Infancy and Childhood
Infancy and Childhood is a very impotant stage in the human life. Human development follows a predictable sequence influenced by both genetic factors (nature) and environmental experiences (experience). From birth, our physical and mental abilities emerge according to internal genetic programs, although these abilities can be shaped and refined by experience.
By the end of this section, you will be able to know about:
- Maturation and Development
- Brain Development in Infancy and Childhood
- Motor Development and Learning to Walk
- Brain Maturation and Memory Development
- Cognitive Development
- Attachment Differences
- Attachment strategies and their effects on subsequent relationships
- The Consequences of Attachment Deprivation
- The Development of Self-Concept in Children
- Parenting Styles and Their Influence on Children
Let’s take a closer look at them!
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Maturation and Development
For example, we acquire certain bodily abilities, such as walking and talking, in a specific order, although environmental factors such as deprivation or abuse can delay these abilities. Nature sets the stage is established, and nutrition plays an important role in successfully adapting development.
Brain Development in Infancy and Childhood
The brain develops rapidly in infancy and early childhood. From the time a baby is born, the nervous system is immature, but it soon begins to form complex muscles that enable vital functions such as walking, speech, memory, etc. The brain grows up to approx. 3 to 6 years of age, especially in the frontal cortex, and is responsible for rational thinking and decision making. Soon They develop the ability to focus and monitor actions. The brain is also cut extensively, removing unused muscles to ensure brain pathways function properly.
Infancy and Childhood: Motor Development and Learning to Walk
As the brain matures, so does the physical functioning of the body. Babies generally develop motor skills in a predictable pattern: they learn to crawl first, then sit, crawl, and finally walk. This development is guided by growth rather than imitation, which is reflected in the fact that blind children follow similar developmental milestones. By one year of age, most babies start to walk, although some may take longer.
Infancy and Childhood: Brain Maturation and Memory Development
Memory development in infants is a complex process. Studies suggest that conscious memory typically begins around age 3, but by age 7, children become more capable of retaining long-term memories. Interestingly, even when children cannot consciously recall early experiences, their brains may have stored information from a much younger age. Research into nonverbal infant memory, such as that conducted by Carolyn Rovee-Collier, has shown that infants can form and retain memories, even if they cannot verbally express them.
Infancy and Childhood: Cognitive Development
Jean Piaget, the pioneering developmental psychologist, proposed that children’s intellectual development manifests itself in stages, with each stage representing a qualitatively different concept. According to Piaget, children’s intellect is the result of simple behaviors and speculation to abstract complexity. These stages are the sensorimotor (from birth to about 2 years of age), the preoperative (2-7 years of age), the concrete operational (7-11 years of age), and the formal operational (12 and older) Piaget believed that children’s cognitive abilities are developing by active interaction with their environment It occurs, where new experiences their existing mental systems, which involve order or dissension and extended Children’s new experience enters through its input existing patterns and adjust their patterns when new experience challenges their current understanding. This process of assimilation and accommodation helps children grow and refine their understanding of the world.
Infancy and Childhood: Reevaluating Piaget’s Insights
Although Piaget’s stages of development were groundbreaking, recent research has shown that children have made more cognitive progress than Piaget originally believed. For example, studies have shown that even very young infants have some understanding of permanence (the concept of ambiguity) to engage in early mathematical reasoning. Appropriate for infants to be surprised by unexpected information. Observation shows, as it seems objects to complex obstacles, suggesting he has a more detailed understanding of the world than Piaget knew. Also, experiments conducted on infant arithmetic skills shows that children as young as five months can recognize arithmetic variation, reflecting early arithmetic skills.
In conclusion, while the major stages of cognitive development described by Piaget remain valuable, new research has deepened our understanding of how intelligence emerges in the early years of life. Infants and young children are far more capable and active in forming an understanding of the world than before and presumably.
Attachment Differences
Psychologists have studied attachment differences to better understand the ways in which children relate to their caregivers. Mary Ainsworth’s use of “special circumstances” to highlight these differences is unprecedented. Her research observing mother-infant pairs in controlled home and laboratory settings found that nearly 60% of infants exhibit secure attachment These children feel comfortable exploring their surroundings huddled together in the presence of mother, they suffer when she leaves and seek comfort when she returns or will. These children are more or less exploratory, cling to their mothers, and misbehave when their mothers leave or return.
