Without precise knowledge of what a child is born with, without a deep understanding of the processes of his natural development according to biogenetic laws, it is difficult to recreate a complete and quite complex picture of the child’s development, and to build training and education on its basis.

People surrounding the baby help him in everything from birth. They provide physical care for the child’s body, teach, educate him, and contribute to the acquisition of human psychological and behavioral traits, adaptation to the conditions of social existence. Support for the child from parents and adults begins from birth and continues for at least a decade and a half until the child becomes an adult and is able to lead an independent, self-sufficient lifestyle. But a modern adult, in order to remain human and develop as a person, needs constant support from other people, communication and interaction with them. Without this, he would quickly degrade as a person.

At the same time, a baby already at birth has a considerable supply of complex sensory and motor abilities that are practically ready for use - instincts allowing him to adapt to the world and quickly progress in his development. From birth, for example, a newborn has many complex movements that develop mainly according to a genetically specified program during the maturation of the body, including reflex movements that arise immediately and without special training from the first hours of life under the influence of appropriate internal and external stimuli coded as key in the development programs of these movements. At birth, the baby has sensations of all modalities, elementary forms of perception, memory, thanks to which his further cognitive and intellectual development. They represent genetically specified structures or blocks of sensory systems, from which more complex cognitive structures are built directly or with minor intravital modification. Such basic elements of perception can include, for example, the mechanisms of visual, auditory and muscular concentration, tracking of objects, their comparison, localization in space, storage in memory, processing traces of their effects in the brain.

A baby who is only 1-2 days old from birth is already capable of distinguish chemical substances taste. The sense of smell, as one of the oldest and most important sense organs, also begins to function immediately after birth. Elementary vision, movement and hearing have the same features.

In the first two months of life, the child demonstrates the ability to a reflexive turn of the head in response to the touch of any object to the corner of the mouth, strongly squeezes the palms when touching their surface, makes general uncoordinated movements of the arms, legs and head. He also has the ability to visually track moving objects and turn his head in their direction. In maternity hospitals, children in the first days of their lives instinctively turn their faces towards the window from which daylight pours.

The baby is able to distinguish substances by taste. He definitely prefers sweet liquids over others and is even able to detect the degree of sweetness. The newborn senses odors, reacts to them by turning his head, changes in the frequency of heartbeat and breathing. These motor and physiological reactions are similar to those observed in adults with increased attention and special interest in something.

One should also name, recognizing as innate, a group of processes that contribute to self-preservation and development of the child’s body. They are associated with the regulation of digestion, blood circulation, breathing, body temperature, metabolic processes, etc. Undoubtedly, sucking, protective, orientation, grasping, musculoskeletal and a number of other reflexes are innate; all of them clearly appear already in the second month of a child’s life.

Readiness to function from birth is revealed not only by the basic sense organs, but also brain. Quantity nerve cells in the cerebral cortex of a newborn is almost the same as in an adult, but these cells are still immature, and the connections between them are weak. The maturation of the child’s brain and body, their transformation into the brain and body of an adult, occurs within several years after birth and ends only with entry into school. The maturation and development of the brain is directly influenced by the many different external influences and impressions that a child receives from the environment.

Studies have found that in the brain of a child, no more than a day and a half has passed since birth, it is possible to register various electrical potentials, arising in response to the effects of color stimuli on the organ of vision. By this time, the brain is already able to form conditioned reflexes.

In relation to an infant, it is important to know not only the innate forms of the psyche and behavior, but also the process of natural development of the body. The development of movements in the first months of life is of particular importance.

2. Congenital forms of the baby’s psyche and behavior

A baby who is only 1-2 days old from birth is already able to distinguish chemical substances by taste. The sense of smell, as one of the oldest and most important sense organs, also begins to function immediately after birth. Elementary vision, movement and hearing have the same features.

