Thursday, October 20, 2016

The vital force


 It is my purpose in this paper to trace the evolution of the idea of a "vital force" to the time of Hahnemann. the Hahnemannian idea and its relation to the medical philosophy of our own time I hope to make the subject of another essay. While the term is perhaps an unfortunate one, I shall retain it because by long use and constant association of ideas it has come to convey as definite and perfect idea of that philosophical concept, which is the subject of this paper, as it is possible to have of anything which is in its essential nature unknown, and the existence of which is more than doubtful. The idea of a vital force is as old as the beginning of civilization, has grown with its growth and developed with its development.
 When in the evolution of man he emerged from the lowest forms of barbarism, mere animal existence, and began to think, the first and greatest of all the facts connected with his welfare which forced itself upon him, was being and not being- life and death. Wide speculation upon these great problems was impossible to him, but when suddenly the forked lightning, the rude implement of barbarous warfare, or slowly the wasting of disease had caused what we call death, that a change had taken place greater than he could estimate and the nature of which was beyond his comprehension, was specific, awe-compelling fact no less patent to his clouded brain than it is to the enlightened intellect of the nineteenth century. What was it that had caused this great change? Was it the loss of something which he could not see or know? And it the loss of something, what was its nature? Was it from without, or a part of man? Was it material, or was it immaterial?.
 To these and similar questions, with the rashness which has always characterized and still characterizes man in his dealings with the unknown, more or less definite answers were made-answers which were as we should expect them to be, a curious mixture of the prevailing superstition and materialism of the age.
 Perhaps the earliest trace of the idea of a life-giving principle - a vital force -dates to at least 3,000 years before the beginning of the Christian era. The living body, according to the Egyptian belief, contained portion of the Great Intelligence," a divine spark called, chu. This chu, since it would of itself destroy the body, was enveloped in the soul, ba, from which it was freed at death, and, being immortal, converted into a demon. Even after death, the freed spirit might still exert an evil influence over the living, for mental diseases were supposed to be caused by these demons. The soul, the ba, remained with the body, however, as a phantom.
 This Egyptian theory is chiefly noticeable in that it recognized in that it recognized a vital spirit wholly separate from the soul-a vivifying principle which was different from man's immortal part, and whose only office was to give life to the body. This as a philosophical concept is of a higher order than that of any contemporaneous nation, except, perhaps, the Indians, whose physicians recognized vital spirits which animated every part of the body, but which were known only by their effects. The Persians and Phenicians seem to have had to theory of a vital force at all, while the Jewish idea, based upon their legend of the origin of man (vide Genesis II., 9), made the soul and the vital force identical.
 When from these opinions held by the nations earliest advanced in civilization we turn to Greece, whose philosophy moulded and directed medical theories and practice, and indeed the metaphysics and the physics of the world through many centuries, we find ideas of life in its ultimate nature difficult to understand and even more difficult to express. Whatever the opinions held by individual philosophers of the psyche-the soul, in respect of its immortality, its origin or its offices, they seem almost, if not altogether without exception to have considered it the vivifying principle of the body. Connected with it, as in some way necessary to life, was the pneuma-the spirit, but just what was this relationship I confess myself unable to comprehend. It seems, however, to have been secondary the psyche which was the vital force per se. This psyche, the soul (and vital force also) of man, was conceived to be a portion of the great ultimate vivifying principle; of the cosmos. Anaxagoras held two ultimate principles of the universe-matter and spirit. All objects, animate and inanimate, were matter converted into their present from by spirit, which, coexistent and coextensive with matter, is in this way the vital and creative power. Of the essential essence of spirit, we can now nothing but it was immaterial and intangible, and intelligent in the exercise of its great functions. Not very different was the thought of Pythagoras in so far as his idea of the vital principle is concerned. The animal soul, he says, consists of the intellect, the soul proper, an the reason is an emanation from the anima mundi -the world soul. True he holds the basis of life to be heat, but this is rather a condition of life than life itself. So, too, Plato, though using other names to express his ideas, does not differ materially from the ideas already given. He, too, recognizes two ultimate principles of all things viz: God like reason, absolute intelligence, God,S and matter. The soul was an emanation from the former, duel in its nature, its mortal part dwelling in the head, and its mortal part below the diaphragm. It is the life- giving principle and death in its separation from the spinal marrow. Aristotle, whose writings embody the highest thought in Greek philosophy, regards the soul as the vital principle. Of course in saying that the soul was regarded as the vital principle, I do not mean to convey the idea that it was this alone. it was much more then mere vital force, but our present inquiry concerns only this latter.
 Of the opinions of Galen little needs to be said. Although the founder of a medical system which for more than a thousand years held undisputed sway over medicine, he was rather an encyclopedist than an original thinker. The soul he divided into three modalities to vivify the three fundamental faculties, the animal, the vital and the natural,S and held fanciful notions of its method of entering the body (in the respiration) and of its function therein. But it was the vital force and derived from the world soul-the anima mundi. One name, that of the greatest of ail ancient physicians, has not been mentioned, nor his theories quoted. Hippocrates was distinctively a practical physician, not indulging himself in theories or speculations except such as were immediately connected with disease or its treatment. Wherever incidental hints of his opinions in respect of these matters are to be found in is writings they are but a reflection of the general ideas of his time. Of the opinions held by other ancient writers nothing need be said.
 The Alexandrians, a later Greek school,were medical scholastics. Rome had no medicine worth moment's consideration except such as was of Greek origin. Even the far famed Arabian physicians, however skilful as practitioners and however much they may have added to medical practice, were Greek in their theoretical and speculative medicine.
 The Greek idea was then that the soul, or some portion of it to which was delegated the office of vivifying the body, was the vital force. As necessary, also, to physical existence was the pneuma, the breath of life, the spirit. But just how these two-the psyche and the pneuma, acted conjointly to cause life, we can not now say. Certain it is, however, that the vital force was a very definite something, not gross matter, perhaps not pure spirit, but a thing having form, intelligence and activity and partaking of the nature of both matter and spirit. Something like the Astral of the Buddhists, or what in our own day Prof. Cones calls biogen-"soul stuff." "Spirit in combination with the minimum of matter necessary to, its manifestation." [Blogen, or a Speculation on the Origin and Nature of Life, by Prof. Elliot Coues.] Indeed, the Greeks, the originators and masters of abstract thought, did not seem able to carry it into this field of speculation. And this soul, which was the vital force, was an emanation from the ultimate creative principle. Even Leucippus and Democritus, the original pantheists, (and after them AEsclepiades), consistently formed the soul from certain forms of the minute, indivisible and infinitely numerous ultimate atoms which in their various forms and arrangement make up the entire universe. With all, the vital force was identical with the soul. for although by certain ones heat (e.g. , Pythagoras) or motion (Democritus, Aristotle) are spoken of as life, it will, i think, appear to the careful reader that these were considered (as Hippocrates says) as necessary conditions of life, rather than s life itself.
 Through all the dark ages one seeks in vain for any advance upon the Greek idea of a life force. Medicine, under the rule of the Jewish idea, had become theurgic in its character, and the influence of the times upon medical practice and medical philosophy was no less disastrous than it was upon other scientific pursuits. Independent thought and investigation were practically unknown, while authority in science, as in theology, reigned supreme. Nor was it until the later years of the 15th century that signs of rebellion against this paralyzing influence were manifest, nor so far as medicine was concerned, until the sixteenth, that any decided advancement was possible. Then However, did Pare, Brissot, Linacre, Kaye and others, the greatest of whom was Theophrastus Bombast von Hohenheim, commonly called Paracelsus, by casting side authority and inaugurating original research and speculation, lay the foundation for the great advances in medical science which happily still progresses with increasing momentum. it is in the teachings of Paracelsus that we find the first decided advanced in respect of our subject, upon the Greek ideas.