Quality of maternal care plays an important role in the attachment process. Attentive and attentive mothers are more likely to have strongly attached infants, whereas insensitive or inattentive caregivers are more likely to experience insecurity. Studies of twin babies have shown that some children are inherently stronger or weaker, which can affect how they interact with caregivers. Dymphna van den Boom’s study showed that cargo interventions to improve maternal responsiveness may enhance secure attachment in infants, especially those with challenging temperament.
While attachment research has traditionally focused on mothers, fathers also play a crucial role in children’s emotional development. Attachment needs peak around 13 months of age and then gradually decline, but the capacity for love and the need for affectionate bonds remain important throughout life.
Attachment strategies and their effects on subsequent relationships
Erik Erikson’s developmental theory emphasizes that securely attached children develop a fundamental sense of trust, with this belief that they are able to predict the world about their lives. This early attachment helps shape their future affect relationships, as securely attached individuals are more likely to develop secure friendships and romantic partnerships. In contrast, insecure attachment strategies, including anxious and avoidant attachment styles, can lead to difficulties in adult relationships, such as rejection anxiety or discomfort with intimacy.
In adulthood, attachment strategies form romantic relationships, typically resulting in one of three patterns: defensive, anxious, or avoidant. Anxious attachment individuals crave acceptance but remain hypervigilant for signs of rejection, whereas attachment-avoidant individuals tend to maintain an emotional orientation; this attachment can affect social relationships, commitment, and relationship satisfaction.
The Consequences of Attachment Deprivation
Lack of attachment, resulting from neglect or abuse, can severely affect children’s emotional and cognitive development. Children raised in Romanian orphanages during Nicolae Ceausescu’s regime clearly showed the negative effects of attachment Due to lack of continuous care these children showed low intelligence and high levels of anxiety when compared to those raised in foster care. Studies have confirmed the success of raising children in family homes, especially when they are placed at an early age.
While many children show resilience, those who are severely abused or neglected suffer for a long time. The infamous Harlow monkey study showed that primates raised in isolation exhibit lifelong behavioral issues, including difficulty forming relationships and socializing of normal behavior In humans, childhood trauma can perpetuate patterns of abuse for generations, as abusive children can later become abusive parents. However, most childhood victims are not violent criminals.
The effects of childhood trauma also extend to brain development. Abused children may exhibit heightened stress responses and greater sensitivity to threat. Early trauma can alter brain chemistry, increasing the risk for mental health disorders, substance abuse, and other psychological issues in adulthood. For some individuals, the combination of traumatic experiences and genetic predispositions creates a complex interaction that contributes to emotional and behavioral challenges.
The Development of Self-Concept in Children
As children grow older, one of their most important social developments is the self-concept that begins to develop around age 12. Self-awareness initially occurs when babies see themselves in a mirror, usually around 18 months. As children grow older, self-concepts become more complex, including understandings of gender, group membership, and personal characteristics.
Children who develop a positive self-image are more confident, independent, and socially competent. Encouraging children to feel good about their abilities, and helping them identify areas for growth, is key to developing a balanced and positive self-image.
Parenting Styles and Their Influence on Children
Psychologists have identified three basic styles of parenting: authoritative, permissive, and controlling. Authoritarian parents are strict and demanding, expecting obedience without question. Permissive parents, on the other hand, are gentle and do not demand too much of their children.
Research has shown that children raised by authoritarian parents have higher self-esteem, social skills, and academic achievement than those raised by authoritarian or permissive parents When authoritarian parents move effectively in promoting obedience, children may struggle with social skills and self-esteem. Permissive parents can make children more aggressive and mature. However, the effectiveness of parenting can vary across cultures, and some critics suggest that what works in one cultural context may not be universally applicable.
Children’s biological and genetic predispositions can also affect how parents communicate with them. In addition, some underlying factors, such as shared genetic traits, may contribute to the social skills of parentally fit children. Thus, while parenting plays a key role, other factors also contribute to children’s development.
The attachment bond between parents and children is foundational to emotional and social development. Secure attachment fosters a sense of trust and emotional competence, while insecure attachment can lead to difficulties in relationships and mental health. Parenting style, along with genetic factors, shapes children’s self-concept and their ability to navigate social and emotional challenges.