In the first two months of life, the child demonstrates the ability to reflexively turn the head in response to the touch of any object to the corner of the mouth, strongly squeezes the palms when touching their surface, and makes general uncoordinated movements of the arms, legs and head. He also has the ability to visually track moving objects and turn his head in their direction. In maternity hospitals, children in the first days of their lives instinctively turn their faces towards the window from which daylight pours.

We should also name, recognizing as innate, a group of processes that contribute to the self-preservation and development of the child’s body. They are associated with the regulation of digestion, blood circulation, breathing, body temperature, metabolic processes, etc. Undoubtedly, sucking, protective, orientation, grasping, musculoskeletal and a number of other reflexes are innate; all of them clearly appear already in the second month of a child’s life.

Readiness to function from birth is revealed not only by the basic sense organs, but also by the brain. The number of nerve cells in the cerebral cortex of a newborn is almost the same as in an adult, but these cells are still immature, and the connections between them are weak. The maturation of the child’s brain and body, their transformation into the brain and body of an adult, occurs within several years after birth and ends only with entry into school. The maturation and development of the brain is directly influenced by the many different external influences and impressions that a child receives from the environment.

Studies have found that in the brain of a child, no more than a day and a half has passed since birth, it is possible to register various electrical potentials that arise in response to the effects of color stimuli on the organ of vision. By this time, the brain is already able to form conditioned reflexes.

A baby's motor skills from birth have a rather complex organization. It includes many mechanisms designed to regulate posture. A newborn often exhibits increased motor activity of the limbs, which has positive value for the formation in the future of complex complexes of coordinated movements.

The development of the child's movements during the first year of life proceeds at a very rapid pace, and the progress achieved in this respect in twelve months is amazing. From a practically helpless creature with a limited set of elementary general congenital movements of the arms, legs and head, the child turns into a small person who not only easily stands on two legs, but moves relatively freely and independently in Space, capable of performing complex manipulative movements simultaneously with the movements of the legs hands freed from locomotion (the function of ensuring movement in space) and intended for exploring the surrounding world.

During infancy, children's motor skills develop rapidly, especially complex, sensory-coordinated movements of the arms and legs. These movements subsequently play a very significant role in the development of the child’s cognitive and intellectual abilities. Thanks to the movements of the arms and legs, the child receives a significant part of the information about the world; through the movements of the arms and legs, he learns to see like a human eye. Complex manual movements are included in primary forms thinking and become its integral part, ensuring the improvement of human intellectual activity.

Greater impulsive activity in the child's hands is observed. Already in the first weeks of his life. This activity includes arm swinging, grasping, and hand movements. At 3-4 months, the child begins to reach for objects with his hand and sits with support. At 5 months, he already grasps stationary objects with his hand. "At 6 months the child sits on a chair with support and can grab moving, swinging objects. At 7 months he sits without support, and at 8 he sits down without assistance. At about 9 months the baby stands with support, crawls on his stomach, and at 10 sits with support and crawls, leaning on his hands and knees. At 11 months the child is already standing without support, at 12 he walks holding the hand of an adult, and at 13 he walks independently. This is the amazing progress of motor activity over the course of one year with the moment the child is born.

From all the senses paramount importance for a person has vision. It is the first to begin to actively develop at the very beginning of life. Already in a one-month-old baby, tracking eye movements can be recorded. At first, such movements are carried out mainly in horizontal plane, then vertical tracking appears and, finally, by the age of two months, elementary curvilinear, for example circular, eye movements are noted. Visual concentration, i.e. the ability to fix the gaze on an object, appears in the second month of life. By the end of it, the child can independently move his gaze from one object to another.

Babies in the first two months of life spend most of their waking hours looking at surrounding objects, especially when they are fed and in a calm state. However, vision appears to be the least developed sense at birth (meaning the level of development that vision can reach in an adult). Although newborns are able to follow moving objects with their eyes, their vision is relatively weak until 2-4 months of age.