 Now I do not know that I shall be able to give you a very definite idea of Paracelsus" conception of the vital force. Indeed, I doubt if his most devoted admirer and ablest expounder, Rademacher himself, could do this, but we may get some knowledge of it, and we shall see that in important particulars it is in advance of the Greek idea. With the Greek, he he held that all life was an emanation from God which transformed itself into the primitive force, Yliaster, from God which transformed itself into the primitive force, Yliaster, from this by further transformation we have the Limbus major and Limbus minor. In the former of these is contained all the elementary bodies of the cosmos, viz, salt, sulphur and mercury, and from various combinations of these three bodies, thus flowing out of the L. major originated the four common elements: air, water, earth and fire. Each of these has an Archaeus or active principle, which possesses a creative formative power of its own.-(Baas.) While from a union of these elements all material objects and all beings took their origin.
 This Archaeus was something personal, present in all bodies as a living active agent.
 So man has his Archaeus, which is the vivifying principle, and which Paracelsus with great definiteness asserts, has its home in the stomach, where, in addition to its office of vital force, it incidentally attends to the minor duties of its domicile, digestion and nutrition. Each member and organ of the body has, too, its Archaeus of man is alone the life-giver. it is not the body, it is not the soul, for these are supplied in generation by the man and the woman, while the Archaeus is from God, and is spiritual. However fanciful and extravagant is from God, and is spiritual. However fanciful and extravagant this may seem to us, it is a great advance upon former ideas in that although it regards the vital force as a thing, that thing is different from and not connected with the soul; again, although it is a thing personal and self-conscious, it is not a material nor a semi-material thing, but that somewhat indefinite, but certainly wholly immaterial something-pure spirit.
 Though an interesting, and indeed an an instructive study, our time will permit us but the briefest glance at the various modifications of the Paracelsian theory of Archaeus, under this (his own) and other names from Paracelsus to Hahnemann. It had a strong influence over, not only his professed followers, but over the whole medical world, nd led gradually to the better ideas of Boerhaave, of Barthez, of Gaul, of Reil and of Hahnemann.
 Von Helmont, like Paracelsus, used the name Archaeus to represent the vital principle, and like him, too, believed it to be from God, but he regarded it as the soul degraded in rank through certain gradations because of the fall of man. He grafted upon this certain chemical theories, and thus occupied a standpoint midway between Paracelsus and Silvius. His system is no advance upon its predecessors except in that he recognizes that by means of various external influences (mental, as anger, passion, etc., etc.), the Archaeus causes some kinds of diseases. It is noticeable that in all the former theories of a life force it has not been thought to be a disease producer nor a disease curer either directly or indirectly, the "nature" of Hippocrates, and the vis medicatrix natures of Paracelsus and other systematists being something different from the life-giver.
 Sylvius, to whom we have referred, the founder of the chemical school, introduced the idea of a dynamic, material principle which he called the "vital spirits." These were produced by the brain, "generated in the brain," as Willis puts it, or "distilled in the brain," according to Malpighi, but they are only incidentally connected with our subject, not being the vital force, properly speaking. They played an important and confusing part in medical theories, however, until they were effectually banished by Haler's investigations in nervous physiology. Boerhaave, whose electric system was Ran effort to collect and combine what was good [Bass.] in all previous systems, can hardly be side to have added anything to the idea of a vital force which already existed.
 Motion he held as the highest principle and identical with life, but the cause of motion was supposed to be an unknown something, neither matter nor spirit and not cognizable by the senses which he called "enormon,"-a word and in part an idea borrowed from the ancients of about the time of Hippocrates, and falsely attributed to him.
 Gaul, his contemporary, maintained the idea of a separate and independent vital principle, whose seat was in the solid and independent vital principle, whose seat was in the solid parts, and which was possessed of energy and receptivity.
 Stahl, also of the early part of the 18th century, makes the soul the vital force, the creator of the body combatting its tendency to decay, an independent, self-conscious and, indeed, self-creative thing; rather a retrogression than advance upon former or contemporary ideas. We shall gain nothing by giving in detail the opinions held by others of this early part of the 18th century. Always are found the same general ideas modified, indeed, in minor particulars and bearing different names-the idea of a reasoning, self-conscious personal entity which gives life to the body and governs its vital phenomena. Cullen, the original and earnest Scotch physician (whose "nervous force," nervous principle, "animal force," was not the supernatural soul of Stahl, nor material like the "aether" of Hoffman nor semi- material like the psyche of the ancients or perhaps the distilled "vital spirits" of Sylvius), can hardly be said to have advanced the general idea for this "nervous force," though immaterial and connected with the material body, especially the nervous system, was but a reasoning, self-conscious soul after all. Something was added by Borden, the "vitalist," however. General life was, according to him, the harmonious working of the "individual lives of all the organs," for every organ was supplied (by the brain) with its own vital force, and these working in harmony, under laws not chemical nor physical, but especial vital laws, maintained the existence of the body, as a whole. Now, while this predicates the existence of special laws, not an unscientific concept, it is a great advance upon the ideas of his predecessors in this line of thought, in that it does not necessarily imply, but rather negatives the thought that the individual vital forces are self-conscious reasoning entities; and in the conception that vital phenomena are manifest according to a regular order of nature, by and under natural laws.
 Barthez, whose theory is a modification of this one, conceives the vital force to be present in every part of the body, but unable to work separately for any considerable time, being speedily transferred by sympathy to all other parts. He distinctly asserts that the vital force is something abstract, although, inconsistently, he endows it with the properties of something real, and even endeavors to demonstrate its existence. His theory is interesting, however, since he refers al diseases to an affection of this vital force. Now, while his ideas on this subject are indefinite nd indeed inconsistent, and not by any means the modern idea of modification of vital activities, they were a distinct advance upon those of his own time, for he seems to have been the first to refer all diseases back of their local or general manifestations, t the life principle itself. At about the same times or a little later (1800), Reil elaborated his celebrated system. Each organ he held to have its own vital force, united by sympathy with the rest of the body. This force is inherent in matter and flows out from it. To call forth vital phenomena, however, certain imponderables, as light, heat, electricity, etc., were necessary. These unite with the vital force temporarily, and are here denominated by him accidentia. The idea, that these forces were inherent in, and inseparable from, matter, is worthy of especial notice.
 We have thus, as briefly as possible, although I fear with undue prolixity, and, I know very imperfectly, traced the evolution of the idea of a vital force to the time of Hahnemann, for the next step forward is to the theory of the illustrious founder of our school of medicine. We have seen it, in the conception of the Egyptians, a life-giving principle, though inimical to life and only restrained by the soul from exercising its destructive proclivities; we have seen that the Greek idea was that of a semi-material soul-a spirit, or as J. Rutherford Russell happily calls it, a "ghost" performing the duties of its great office, as an intelligent, reasoning personality; later Paracelsus, while still regarding as a reasoning and personal entity, grants it a divorce from the soul, and gives it separate existence; and then we have found that it regarded as many forces working together under natural law, and finally Reil makes the life forces inherent in, and inseparable from, matter-a foreshadowing of our modern idea of energy.

