Age Stages. Stage Of Existence (0 To 6 Months)

2024 Author: Harry Day | [email protected]. Last modified: 2024-01-31 14:10

It is very important whether the child, at the appropriate moment of his personal development, was able to correctly realize his psychological needs - for love, trust, independence, enterprise and recognition, and what role the parents played during this period.

The concept of age stages of development by Pamela Levin, developed in the theory of transactional analysis, according to which the child at each stage solves certain developmental problems, preparing the transition to the next stage.

Pamela Levin distinguishes the following age stages:

• Stage of existence (from 0 to 6 months)

• Stage of action (6 to 18 months)

• Stage of thinking (from 18 months to 3 years)

• Stage of identity and strength (3 to 6 years)

• Stage of structure (from 6 to 12 years)

• Stage of identification, sexuality and separation (from 12 to 18 years old)

On the other side, Pamela Levin expresses the idea that people at a later age repeat the earlier stages of development in a complex way

In doing so, they get the opportunity to solve their old problems and thereby improve the quality of their lives. This process begins at about 13 years of age, when adolescents, in a sense, repeat the infant stage of existence (from 0 to 6 months): “At about 13 we start a new birth. We begin to repeat the previous stages of development until we finally mature. We start all stages of development anew. We eat all the time, we want to be fed, to be taken care of, to be thought for. We have a high need for physical contact … We have a very short attention span and waves of energy are flowing through us, filled with strange unfamiliar desires - erotic, exciting and frightening. (P. Levin. Becoming the Way We Are, 1988)

Parents and caregivers, by providing adequate care and establishing positive discipline, contribute to the solution of the child's developmental problems. Errors in upbringing cause stuck (stop) development at some stage, which leads to the formation of psychosocial problems in adolescence and adulthood. The fundamentals of parenting according to the stages of development of children were developed in detail by Jean Illsley Clarke (J. Illsley Clarke, Self-Esteem: A Family Affair; Growing Up Again, etc.)

CHILDHOOD PROBLEMS

• Extreme exhaustion (dying)

• Depression, passivity

• Feeding problems

• Colic, infections, constant crying

• Development lag

• Withdrawal from contact

• Problems with stool (bowel movements)

CHALLENGES IN ADULT LIFE

• Feeling "I am never enough"

• Fear of separation, unexpected changes

• Irritability, nervousness

• Difficulty trusting others

• Obesity, obesity, refusal to eat, infection

• Drug problems, suicide

The first social achievement is trusting people who care about you, even when they are out of your sight. Up to 6 months, the child becomes attached to anyone, from 6 to 18 months, the child becomes attached to the most significant, that is, to those who take care of him. Losses during this period only contribute to development.

Stage of existence (up to 6 months)

The child's motto at this stage is “to be”.

The child cannot yet speak, cannot take care of himself, but can only give signals about himself. But nature biologically endowed babies with a great ability to do this, namely: to make a lot of sounds, look and react to faces, especially eyes, imitate, caress. This behavior "includes" to help the child not only the mother, but also other adults.

the child cannot yet speak, cannot take care of himself, but can only give signals about himself. But nature biologically endowed babies with a great ability to do this, namely: to make a lot of sounds, look and react to faces, especially eyes, imitate, caress. This behavior "includes" to help the child not only the mother, but also other adults

English child psychiatrist and psychoanalyst Donald Woods Winnicott in 1949. introduced into psychoanalysis such a concept as "a good enough mother." In the understanding of D. V. Winnicott, this is one who is able to feel the baby and adequately satisfy his needs, without introducing her excessive fears or desires into this process. The revolutionary idea of Winnicott is that he gave a woman the opportunity not to strive to be perfect, but allowed her to be just good enough. From now on, mothers were given the opportunity to make mistakes and correct their mistakes, without being tormented by remorse because they "badly" perform their maternal responsibilities.

A "good enough mother" responds to more than 50% of the baby's cries, but not 100%. Those. the child develops a rule that if the mother is called, she will most likely come, which means that the mother (and, accordingly, the world) can be trusted. If no one comes to his cry on a regular basis, then the child decides that something is wrong with him or his needs. From here such decisions are born in people “what I need will never happen to me”, or “it is not worth declaring about yourself, because nothing depends on me ", or" I will get something only when someone decides to give it to me."

CHALLENGES IN ADULT LIFE

• Feeling "I'm never enough"
• Fear of separation, unexpected change
• Irritability, nervousness
• Difficulty trusting others
• Obesity, obesity, refusal to eat, infection
• Drug problems, suicide

The first social achievement is trusting people who care about you, even when they are out of your sight. Up to 6 months, the child becomes attached to anyone, from 6 to 18 months, the child becomes attached to the most significant, that is, to those who take care of him. Losses during this period only contribute to development.

