In the psychological development of all of us we must concern ourselves with the embryonic state or the nine-month period of fetal growth. Specialists tell us that there is a critical period in prenatal development during which both favorable and unfavorable genetic and biological processes may take place.
Biologists tell us that in the growth of the embryo, as specific organs develop, there appears to be a specific time sequence for their development. Should anything interfere, it is felt, the developing organ does not gain a second chance. Hence, in the case of a pregnant woman becoming afflicted with German measles, for example, the embryo can and often does become adversely affected.
Whether after birth a negative psychological atmosphere can also adversely affect an infant, while open to controversy, is largely accepted by the majority of psychologists today as true. Conversely, providing a warm, affectionate, loving and secure environment for the infant supports and stimulates favorable growth. It is felt that the first year of a child's life is the "critical" period. See writings by E. H. Erikson, "Childhood and Society" (Norton Publishing Co.), for support of this hypothesis.
Inherent growth or development from infancy is called "maturation." The experience of maturation and its influences is called "learning."
Other than to suck, cry and teach, most of what we come to know and be is learned. We learn to become whatever we may be, though dependent upon biological, environmental and developmental processes both before and after birth. With positive organic development, two other inherent capabilities are evident in humans and other mammals; they are seeing and hearing.
These are the bio-physiological aids to life as provided by nature. But behaviorally, remember our "talents" at birth are extremely limited. We have to be taught, trained, disciplined - and then, with some natural curiosity, we learn how to become members of our society, Maturation after birth then takes many turns and innumerable experiences. Most of which are learned.
While maturation lasts a lifetime, it is in the study of infants and growth (from birth) that scientists have been able to predict behavior for later on in life. E. H. Erikson and Jean Piaget are the two most prominent scientists who have investigated the phenomena of early development.
The student must remember that the regularity (or lack) of the time sequence of development determines growth, maturation and behavior. Stages of orderly maturation vary from child to child; some children learn to walk before others. Environment varies; consequently the effect of maternal love, stroking and affection (or lack) can determine or retard development, physically, emotionally and psychologically.
We go through different stages of development, dependent: upon our heredity, environment, and the orderly (or lack) maturation of our physiology and mentality.
Many studies show that motor development is more maturation than learning, indicating growth more from within than without. Here is where the growth of neural, muscle and fat tissue is more decisive than environmental influences.
Maturation, then, plus motor development are necessary for learning and behavior. It is important to note that stimulation to learning in childhood is dependent upon the maturation or maturity of the child. A child will not become stimulated unless his development has matured to that point of readiness to learn. This is why children differ in learning to walk, talk and play.
The difference is not in the age but in sequence of maturation, mentally and organically. It can then be seen that the degree of maturation invites the appropriate stimulation and not necessarily the age of the child.
From these bare-bone beginnings come the development of personality and social behavior.
Studies clearly show that the interaction of mother to child in infancy is a crucial (critical) period. Bottle-fed babies held by the mother who croons, sings, strokes and cradles the infant in her arms adjust to life as well as breast-fed babies.
Opposed to this would be the propping of a bottle against a pillow and the departure of the mother with no contact or loving interaction. Studies show that many of these infants grow up to have emotional problems. When we talk about interaction of mother to child we are talking about loving interaction, for it is well known that a tense "uptight" mother can transmit her feelings to an infant.
Heartbeat studies show that a tense mother stimulates tenseness in the infant, regardless of how the baby is fed Therefore, as a child's training (learning) begins at birth, one can easily see the effects of environment on personality, emotional growth and maturity. Influences beginning at birth are called "cultural" effects, and begin with feeding, nursing and maternal care. Later comes toilet training, (discipline), and in the process the psychological effects are stamped on the child permanently.
Also, in the satisfaction (or lack) of hunger pangs, distress at wetness, cold or heat. The experts tell us that how the feeding experience is handled determines the attitude of the infant to the world about him. A hungry baby is an exceedingly unhappy, distressed and tortured child. Just listen to a hungry baby cry to appreciate the pain he is undergoing.
On the other hand, view the utter contentment of a baby who has been lovingly held by his mother while fully satisfying his basic hunger drive. These infant-era experiences determine more about how a person shall be than any other experiences in our lives; for this is the beginning.
A good beginning can mean a happy, well-adjusted intelligent adult later on. And the reverse can be true, and may be the cause of many of our social problems today. It is well then for the
hypnotist to understand the effects of where and how it all begins for all of us in infancy and early childhood.In discussing maturation does this apply to such mundane matters as toilet training? Yes, indeed. A baby who is forced into toilet training before he is ready (mature) will acquire emotional problems, as will the mother who senses failure. Time sequence in maturation is as important in disciplining (learning) as in formation of the embryo before birth, and children differ in their readiness to respond to toilet training.
