage personality is definitely established. The child continues to develop but his or her sexual urges are not as loud.
Berger, K. S. (1980). 4: Prenatal Development and Birth. The developing person (pp. 93-121). New York, N.Y.: Worth Publishers.
As children, we depend greatly on our parents to satisfy our basic needs, for guidance, nurturance and for help in shaping our emotions, behaviors and relationships. For children, the family is a highly valued context for understanding and interpreting their development as individuals. As Bjorklund and Pelligrini (2001) have asserted, we are a “slow-developing, big-brained species”, the relatively large size of our brains demands a prolonged period of immaturity, therefore requiring a great deal of support and nurturance from parents (DeLoache, J., Eisenberg, N., Siegler, R. 2011). However, an adaptive consequence to this extended immaturity is our high level of neural plasticity and our ability to learn from experience. Growing up in a stable environment can undoubtedly reap successful development for children on many levels, just as living in an unstable environment will certainly allow for undesirable consequences. Despite great individual differences, research from psychologists such as Erik Erikson and Sigmund Freud, among others allows us to organize and understand the affects of long lasting parental conflict on child development and family. Research has allowed a strong shot at understanding child development, allowing parental conflict to be observed and connected with the development of children across many aspects. It is largely the differences between socioeconomic status, culture, race, gender and level of conflict, support and resiliency, which directly affect children and other relatives over time.
The preschooler child displays a variety of physical, cognitive, and social abilities that are quite unlike any other age group. To understand this development fully one must first understand how humans come into being. All human life begins with the single interaction of sperm and ovum. This simple collision springs forth new life. One cell becomes two, two cells become four, and so on throughout the organism’s life span. The human life experience is broken down into nine periods of development. These include: the Prenatal Period ranging from conception to birth, Infancy and Toddlerhood ranging from birth to three years, Early Childhood or Preschool ranging from three to six years, Middle Childhood ranging from six to 12 years, Adolescence
The first stage, which happens between birth and 18 months, is trust vs. mistrust. During this stage, an infant is confused about the world being a safe place and wonders if his or her needs will be met. As a result, the infant looks to the primary caretaker for consistent care and hope that his or her needs can be met. Erikson explains that those that receive constant care during this stage will develop a sense of trust. The basic virtue in this stage is hope. The second stage of this theory is autonomy vs. shame and doubt, which happens between 18 months and 3 years. During this stage, there is an increase in mobility and independence. Erikson explains that it is critical to allow the child to explore their limits and allow failure. The basic virtue in this stage is will. Initiative vs. Guilt that happens between 3 and 5 years is the stage that follows. During this stage, children take more initiative to engage with peers. Erikson explains that during this stage if children are given the opportunity to take initiative, they will develop a sense of security in their ability to lead. The basic virtue in this stage is purpose. Industry vs. Inferiority, which happens between 5 and 12 years, emphasizes school and friendships. Erikson believes that during this stage, children will seek approval from others by displaying skills that are valued by others. Additionally, he believes that if
The infancy stage of development begins with the child is born, and continues until about eighteen months. During this stage a lot of growth takes place, especially physical growth. This stage of development coincides with Erikson’s stage of trust vs. mistrust.
Erikson’s first stage of development is the Trust versus Mistrust stage that occurs from birth till the first 18 months of life. According to Erickson this is the period in which infants develop a sense of trust or mistrust, depending largely on how well their caregivers meet their needs (Feldman). During this stage of my life I was being taken care of by both Mom and Dad, but primarily by Mom. My mom was a stay at home parent while my dad worked. Both my
The development process begins at about six or seven months of age. The child begins to recognize “self” as distinct from surroundings. They stare at anything they see, including their own body parts; hands, feet, toes, and fingers. As they grow, their sense of identity expands through interactions with others –creating self-esteem levels that become the “booster” for the ability to interact.