Enough good level The development of eye movements can be noted in a child by about three months of age. The process of formation and development of these movements is not completely predetermined genetically; its speed and quality depend on the creation of an appropriate external stimulating environment. Children's eye movements develop faster and become more perfect when there are bright, attractive objects in their field of vision, as well as people making various movements that the child can observe.

From about the second month of life, the child has the ability to distinguish the simplest colors, and in the third or fourth months - the shapes of objects. At two weeks, the baby has probably already formed a single image of the mother's face and voice. Experiments conducted by scientists have shown that a baby shows obvious anxiety if a mother appears before his eyes and begins to speak in a “not her own” voice, or when a stranger suddenly “speaks” in the mother’s voice (such an experimental situation with the help of technical means artificially created in a number of experiments with infants).

In the second month of life, the baby reacts to people in a special way, highlighting and distinguishing them from surrounding objects. His reactions to a person are specific and almost always strongly emotionally charged. At the age of about 2-3 months, the baby also reacts to a mother’s smile with a smile and a general increase in movements. This is called the revitalization complex. It would be wrong to associate the appearance of a revival complex in a child with the visual perception of well-known faces. Many children who are blind from birth also begin to smile at about two to three months of age, after hearing only their mother's voice. It has been established that intense emotional communication between an adult and a child promotes, while rare and soulless communication hinders the development of the revitalization complex and can lead to a general delay psychological development child.

A smile on a child’s face does not appear and is maintained by itself. Its appearance and preservation is facilitated by the affectionate treatment of the mother with the child or an adult replacing her. To do this, the adult’s facial expression must be kind, joyful, and his voice pleasant and emotional.

The first elements of the revitalization complex appear in the second month of life. These are freezing, concentration, smiling, humming, and all of them initially arise as reactions to an adult addressing a child. In the third month of life, these elements are combined into a system and appear simultaneously. Each of them acts as a specific reaction to the corresponding influences of an adult and serves the purpose of intensifying the child’s communication with an adult. On final stage In its development, the revitalization complex is demonstrated by the child whenever the child has a need to communicate with an adult.

By the age of three to four months, children clearly show by their behavior that they prefer to see, hear and communicate only with familiar people, as a rule, family members. At about eight months of age, the baby shows a state of visible anxiety when a face comes into his field of vision. stranger or when he himself finds himself in an unfamiliar environment, even if at that moment in time his own mother is next to him. Fear of strangers and unfamiliar surroundings progresses quite quickly, starting from eight months of age until the end of the first year of life. Along with it, the child’s desire to constantly be close to a familiar person, most often his mother, and not allow a long separation from him grows. This tendency to develop fear of strangers and fear of unfamiliar surroundings reaches its highest level at approximately 14-18 months of life, and then gradually decreases. Apparently, it manifests the instinct of self-preservation during that particularly dangerous period of life for a child, when his movements are uncontrollable and his defensive reactions are weak.

Infants one year old or close to this age are characterized by a clearly expressed cognitive interest in the world around them and developed cognitive activity. They are able to focus their attention on the details of the images under consideration, highlighting their contours, contrasts, simple shapes, moving from horizontal to vertical elements drawing. Infants show an increased interest in flowers; they have a very pronounced indicative and exploratory reaction to everything new and unusual. Babies become animated when they perceive phenomena different from those they have encountered before.

By the end of the first year of life, the first signs of thinking in a child occur in the form of sensorimotor intelligence. Children of this age notice, assimilate and use in their practical actions elementary properties and relationships between objects. The further progress of their thinking is directly related to the beginning of speech development.

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People surrounding the baby help him in everything from birth. They provide physical care for the child’s body, teach, educate him, contribute to the acquisition of human psychological and behavioral traits, and adaptation to the conditions of social existence. Support for a child from parents and adults begins at birth and continues for at least a decade and a half until the child becomes an adult and is able to lead an independent, self-sufficient lifestyle. But a modern adult, in order to remain human and develop as a person, needs constant support from other people, communication and interaction with them. Without this, he would quickly degrade as a person.