by:
Clarence Willard Butler

Saturday, October 1, 2016

Mac Repertory Vs Complete Dynamics

I have been using Complete Dynamics the repertory software since 3 years and i am very much acquainted with it. Recently i have started to switch over myself to use "Mac repertory." 
As a human nature the comparison between these two were started since day one and i realised each software has its own uniqueness.

we are now a days using bigger repertories so frequently that they are now like a part of our daily life. 

when i started using Complete repertory in Mac R i have found a lacuna in its presentation which if They correct it will be very much useful for the users.

These type of bigger repertory has many additions from many different sources. we all know the Importance of the sources of the remedy that is to say from where that remedy has been added into that particular rubric. 

for example 

when we open Mind chapter Rubric fear there are so many remedies in it so at that moment of time we always look for the source of that particular remedy that is to say from where it has been added.

For Ex 
Mind; Fear and in that if we go to remedy Cal-Sil Mac repertory shows just name of SCHMIDT as a source.



"EXCELLENT" but is it the only source ? the question came into my mind and then i went to the software Complete Dynamics having same version of Complete Repertory 2015 to check it. 
As CD is the software dedicated to the complete repertory so i went it check in it.

and to my surprize i found out this which is something eyeopener.




the software not only showing the name of SCHMIDT but with that it shows other references too like BLACKIE, KENT, RUSSELLtoo. In that software when you do "RIGHT CLICK" On particular Remedy the Dialogue Box comes and in that you go for "REMEDY INFORMATION" you will find Complete detail of the source from which that remedy has been added.




if i go with the reference of SCHMIDT may be i can miss the remedy just because i dont have the actual source of the remedy. 
Anyone cannot deny if that remedy comes from the reference like kent, blackie but one can question if it only shows the name of schmidt or other newer "unknown names".
this is only one example i have Put it here but there are many like this. 
I thinks it is very useful to get complete information about the reference particularly for the big repertories.

HOPING FOR THE GOOD MODIFICATION In MAC Repertory TO HELP THE HOMOEOPATHIC FRATERNITY. 

Thursday, April 7, 2016

ARNICA Never Fails

Father Hahnemann said in Aphorism 2: "The highest ideal of cure is rapid, gentle and permanent restoration of the health, or removal and annihilation of the disease in its whole extent, in the shortest, most reliable, and most harmless way, on easily comprehensible principles."


This case Proved all the qualities said in this aphorism.

All college students were all busy in preparation of annual function and unfortunately A girl From third year of BHMS while doing dance practicing fell down from height(stunt). she fell on floor in sitting position. She can hardly move her legs even slight movement of legs making her cry. she can move her legs with extreme pain only if anyone carry her. 
 
X-ray showing it was all blunt injury. Orthopedic advised bed-rest for 10 days.
But How can she wait ?? Her Dance group Is going to perform after 5 days and she was an important part of that dance.

In this type of cases we can not ask her about  thirst, desires, Aversion, and blah blah. No we cannot wait even. we have to prescribe on this only.