Stage of existence (up to 6 months)The child's motto at this stage is “to be”

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The child cannot yet speak, cannot take care of himself, but can only give signals about himself. But nature biologically endowed babies with a great ability to do this, namely: to make a lot of sounds, look and react to faces, especially eyes, imitate, caress. This behavior "includes" to help the child not only the mother, but also other adults.

the child cannot yet speak, cannot take care of himself, but can only give signals about himself. But nature biologically endowed babies with a great ability to do this, namely: to make a lot of sounds, look and react to faces, especially eyes, imitate, caress. This behavior "includes" to help the child not only the mother, but also other adults

English child psychiatrist and psychoanalyst Donald Woods Winnicott in 1949. introduced into psychoanalysis such a concept as "a good enough mother." In the understanding of D. V. Winnicott, this is one who is able to feel the baby and adequately satisfy his needs, without introducing her excessive fears or desires into this process. The revolutionary idea of Winnicott is that he gave a woman the opportunity not to strive to be perfect, but allowed her to be just good enough. From now on, mothers were given the opportunity to make mistakes and correct their mistakes, without being tormented by remorse because they "badly" perform their maternal responsibilities.

A "good enough mother" responds to more than 50% of the baby's cries, but not 100%. Those. the child develops a rule that if the mother is called, she will most likely come, which means that the mother (and, accordingly, the world) can be trusted. If no one comes to his cry regularly, then the child decides that something is wrong with him or his needs. From here such decisions are born in people “what I need will never happen to me”, or “it is not worth declaring about yourself, because nothing depends on me ", or" I will get something only when someone decides to give it to me."

Child's tasks (developmental tasks)

• Call for help when he needs something
• Screaming or otherwise signaling needs
• Get physical contact
• Take care
• Form an emotional connection, learn to trust caring adults and yourself
• Make a decision to live, exist
• Make a decision to live, exist
• Screams or makes sounds to hear about his needs
• Fondled
• Looks and reacts to faces, especially eyes
• Imitates
• Makes a lot of sounds
• Provide loving, consistent care.
• Respond to the needs of the child.
• Hold and look at the baby while feeding.
• Talk to the child and repeat the sounds that the child makes.
• Express concern by touching, looking at, talking and singing to the child.
• Seek help when unsure how to care for a child.
• Be reliable and trustworthy.
• Organize self-care with other adults.
• Do not respond to the call of the child.
• Do not touch or hold for sufficient time.
• React harshly, angry, agitated.
• Feed before the baby lets you know he is hungry.
• Punish the child.
• Do not provide a healthy environment.
• Not provide adequate protection, including from older siblings.
• Criticize a child for anything.
• Ignore the child.

Typical child behavior

Helpful parenting behavior

Harmful parenting behavior

What exactly to do ??

The first level of attachment is attachment through the senses; a person has five of them: sight, hearing, taste, smell and touch.

What do we have to do:

- play peepers

- smile at each other

- play cookie

- breastfeed

- feeding something else, holding it in your arms or on your lap

- carry on hands

- hug

- To do a massage

- repeat babbling after the baby

- tickle with a beard (for dads)

- kiss cheeks and navel

- "bite" heels and palms

- joint sleep

- joint siesta during the day (the parent may not sleep, just lie around, hugging the baby)

- put the baby on mom's / dad's belly during the daytime sleep

- joint bathing in a large bath

- to sing songs

- use different intonations

- make grimaces

- read poetry with expression

- stroking your face and stroking your face with the hands of a child

- to finish off after the child from his plate (if you don't like it, it means not your way, there are others … just some children are very touched that the mother will eat up the last three tablespoons of porridge)

SUPPORTING MESSAGES FOR EXISTENCE

These messages are especially important from birth to six months, early adolescence, for people who are sick, tired, hurt, and vulnerable, and for everyone else.

• I'm glad you live
• You belong to this world
• Your needs are important to me
• I'm glad that you are you
• You can grow at your own pace
• You can feel all your feelings
• I love you and willingly take care of you

EXPRESSION OF RECOGNITION

Being recognized for existence starts at birth and helps people of all ages live

Assertions

• I'm glad to see you
• Good morning!
• I'm glad to spend this (day, time, lunch) with you
• I'm glad you came
• I'm glad you live in our house
• I like it with you
• I'm glad to sit next to you
• I'm glad that we (ride, walk, play, work) together
• I've been thinking about you this week
• I like you
• I'm glad that you are in my (house, class, group, life)
• I think you are a good guy
• I'm glad you are my friend
• Will you play with me?
• I'm glad to know you
• It's nice to be with you
• You are important to me
• You are special
• I like (see, hug, hold, swing, kiss) you
• I love you

Actions

• Smile
• Hugs, strokes, kisses (if acceptable to the person)
• Handshake
• Listening to a person
• Telling something important
• Spending time with a person
• Establishing contact
• Use of a person's name

Write down the ways in which you acknowledge your family members.

Which of the following are you doing well, and which would you like to improve?

Formulate self-sustaining messages for existence.

Was it difficult to remember when you used them the last time?

CONTINUED ARTICLE: Stages of development. Action stages (6-18 months)