At the same time, already at birth, a baby has a considerable supply of almost ready-to-use, complex sensory and motor abilities - instincts that allow him to adapt to the world and quickly progress in his development. From birth, for example, a newborn has many complex movements that develop mainly according to a genetically specified program during the maturation of the body, including reflex movements that arise immediately and without special training from the first hours of life under the influence of appropriate internal and external stimuli coded as key in the development programs of these movements. At birth, the baby has sensations of all elementary forms of perception and memory, thanks to which its further cognitive and intellectual development becomes possible. They represent genetically specified structures or blocks of sensory systems, from which more complex cognitive structures are built directly or with minor intravital modification. Such basic elements of perception can include, for example, the mechanisms of visual, auditory and muscular concentration, tracking of objects, their comparison, localization in space, storage in memory, processing traces of their influences.

One should also name a group of congenital processes that contribute to the self-preservation and development of the child’s body. They are associated with the regulation of digestion, blood circulation, breathing, body temperature, metabolic processes, etc. Undoubtedly, sucking, protective, orientation, grasping, musculoskeletal and a number of other reflexes are innate; all of them clearly appear already in the second month of a child’s life.

Readiness to function from birth is revealed not only by the basic sense organs, but also by the brain.

The number of nerve cells in the cerebral cortex of a newborn is almost the same as in an adult, but these cells are still immature, and the connections between them are weak. The maturation of the child’s brain and body, their transformation into the brain and body of an adult, occurs within several years after birth and ends only with entry into school. The maturation and development of the brain is directly influenced by the many different external influences and impressions that a child receives from the environment.

In relation to an infant, it is important to know not only the innate forms of the psyche and behavior, but also the process of natural development of the body. The development of movements is of particular importance in the first months of life.

“Psychopath” is another term that has become firmly entrenched in everyday language. We can casually call our spouse, boss, unfamiliar person. At the same time, we don’t think about what we mean by this concept.

Psychopathy

Psychopathy (suffering of the soul) is a huge cross-section of the science of the human psyche, including many types. It must be remembered that not a single doctor or scientist could draw the line between mental health and ill health. What is considered psychopathy by one school of medicine may be considered mild borderline disorder by another. It's probably best to focus on two things:

does a person interfere with living a full life for himself,
Does he bother others?

In a sense, each of us has an attraction to one or another mental feature. It's all about the severity of this gravity.

It is almost impossible to imagine an absolutely mentally healthy person.

It has long been noted that a certain part of people from early childhood have a tendency to some kind of mental status. Moreover, changes in the psyche can be subtle, the person suffers more himself than causes inconvenience to others. As a rule, medications are not needed. Of course, sometimes these changes progress and lead to serious mental illness. But, in this note, we will talk only about the innate characteristics of the psyche, and about people seeking help from a psychologist or psychotherapist.

Classification

There are several groups of psychopathy and signs in men, women and children:

Cycloids

constitutionally depressed; These are people with a constantly low mood, born pessimists. Very sensitive to any troubles. They avoid other people and withdraw into themselves.
constitutionally excited; Often brilliant but unevenly gifted individuals. Energetic, enterprising, but superficial, with instability of interests. Sometimes they are called “sweet talkers,” sometimes “obnoxious debaters.”
cyclothymics; Characterized by wave-like changes in mood, from excitement to depression.

Asthenics

Their distinctive features are strong neuropsychic excitability, irritability, and on the other hand, exhaustion and fatigue. Frequently functional disorders activity of the heart, gastrointestinal tract, etc.; complain of headaches, palpitations, insomnia at night and drowsiness during the day, poor appetite, diarrhea, sexual weakness.

Schizoids

Separated from the real world, there is no unity and consistency in the psyche, as well as a bizarre paradox of emotional life and behavior. People are strange and incomprehensible, from whom you don’t know what to expect. The world as if reflected for them in a distorting mirror: the schizoid sees all its individual parts clearly, but the relationships and proportions are always distorted. It is especially difficult for them to penetrate into the spiritual world of other people.