But Good Thing is We have Cause and Reaction/ Sensitivity of Patient.

which remedy first strikes in our mind in these type of cases?????     yes..... i was thinking the same.


"ARNICA

I think I do not need any reference to give for this prescription.

Arnica 1M was prescribed 6 pills Diluted in 500 ml of water and she has to take 2 spoons every hourly. 

Started medicine in evening. at that night she had spike of fever and it went by its own(Good sign).
Next Day she came In opd Waking without taking support of anyone. pain was there but it was almost 80% gone.
we stopped Medicine.

Second day she was absolutely fine. No fever. No pain. 

Back to Practice.
and yes ......
Her Dance Group Won the First Prize.

"Aphorism 2 Proved"

Monday, March 28, 2016

Experience With Single Remedy Rubric

I remember this case whenever i hear Single remedy rubric from Anyone.
A small boy of five year of age was very restless on the college opd waiting room. he was very obstinate not hearing to anyone. he was obstinate and just wanted to do whatever he want. 
by hearing all these noise from that boy and of his father i came out and just observed him for a while with all these temper the boy was suffering from cough since two days as father told me when i asked what happened to him.
the cough was very peculiar in nature whenever the bout of cough comes boy has to strain a lot for coughing. his father told that he became very obstinate because of this and not at all listening to any one.
i was wondering what to do in this case because nothing else peculiar i could find.
I just opened my Repertory and Searched..



In Complete Dynamics i just entered Words "Cough Strain Peevish"

and i got surprised when i show the result The Repertory gave me the Exact Rubric which i never had came across before.

Cough : Straining; Children, in Peevish



Only One drug is there and That is Belladonna. I always ask to my software for the source of the remedy and again i was surprised by the source "Hahnemann"




I was bit curious that where master wrote it and i found this 



In Materia Medica Pure : Belladonna Hahnemann Wrote it exactly What i was looking for.

Without giving any second thought I prescribed Belladonna 1M.

with in two days child became absolutely healthy in all way.

Repertory Rocks.

Hail Hahnemann, Hail Homoepathy

Saturday, March 26, 2016

Judging from the old standpoint, we cannot conclude anything about the problems that will come up under Homeopathy. we can only judge from our standpoint, and from what we know. and if you hear that somebody has tried this and tried that without success, remember that somebody has only demonstrated his own failure. Homeopathy is capable of demonstrating itself in all intelligent hands; whenever the physician has intelligence and makes use of the law and applies the remedy in accordance with the symptoms he will see the case turn out as describe. - Dr. J. T. Kent

Friday, March 25, 2016

The real Homoeopathic physician is such a specialist ; he makes materia medica and the exemplification of the law his daily study. To him it is a labor of unflagging interest and love, wherein he lives and almost has his being. Thus and only thus can he make cures that are impossible to the old line physician and thereby justify a separate existence. It must be his aim to do things, and do them well; no other course is honestly possible under the law, which like all natural laws is exacting in its demands and knows no compromise. - Dr C. M. BOGER

Tuesday, October 15, 2013

Speech of Prof. George Vithoulkas after his nomination as Doctor Honoris Causa in «Dr. Viktor Babes» University of Medicine and Pharmacy in Timisoara (Romania) - 12.10.2012 PDF Print E-mail

Respected Rector, Respected Vice Rectors, Respected Members of the Senate, ladies and gentlemen,

today is an important day not only for me personally but for homeopathy as well.
An important day for me personally because you are honoring me nominating Doctor Honoris Causa and therefore I would like to express my deepest gratitude to all members of the Senate who took the decision of this nomination.

I feel that today the whole world is in turmoil and in the brink of a global catastrophe. The mentality of the western people, mostly of scientists and politicians, seem to be in a state of confusion.

I have hardly found anybody today that denies this fact. My question is why we arrived at such a state of animosity between nations, why so much selfishness and greed has manifested in our behavior that brought upon us so much insecurity, anxiety, depression and unhappiness instead of feelings of peace and brotherhood?

It is my experience - in examining thousands of cases in the last fifty years- that the general state of health, especially the mental condition, of those who had access to the best possible medical care, has been gradually deteriorating.

But why is it that those who had such a good medical care with vaccinations, antibiotics and hormones have been «altered» in their mental and emotional states as to create a generation so hardhearted and primarily a mind which is so selfish and greedy?

Is the natural evolution of human beings to become more and more selfish and materialistic, nurturing hatred and divisions or is it to become more and more spiritual, serene, happy and joyful, caring for each other?

I know from personal experience and observations that all humans have the potential of experiencing elated states of happiness and bliss if they manage to get rid of their selfishness. I have seen this happening in the most healthy of them. If an individual is in such a state of happiness, there is not the least possibility of doing harm to others. The question is why such individuals are so few today in the western world as not to be able to form a critical mass to resist the negative aspects developing more and more every day.

Why then, it is that the western world, that is considered to be the leaders of the whole world today are promoting all these negative qualities of hatred and divisions, nations against nations, races against one another, religious sects preaching hatred and divisionism against each other and all this situation threatens to annihilate the human race from the face of the earth?

Could the minds of those politicians, financiers and scientists who are making global decisions be sane and healthy?

I doubt.
What we know from our homeopathic experience is that our daily decisions and actions many times are influenced and sometimes even dictated by our mental-emotional pathology. This is not a theoretical aspect anymore, today we know that it is a fact.

If the above assumptions are correct, then obviously something has gone terribly wrong concerning the health of the general population of the western countries.

The question is: Why?

Without ignoring the contribution of several environmental factors that affect health, without ignoring the influence of the modern competitive societies in creating anxieties, fears, insecurities and aggression, Ι estimate that the greatest contribution in the creation of the mental state of contemporary people, lies with an unwise overuse of conventional chemical drugs, hormones and vaccinations, that have affected deeply the human organism and also the function of the brain.
According to a research that was carried out in our Academy for more than thirty years, the outcome was published in a leading medical journal with the title «The Continuum of a Unified Theory of Diseases», which shows the role of chemical drugs in suppressing diseases towards the very central part of the human organism which is the brain.

