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Exposure to ACEs, which exert effect by increasing an individual exposure to toxic stress during key periods of development, has also been linked to higher risks of chronic diseases, respiratory and heart disease, cancer and suicide. [4] More specifically, improper prenatal care increases the risk of premature births and complications during ...
Prolonged stress leads to adverse effects such as permanent emotional or developmental damage. [4] If sufficient support is not available, this type of stress can result in permanent changes in brain development. [4] Research has found that children experiencing severe and long-term abuse have smaller brain sizes. [15]
The ICI assesses interaction, not attachment (which does not develop until 9–11 months of age). The ICI assesses a dyad's interpersonal functioning under non-threatening play conditions and clusters dyads as sensitive to good enough, at mild risk of parenting difficulties, or at high risk of parenting difficulties, including infant neglect ...
Disorganized attachment in infants tends to display avoidant and unsure behavior. They tend to be in a daze and seem confused about the situation that they are in. They tend not show any clear signs of attachment at any point in their lives. [8] This fourth form of attachment was observed in later studies conducted by Main and Solomon. [10]
"The strength of a child's attachment behaviour in a given circumstance does not indicate the 'strength' of the attachment bond. Some insecure children will routinely display very pronounced attachment behaviours, while many secure children find that there is no great need to engage in either intense or frequent shows of attachment behaviour". [14]
Abuse can occur alongside the required factors but on its own does not explain attachment disorder. Experiences of abuse are associated with the development of disorganised attachment, in which the child prefers a familiar caregiver, but responds to that person in an unpredictable and somewhat bizarre way.
Infant cognitive development is the first stage of human cognitive development, in the youngest children.The academic field of infant cognitive development studies of how psychological processes involved in thinking and knowing develop in young children. [1]
John Bowlby and Mary Ainsworth developed the attachment theory in the 1960s while investigating the effects of maternal separation on infant development. [4] The development of the Strange Situation task in 1965 by Ainsworth and Wittig allowed researchers to systematically investigate the attachment system operating between children and their parents. [5]