Developmental psychology is the scientific study of how and why humans grow, change, and adapt across the course of their lives. Originally concerned with infants and children, the field has expanded to include adolescence, adult development, aging, and the entire lifespan. Developmental psychologists aim to explain how thinking, feeling, and behaviors change throughout life. This field examines change across three major dimensions, which are physical development, cognitive development, and social emotional development. Within these three dimensions are a broad range of topics including motor skills, executive functions, moral understanding, language acquisition, social change, personality, emotional development, self-concept, and identity formation.
A time-out is a form of behavioral modification that involves temporarily separating a person from an environment where an unacceptable behavior has occurred. The goal is to remove that person from an enriched, enjoyable environment, and therefore lead to extinction of the offending behavior. It is an educational and parenting technique recommended by most pediatricians and developmental psychologists as an effective form of discipline. During time-outs, a corner or a similar space is designated, where the person is to sit or stand. This form of discipline is especially popular in Western cultures.
Prenatal psychology can be seen as a part of developmental psychology, although historically it was developed in the heterogenous field of psychoanalysis. Its scope is the description and explanation of experience and behaviour of the individual before birth and postnatal consequences as well. In so far as the actual birth process is involved one can consider this perinatal psychology. Pre- and perinatal aspects are often discussed together.
Attachment parenting (AP) is a parenting philosophy that proposes methods aiming to promote the attachment of parent and infant not only by maximal parental empathy and responsiveness but also by continuous bodily closeness and touch. The term attachment parenting was coined by the American pediatrician William Sears. There is no conclusive body of research that shows Sears' approach to be superior to "mainstream parenting".
A tantrum, temper tantrum, lash out, meltdown, fit or hissy fit is an emotional outburst, usually associated with those in emotional distress, that is typically characterized by stubbornness, crying, screaming, violence, defiance, angry ranting, a resistance to attempts at pacification, and, in some cases, hitting and other physically violent behavior. Physical control may be lost; the person may be unable to remain still; and even if the "goal" of the person is met, they may not be calmed. Throwing a temper tantrum can lead to a child getting detention or being suspended from school for older school age children. A tantrum may be expressed in a tirade: a protracted, angry speech.
Flooding, sometimes referred to as in vivo exposure therapy, is a form of behavior therapy and desensitization—or exposure therapy—based on the principles of respondent conditioning. As a psychotherapeutic technique, it is used to treat phobia and anxiety disorders including post-traumatic stress disorder. It works by exposing the patient to their painful memories, with the goal of reintegrating their repressed emotions with their current awareness. Flooding was invented by psychologist Thomas Stampfl in 1967. It is still used in behavior therapy today.
Attachment in children is "a biological instinct in which proximity to an attachment figure is sought when the child senses or perceives threat or discomfort. Attachment behaviour anticipates a response by the attachment figure which will remove threat or discomfort". Attachment also describes the function of availability, which is the degree to which the authoritative figure is responsive to the child's needs and shares communication with them. Childhood attachment can define characteristics that will shape the child's sense of self, their forms of emotion-regulation, and how they carry out relationships with others. Attachment is found in all mammals to some degree, especially primates.
Maternal deprivation is a scientific term summarising the early work of psychiatrist and psychoanalyst John Bowlby on the effects of separating infants and young children from their mother. Although the effect of loss of the mother on the developing child had been considered earlier by Freud and other theorists, Bowlby's work on delinquent and affectionless children and the effects of hospital and institutional care led to his being commissioned to write the World Health Organization's report on the mental health of homeless children in post-war Europe whilst he was head of the Department for Children and Parents at the Tavistock Clinic in London after World War II. The result was the monograph Maternal Care and Mental Health published in 1951, which sets out the maternal deprivation hypothesis.
Crying is the dropping of tears in response to an emotional state or pain. Emotions that can lead to crying include sadness, anger, and even happiness. The act of crying has been defined as "a complex secretomotor phenomenon characterized by the shedding of tears from the lacrimal apparatus, without any irritation of the ocular structures", instead, giving a relief which protects from conjunctivitis. A related medical term is lacrimation, which also refers to non-emotional shedding of tears. Various forms of crying are known as sobbing, weeping, wailing, whimpering, bawling, and blubbering.
Susan W. Coates is an American psychoanalyst, who has worked on gender identity disorder in children (GIDC) and early childhood trauma.
The strange situation is a procedure devised by Mary Ainsworth in the 1970s to observe attachment in children, that is relationships between a caregiver and child. It applies to children between the age of nine and 30 months. Broadly speaking, the attachment styles were (1) secure and (2) insecure. Later, Mary Main and her husband Erik Hesse introduced the 4th category, disorganized. The procedure played an important role in the development of attachment theory.