What was amazing for me was to observe that any chemical drug designed to combat a particular pathology, after been inserted into the organism, did not have a somewhat «vague» side effect but followed a determined pathway in the organism, many times triggering the inherent predisposition -the weak points- of the patient for manifesting chronic diseases.

If we assume that the above assumptions are close to the truth, then we have to admit that the present state of the global politics and global finances are the outcome of sick minds, that cannot see anymore the essential and the obvious -which is the promotion of happiness and joy for all people- but on the contrary they seek devious ways for managing the masses in order to exploit them. Then we have to accept that we have a difficult medical problem to solve and for this purpose, all of us who are concerned with the health of the general population, have to sit together with a critical mind to find the best solutions.

I do not believe that conventional medicine so far has been able to give reliable answers to the main medical problems, especially in chronic diseases. Neither homeopathy has all the answers but I am sure that academic medicine will be benefited by the impregnation of new ideas and perceptions coming from a system with totally different point of view, which is Homeopathy.

I hope that this meeting will be the beginning of a dialogue that can end into the emergence of a new paradigm in medicine, less harmful and more humane.

Perhaps in the near future we may envision that New Schools of Medicine will emerge where students will be taught not only the technological medicine but also will be inspired by their teachers as to bring out the best qualities of a healer which is an inner state of love and wisdom, for the benefit of their patients.

Wednesday, January 4, 2012

DREAMS



Dreams are one of nature's miracles, not the result of a wandering mind in sleep. A dream is an interface between the process of life and our conscious personality. 
 in an overview of the study and research concerning dreams, there is an evidence that a dream can be

 a. an expression of what is happening in the physical body; 
 b. a way of balancing the physiological and psychological activities in us; 
 c. an enormously original source of insight and information in us, e.g.  scanning information and forming new ideas; 
 d. an expression of human super senses; 
 e. a meaning of solving problems, not only in our personal life, but also in relationship and work; 
 f. a way of reaching beyond the known world of experience and presenting intimations from the unknown. 

Everyone dreams during three or four periods of sleep every night. If we recall our dreams, they may seem to be a meaningless jumble of images, sometimes with a strong emotion attached, or with a coherent, though not always logical, storyline. 
 Some people believe that dreams are random thoughts, which our waking mind weaves a story around, while others believe that our unconscious mind is telling itself stories. Dreams have also been considered to be messages from a spiritual source, memories of the past, or prophecies of the future. 
 The uncensored nature of dreams has troubled many philosophers, including Plato (c. 428-348 BC) who wrote that "In al of us, even in good men, there is a lawless wild-beast nature, which peers out in sleep." 
 From the dark Ages, hermits who had withdrawn from society to be closer to God seemed particularly troubled by erotic dreams. However, these dreams were often excused as being lewd temptations sent by the Devil, to try to draw the hermit away from God. Another convenient excuse for these erotic dreams was the theory that every dream meant its exact opposite therefore even if a dream was sexual, it could still be enjoyed because it indicated inner purity and a healthy immortal soul.

After training in neurology, Sigmund Freud (Father of psychology 1856-1939) began to practice what later became psychoanalysis. Initially, following his colleague Josef Breuer (1842-1925), he used hypnosis to treat cases of hysteria. He then replaced hypnosis with the technique of free association, and began to explore his patients' dreams for clues to their problems. 
 Freud believed that dreams were wish-fulfilment - in our dreams we represent our deepest desires which, in an adult, are nearly always sexual. However, because these desires would be offensive to our sleeping conscious minds, our censor, or superego, disguises our true intentions. The obscurity of dreams, Freud said, "is due to alternations in repressed material made by the censorship". However, this theory does not explain why we might have a heavily disguised dream one night, and a straightforward dream of the same activity on another night. 
 there are many problems with Freud's ideas, but he must be given credit for being one of the first modern thinkers to re-examine the symbolism of dreams. However, he must also be criticised for seeing nearly every dream symbol in purely sexual terms. 
 Freud's detractors also complain that his theories, based on evidence drawn from his psychologically disturbed patients, were not universally applicable. Despite these criticisms, Freud created psychoanalysis almost single-handedly, and built a solid base for later dream analysts to expand. 

Five facts of first magnitude were made obvious to the world by his interpretation of dreams.
First of all, Freud pointed out a constant connection between some part of every dream and some detail of the
dreamer's life during the previous waking state. This positively establishes a relation between sleeping states
and waking states and disposes of the widely prevalent view that dreams are purely nonsensical phenomena
coming from nowhere and leading nowhere.
Secondly, Freud, after studying the dreamer's life and modes of thought, after noting down all his mannerisms
and the apparently insignificant details of his conduct which reveal his secret thoughts, came to the conclusion
that there was in every dream the attempted or successful gratification of some wish, conscious or
unconscious.
Thirdly, he proved that many of our dream visions are symbolical, which causes us to consider them as absurd
and unintelligible; the universality of those symbols, however, makes them very transparent to the trained
observer.
Fourthly, Freud showed that sexual desires play an enormous part in our unconscious, a part which puritanical
hypocrisy has always tried to minimize, if not to ignore entirely.
Finally, Freud established a direct connection between dreams and insanity, between the symbolic visions of
our sleep and the symbolic actions of the mentally deranged.



Friday, December 30, 2011

Development During Infancy and Childhood


Most scientists eventually decided that child development is not a mini replay of evolution and but most continue to believe that studying children and how they develop can tell us a lot about human beings in general. This belief helped to spark a scientific field now known as developmental psychology. Developmental psychologists study the changes that occur during all or part of the life span in  the processes of perception, learning, thinking, social activity and other aspects of human behavior.


Three major issues in developmental psychology have stimulated recurring conflicts.