Paranoid

They are prone to overvalued ideas, which they find themselves in the grip of. They are confident in the special significance of their own personality, selfish, and self-satisfied. People are extremely narrow and one-sided; they evaluate everything through the prism of their own personality. Fanatics can also be included in this group.

Epileptoids

Characterized by extreme irritability, leading to attacks of uncontrollable rage. Also attacks of mood disorders (sadness, fear, anger) and frequent moral defects (antisocial attitudes). These people are very impatient, intolerant of the opinions of others and cannot stand contradictions addressed to them. The feeling of sympathy and compassion, the ability to understand other people's experiences, are not available to them. They often have problems with the law.

It makes no sense to talk about the prevalence of a particular group. There are too many tones and halftones; more often we can talk about a person’s inclination towards one type or another.

Reasons for appearance

Among the reasons for such personality development are:

congenital defects in the metabolism of brain hormones (serotonin, dopamine, norepinephrine, etc.),
some genetic defects,
birth injuries.

In any case, it is recognized that a person is born with a certain attitude of a psychological type, which is radically impossible, or almost impossible, to change, but can be successfully corrected through psychotherapy.

The last question sometimes reveals a contradiction between psychotherapists and psychologists. Doctors admit the possibility of constitutional features of the psyche and admit that, so far, there are no effective methods treatment, but there are only ways to alleviate the problems of psychopathic people. for the most part, having little understanding of brain biochemistry and genetics, they are confident that all troubles are acquired. Problems are associated either with psychological trauma or with the characteristics of upbringing.

True, it must be admitted that psychological trauma(loss of a loved one, divorce, etc.) and characteristics of upbringing can seriously aggravate congenital psychopathy.

It is advisable to treat such people with maximum understanding and participation. We all have different personalities and have character flaws. People with constitutional mental characteristics, as a rule, suffer more themselves. They are well aware that they are different from most people and try to hide their suffering from others.

People surrounding the baby help him in everything from birth. They provide physical care for the child’s body, teach, educate him, contribute to the acquisition of human psychological and behavioral traits, and adaptation to the conditions of social existence. Support for the child from parents and adults begins from birth and continues for at least a decade and a half until the child becomes an adult and is able to lead an independent, self-sufficient lifestyle. But a modern adult, in order to remain human and develop as a person, needs constant support from other people, communication and interaction with them. Without this, he would quickly degrade as a person.

At the same time, a baby already at birth has a considerable supply of complex sensory and motor abilities that are practically ready for use - instincts allowing him to adapt to the world and quickly progress in his development. From birth, for example, a newborn has many complex movements that develop mainly according to a genetically specified program during the maturation of the body, including reflex movements that arise immediately and without special training from the first hours of life under the influence of appropriate internal and external stimuli coded as key in the development programs of these movements. At birth, the baby has sensations of all modalities, elementary forms of perception, memory, thanks to which his further cognitive and intellectual development becomes possible. They represent genetically specified structures or blocks of sensory systems, from which more complex cognitive structures are built directly or with minor intravital modification. Such basic elements of perception can include, for example, the mechanisms of visual, auditory and muscular concentration, tracking of objects, their comparison, localization in space, storage in memory, processing traces of their effects in the brain.

A baby who is only 1-2 days old from birth is already capable of distinguish chemicals by taste. The sense of smell, as one of the oldest and most important sense organs, also begins to function immediately after birth. Elementary vision, movement and hearing have the same features.

Readiness to function from birth is revealed not only by the basic sense organs, but also brain. The number of nerve cells in the cerebral cortex of a newborn is almost the same as in an adult, but these cells are still immature, and the connections between them are weak. The maturation of the child’s brain and body, their transformation into the brain and body of an adult, occurs within several years after birth and ends only with entry into school. The maturation and development of the brain is directly influenced by the many different external influences and impressions that a child receives from the environment.