Daniel S. Schechter is an American and Swiss psychiatrist known for his clinical work and research on intergenerational transmission or "communication" of violent trauma and related psychopathology involving parents and very young children. His published work in this area following the terrorist attacks on the World Trade Center in New York of September 11, 2001 led to a co-edited book entitled "September 11: Trauma and Human Bonds" (2003) and additional original articles with clinical psychologist Susan Coates that were translated into multiple languages and remain among the first accounts of 9/11 related loss and trauma described by mental health professionals who also experienced the attacks and their aftermath Schechter observed that separation anxiety among infants and young children who had either lost or feared loss of their caregivers triggered posttraumatic stress symptoms in the surviving caregivers. These observations validated his prior work on the adverse impact of family violence on the early parent-child relationship, formative social-emotional development and related attachment disturbances involving mutual dysregulation of emotion and arousal. This body of work on trauma and attachment has been cited by prominent authors in the attachment theory, psychological trauma, developmental psychobiology and neuroscience literatures
The effects of domestic violence on children have a tremendous impact on the well-being and developmental growth of children witnessing it. Children who witness domestic violence in the home often believe that they are to blame, live in a constant state of fear, and are 15 times more likely to be victims of child abuse. Close observation during an interaction can alert providers to the need for further investigation and intervention, such as dysfunctions in the physical, behavioral, emotional, and social areas of life, and can aid in early intervention and assistance for child victims.
Secure attachment is classified by children who show some distress when their caregiver leaves but are able to compose themselves quickly when the caregiver returns. Children with secure attachment feel protected by their caregivers, and they know that they can depend on them to return. John Bowlby and Mary Ainsworth developed a theory known as attachment theory after inadvertently studying children who were patients in a hospital at which they were working. Attachment theory explains how the parent-child relationship emerges and provides influence on subsequent behaviors and relationships. Stemming from this theory, there are four main types of attachment: secure attachment, ambivalent attachment, avoidant attachment and disorganized attachment.
Separation anxiety disorder (SAD) is an anxiety disorder in which an individual experiences excessive anxiety regarding separation from home and/or from people to whom the individual has a strong emotional attachment. Separation anxiety is a natural part of the developmental process. It is most common in infants and little children, typically between the ages of six to seven months to three years, although it may pathologically manifest itself in older children, adolescents and adults. Unlike SAD, normal separation anxiety indicates healthy advancements in a child's cognitive maturation and should not be considered a developing behavioral problem.
Antenatal depression, also known as prenatal or perinatal depression, is a form of clinical depression that can affect a woman during pregnancy, and can be a precursor to postpartum depression if not properly treated. It is estimated that 7% to 20% of pregnant women are affected by this condition. Any form of prenatal stress felt by the mother can have negative effects on various aspects of fetal development, which can cause harm to the mother and child. Even after birth, a child born from a depressed or stressed mother feels the affects. The child is less active and can also experience emotional distress. Antenatal depression can be caused by the stress and worry that pregnancy can bring, but at a more severe level. Other triggers include unplanned pregnancy, difficulty becoming pregnant, history of abuse, and economic or family situations.
In psychology, limbic imprint refers to the process by which prenatal, perinatal and post-natal experiences imprint upon the limbic system, causing lifelong effects. The term is used to explain how early care of a fetus and newborn is important to lifelong psychological development and has been used as an argument for alternative birthing methods, and against circumcision. Some also refer to the concept as the human emotional map, deep-seated beliefs, and values that are stored in the brain's limbic system. When a fetus or newborn experiences trauma, the brain will register trauma as normal affecting the newborn into adulthood. However, when a fetus or newborn does not experience trauma, the brain will develop healthy coping mechanisms that work effectively into adulthood.
Infant crying is the crying of infants as a response to an internal or external stimulus. Infants cry as a form of basic instinctive communication. Essentially, newborns are transitioning from life in the womb to the external environment. Up to 27% of parents describe problems with infant crying in the first four months. Up to 38% identify a problem with their infant crying within the first year. Parents can be concerned about the amount of time that their infant cries, how the infant can be consoled, and disrupted sleeping patterns. Colic is used as a synonym for excessive crying of infants, even though colic may not be the cause of excessive crying.
Social emotional development represents a specific domain of child development. It is a gradual, integrative process through which children acquire the capacity to understand, experience, express, and manage emotions and to develop meaningful relationships with others. As such, social emotional development encompasses a large range of skills and constructs, including, but not limited to: self-awareness, joint attention, play, theory of mind, self-esteem, emotion regulation, friendships, and identity development.
Attachment Play is a term created by developmental psychologist, Aletha Solter and the title of one of her books. It is one aspect of her Aware Parenting approach. The term refers to nine specific kinds of parent/child play that can strengthen attachment, solve behavior problems, and help children recover from traumatic experiences. These forms of play incorporate many traditional play therapy techniques as well as some newer ones.