NATURE VERSUS NURTURE

The nurture side of the nature –nurture debate had its strong advocates too – people who believed that environmental forces have a more powerful influence on our development than does heredity. The nature-nurture debate really concerns the relative impact of heredity and environment. Virtually no one believes that nature alone, or nurture alone, completely determines the course of our development. Psychologists agree that development is shaped by the interaction of heredity and environment.

PASSIVITY VERSUS ACTIVITY

Some psychologists picture as fairly passive, doing what we do largely because of the environmental forces around us. Jean Piaget attacked the view that the developing person merely “submits passively to the environment”. Instead Piaget argued that people actively manipulate the objects and  events around them. They don’t merely copy or learn about reality as they develop. Instead, they construct their own ways of understanding the world; psychologically speaking they all invent their own reality.

CONTINUOUS VERSUS DISCONTINOUS

Some psychologists see development as a sort of continuous progression – that is a steady accumulation of skills, knowledge and maturity. According to this view, development is best viewed as a smooth curve, it can be measured in quantitative ways – that is ways that tell us how much of a particular ability the child has. Other psychologists see development as a discontinuous progression – that is as a sequence of leaps from one stage to another. Here it measures developmental changes in qualitative ways – that is in terms of the characteristics of people’s behavior.

 

Methods of Studying Development


Development psychologists focus on time and transformation. They study the changes that occur as the developing individual unfolds – changes in processes as basic as perception and as complex as forming a self concept. The psychologists rely on research methods geared specifically to the study of development. Two of the most important are the longitudinal method and the cross sectional method.

THE LONGITUDINAL MEHTOD

A psychologist using the longitudinal method observes the same individuals at different points in time. The individuals may be the children of oil barons and migrant workers studied at yearly intervals from birth. This research can be much more difficult. People who enlist in a study may move away, lose interest, or for other reasons be unavailable for later observation or testing. This is a logistical problem for the investigator, and it is a source of bias, it might mean that the findings of the completed study would apply only to people who rarely move and who are interested in research. Another risk of this research is that a study will seem less important or sophisticated at its end than it did at its beginning; this is because the central issued and the preferred research methods of psychology are continually shifting.

Carefully conducted longitudinal research, despite its problems, is highly regarded by most developmental psychologists, who recognize the value of repeatedly observing ithe same individuals as they mature.

THE CROSS-SECTIONAL METHOD

Most developmental research involves the cross-sectional method. In studying dependency, for example, many investigators simply compare representative samples of youngsters at two or more age levels on the same measures. They found large group differences, with dependency most pronounced in the youngest children and least pronounced in the oldest. This of course, suggests that dependency as measured by these researchers probably declines from the early to the mid elementary years. Such cross sectional research is an efficient way of spotting age group differences as such. It has its disadvantages, though because it does not involve repeated measurements of the same individuals, it cannot tell us how stable people’s characteristics are as they mature.

Infancy: Early steps in the March to Maturity

For centuries, the deeply private world of the infant was cloaked in mystery. Because babies could not talk, the adults in their world were reduced to guesswork and speculation about them. In recent decades, however, ingenious investigators have figured out ways of peering into the infant’s world. The neonatal (newborn) period is the first 4 weeks after birth. This is the time of transition from the total dependency of prenatal life to a more independent, creative existence. It is a time when rhythms of breathing, feeding, sleeping, and elimination are established and when babies and parents make some critical adaptations to one another. 

THE NEONATE:
Most of the psychologists agree that neonates are born with abilities to perceive and respond to some parts of their world in an organized and effective way. For example, reflexes that are in place at birth permit the neonate to grope, or ‘root’ for the breast, to suck when a object is placed in its mouth and to swallow milk and other liquids.

Neonates show perceptual abilities that would surprise most people. They show positive reactions to certain sweet tastes and negative reactions to certain sour, bitter or salty taste. They turn in the direction of certain sounds, including human speech. Some of the most exciting findings about neonates involve their visual abilities. They not only orient toward light but they can under the right conditions, actually follow a light.

Some surprising findings of a study conducted by Meltzoff and Moore suggested that neonates are even capable of imitation. The research appeared to show that babies as young as 2 to 3 weeks can mimic certain adult behaviors such as facial expressions.

Some researchers now suspect that the apparent imitation may be most pronounced among very young infants and that it may be reflexive – something like the early rooting.

MOTOR DEVELOPMENT

The development of motor activity in the period of infancy has been studied extenisively. Investigators have built up a rich fund of normative data on the ages at which certain motor milestones are attained.   The below mentioned chart shows the norms for several such milestones. It shows that there is a fairly broad age range within which individual infants may reach each milestone, the order in which the milestones are reached rearely differs.






Age (in months)                               Mile stones

At 1 level                                           arms and legs thrust in play
At 2 level                                           hands erect and steady
At 3 level                                           hand predominantly open
At 4 level                                           turns back to side
At 5 level                                           one handed reaching                                             
At 6 level                                           sits alone steadily
At 7 level                                           crawls or creeps
At 8 level                                           pulls up by furniture
At 9 level                                           Neat pincer ( thumb)
At 10 level                                        Pat –a – cake
At 11 level                                        stand alone
At 12 level                                        walks alone
At 13 level                                        throws ball forward


The order of events is quite consistent, but the age at which each milestone will be reached is hard to predict for a given child. For example, 5% of the infants walk alone by the age of 9 months but that another 5% percent do not walk alone until after their sixteenth month. Walking is another good example of the interaction of nature and nurture; although it seems to be a wired in developmental sequence, it can be speeded up or slowed down by variations in the infant’s experience.

Prehension - the use of the hands as tools, shows another predictable developmental sequence. It begins with infants thrusting their hands in the direction of a target object, essentially “taking a swipe” at the object. This is followed by crude grasping involving only the palm of the hand. Then there is a sequence of increasingly well-coordinated finger and thumb movements. Later in the first year of life, most infants can combine thumb and finger action into a pincer motion that allows them to pick up a single chocolate chip from a tabletop.

What they will then do with the chocolate chip depends upon the state of yet another motor system, mouthing. The most common form of mouthing in infancy is sucking.

