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Essay / Research Paper Abstract
7 pages in length. Parental attachment from infancy through the first year of life represents the basis upon which the child's entire psychological future is based; when that connection is withheld, the infant is incapable of cultivating the necessary emotional stability inherent to healthy, positive development. The theoretical underpinnings of Piaget and Vygotsky expound upon this aspect of developmental reality by explaining how this period of life is the most vitally important. Bibliography lists 6 sources.
Page Count:
7 pages (~225 words per page)
File: LM1_TLCInfantAtt.rtf
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Unformatted sample text from the term paper:
psychological future is based; when that connection is withheld either by ignorance or intent, the infant is incapable of cultivating the necessary emotional stability inherent to healthy, positive development.
The theoretical underpinnings of Piaget and Vygotsky expound upon this aspect of developmental reality by explaining how this period of life is the most vitally important. The cognitive schemes
which are initially centered upon the childs own action becomes the means by which the child constructs an objective and "decentered" universe; similarly, and at the same sensori-motor levels, affectivity
proceeds from a lack of exchanges or emotional investments which attach the differentiated self to other persons...or things... (Piaget, 2000, p. 21). II. PIAGET
Piagets cognitive developmental theory is devised toward all stages of ones development, however, it is particular pertinent to early childhood and personality development. Recognizing the impact of
secure attachment as the foundation of growth and learning, Piagets (2000) first stage continues until through the second year of life, where "infants construct an understanding of the world by
coordinating sensory experiences (such as seeing and hearing) with physical, motoric actions - hence the term sensorimotor" (Anonymous, 2002). Clearly, the limitation of reflexive patterns keeps newborns from assimilating
and associating into their individual worlds to any great extent, yet by the end of the second year, a complex sensorimotor pattern has developed and is adapted with what Piaget
(2000) calls primitive symbols, which is constant both within and across cultures. If this critical interaction is not present between infant and caregiver, the baby has no basis upon
which to develop these skills. Addressing the role of cultural context in child development, Piagets (2000) theory illustrates how there are a number
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