DEVELOPMENT OF PERCEPTION

The past two decades have seen an explosion of research on infant perception, particularly visual perception. There are lot of ways in which infants organize and interpret what they see. For example – a kind of research is a study of depth perception conducted by Gibson and Walk. To judge whether infants can read the perceptual cues that adults use to judge depth, these researchers used the visual cliff. It involved an apparent drop-off made safe by a clear glass cover. Despite the cover, Gibson and Walk found that none of the 6-14 month old infants they tested would cross the “deep” area to get to their mothers.  Yet all 36 of them eagerly crawled to their mothers when the moms were stationed on the “shallow” side. This strongly suggests  that even 6 month old infants have depth perception.

Investigators have traced significant development changes in face watching. One month olds show only a moderate interest in real human faces; when they do focus on a face they focus mostly on edges and points of light dark contrast. Two month olds, by contrast, spend more time looking at the interior of the face, especially the eyes, than at the outer edges. Most researchers agree that by the fourth or fifth month, infants can ‘assemble’ parts of a face into a meaningful whole. By five months, for instance, babies can distinguish between two dissimilar faces.

COGINITIVE DEVELOPMENT – PIAGET’S THEORY

For the infant, the cognitive development is expressed through perceptual and motor activity. When a baby looks intently at the points and contrasts of a triangle or inspects her father’s face, she is manifesting one of her few means of “thinking about” or “knowing” the triangle or the face. When another infants sucks on the handle of his rattle, this motor activity is his way of knowing, or understanding that rattle.

This point has been emphasized by Jean Piaget, a Swiss biologist, philosopher, and psychologist who has developed the most detailed and comprehensive theory of cognitive development. Piaget called his approach genetic epistemology. In Piaget’s view, the development of knowledge is a form of adaptation and as such involves the interplay of two processes, assimilation and accommodation.  Assimilation  means modifying ones environment so that it fits into one’s already developed ways of thinking and acting.
Accommodation means modifying oneself so as to fit in with existing characterisitics of the environment.

According to Piaget, the processes of assimilation, accommodation and equilibrium operate in different ways at different age levels.

Piaget called the period of infancy the sensorimotor stage. This label reflects something as the infant’s ways of knowing the world are sensory, perceptual and motoric. Piaget called each specific ‘way of knowing’ a scheme. A scheme is an action sequence guided by thought. For example, when infants suck, they are exercising a suckling scheme. Their first sucking is primitive and not very flexible in style being sucked.  In making the necessary adjustments, they accommodate their sucking scheme to the shape of the nipple. This allows them to assimilate the nipple into their sucking scheme. This combination of assimilation and accommodation results in adaptive behavior that helps the infant survive.

Piaget described many specific cognitive changes that take place during the sensorimotor stage.  When young infants sees the object and the object is hidden, they seem unaware that the object continues to exist.  For example, hold an object within view of the baby until he or she is clearly interested and is reaching for it, and then quickly cover the object with a cloth. Chances are that the baby will stop in mid reach and will not search for the object at all. If we repeat the same with an younger age level (14-16mth)  we will see that the baby search for the hidden object. The search suggests that the baby has attained what Piaget called Object permanence – the idea that objects continue to exist even when we can no longer see them.

SOCIAL DEVELOPMENT

The first ‘social’ relationship most infants form is with a parent and in most cultures that parent is the mother. Various theorists have offered various ideas about the psychological significance of that relationship.

Piaget emphasized the cognitive aspects of infancy. In the infant’s ways of “relating” to parents and others, Piaget saw signs of sensorimotor intelligence. Freud’s view was quite different. He saw infancy, the oral stage, as a time when issues of dependency were being dealt with and when physical satisfaction was derived from stimulation in the oral region of the body.  Erik-Erikson argued that mother-infant interaction is a context for the baby’s basic conflict between trust and distrust of the world.

Despite their differences, all three theorists agreed that infants typically form intimate attachments to their mothers.

Attachments :
Attachment is an early, stable, affectional relationship between a child and another person, usually a parent. Early efforts to study this relationship were clinical and somewhat informal. Various researchers studied attachment in a structured way. Their work yielded a surprisingly consistent picture

1.      Initially, the infant develops an attraction to social objects in general and to humans in particular; the baby shows proximity – maintaining behaviors (crying, clinging, and other behaviors that serve to keep humans nearby)
2.      Next, the baby distinguishes familiar from unfamiliar people and the primary caretaker (usually the mother) from other familiar people; then proximity – maintaining behaviors begin to be aimed more directly at familiar persons, particularly at the primary caretaker.
3.      By the second half of their first year, most infants develop a true attachment to the primary caretaker; they recognize that person and direct proximity maintaining behaviors toward that person and not toward others.
4.      By the first birthday, the attachment is so strong that children react negatively to separation from the primary caretaker, they grow fearful and tearful, for example, when their parent leave them with a sitter.


EMOTIONAL DEVELOPMENT

When babies smile, does it mean they are happy? This seemingly simple question is actually very complicated because what looks like an emotion may not always be one. Evidently smiling happens for different reasons at different ages. Some smiling is seen even in new borns, but much of this seems automatic and hardly emotional. For example, some smiling seems to be triggered merely by the infant’s bodily state, as when babies break in to grin during REM sleep in the first few days after their birth. In the second month, smiles can be brought on by events in the environment – particularly the sound of human voice or the sight of a human face. A powerful smile evokes is a combination of a voice and a moving face, particularly if the voice is high-pitched. By the third or fourth month, babies smile more for their mothers than for an equally encouraging female stranger. By the beginning of the fifth month most babies have begun to combine smiling with laughing.  By their first birthdays, tactile fun evokes fewer laughs; but interesting visual displays like a human mask, get more laughs.

ADJUSTMENT PROBLEMS IN INFANCY

In an ideal world, infancy would be a time when baby and parent would quickly adjust to one another and develop a smooth harmony of styles that is called a “Waltz”. Quite common in the first year of life are infant feeding problems – especially a digestive discomfort known as colic and vomiting. Constipation and diarrhea, irregular sleep patterns, and mystifying bursts of crying also occur very often in the first year. Near the end of the first year and well into the second, the problems most often involve a conflict between the baby’s growing physical and mental processes and the parents efforts to regulate behavior that seems to them to be aggressive or dangerous.

A number of clinical disorders make their first appearance during infancy. Among these are several that are known to be caused by genetic or other biological factors. Down syndrome for example, involves mental retardation and a characteristic physical appearance noticeable even in the newborn.

Early signs of the disorder known as infantile autism make their appearance during the first year and a half of life. Autistic youngsters fail to show several of the landmark features of infancy. They fail to focus on other people’s eyes, they do not smile regularly in response to people’s voice or faces, they do not show key signs of attachment as protest when a parent leaves them. Infants suffering from a failure to thrive show apathy, lack of normal social interest, and stunted growth despite seemingly adequate nutrition.

ADJUSTMENT PROBLEMS IN EARLY CHILDHOOD

In the  preschool year, children acquire a risky combination: mobility, language, and immature judgement. Their limited powers of reasoning make it hard for them to foresee the consequences of their physical activity. They are physically able to cross the street but unable to envision all the dangers that crossing the street poses. Preschoolers also use their newfound language skills with a distinct lack of restraint. Their cognitive egocentrism prevents them from taking the perspective of their listener; the result can be painfully honest comments such as “Hello, fat lady” or “you have ugly teeth.

Preschoolers pay a price for their powers of representational thought. That price is a lively imagination that can careen out of control at times. Shadows on the wall at bedtime can become burglars, kidnappers or ghosts. There is a perpetual tension between the rational and irrational uses of imagination.  A common fear among preschoolers is that something under the bed will grab a hand if it hangs free. Surveys of parents show that fears are amoung the most common behaviors problems of early childhood, but what children fear changes markedly during this period.

Problems such as temper tantrums decline over the preschool years.

Early Childhood : Play, Preschool, and Preoperations

From the age of about 18 mths through the age of 6, the comfortable confines of the child’s family give way to the world of peers. The play that goes on in that world may seem frivolous to many adults, but we are now coming to recognize it as , to use Piaget’s expression, “the work of the child”. In the context of play, children make the transition from sensorimotor thinking to thinking that involves internal manipulatiohn of symbols. The elegant symbol system is known as language takes shape at a pace that leaves even experienced parents dazzled. The frequency and intensity of peer interaction force the child to deal with interpersonal issues, such as coping with aggressive impulses and learning how to help.

COGNITIVE DEVELOPMENT

The period between about the ages of 2 and 7 was labeled the preoperational stage by Piaget. By this label, he meant that these years are preliminary to the development of truly logical operations.

Operations are flexible mental actions that can be combined with one another to solve the problems.

The primitive identity concept is an important milestone. One reasons is that it enters into the way children think about their gender identity. Another reason is that identity concepts seem to be necessary steps on the way to concentration, a defining feature of the next major Piagetian stage, concrete operations. Finally these early object-identity concepts may be linked to a more personal sense of identity – that is the self concept.

Another important development in the preoperational period is representational thought – the ability to form mental symbols to represent objects or events that are not present. As early evidence of representational thought, Piaget cites delayed imitation.

Early in the preoperational stage, reasoning is not truly deductive nor is it truly inductive. Instead very young children show transductive reasoning; that is they reason from the particular to the particular, often in ways that are influenced by their desires.

Some other characteristics of preoperational thought can be surveyed briefly. Egocentrism, means an inability to take the point of view of another person. Preoperational children tend to assume that others see the world just as they themselves see it. Egocentrism as thus defined, does not mean selfishness; instead , it refers to an intellectual limitation. Preoperational children also display animism, the belief that inanimate objects which have certain characteristics of living things are in fact alive. Finally, preoperational children do not understand cause effect relationships very well. They tend to see unrelated events and objects as causally related to one another. Infact, they tend to believe that each event has a clearly identifiable cause, and thus they often fail to recognize the operation of chance and luck.

LANGUAGE DEVELOPMENT

Achieving mature thought requires achieving a mature use of language.  One can view the course of language development as either continous or discontinuous . vocabulary development appears to be a fairly smooth, continuous process. The infant’s first legitimate English word usually appears around the time of the first birthday. By the age of 2 , the vocabulary has usually expanded to about 50 words, and by age 3, it consists of about 1000 words.

Language development looks more discontinous or stagelike, when we focus on syntax, the formation of grammatical rules for assembling words into sentences. There are large differences among children in their rate of development and because children do not always use their most advanced forms of language. In many children, syntactic development actually begins before stage 1 (12-18 mths)

The recurring conflict between active and passive views of the developing person canbe seen in the study of language development. Some theorists, have argued that children learn language by trying  various combinations of sounds and being rewarded by their parents and other for those sounds that represent true language. Others, such as Piaget have argued that children create their language by constructing their own rules and revising them as needed. There can be little doubt that some of children’s language acquisition  comes from being rewarded or encouraged by others; all of us have seen this process in action. Yet it also is hard to deny that children are active builders of their own language. One line of evidence often used to support this view is the erroneous language that children use – language that reveals rules the children have constructed but that is not likely to have  been rewarded.

SOCIAL DEVELOPMENT

Along with the increasing mobility and accelerating language skills of the preschool child comes an expanding social world. The process by which the child’s behavior and attitudes are brought into harmony with that world is called socialization.

Freud’s theory focused mainly on the child’s socialization with respect to parents during this period. Freud believed that during the anal stage, roughly the second year of life, key interactions center around toilet training. The child takes physical satisfaction from stimulation in the anal region of the body and social issued including self control and orderliness are confronted. Freud believed that children forge a lasting identity with their same sex parent.

Freud and erikson did theirs, with a focus on the parent-child relationship.

The parent –child relationship: The first part of early childhood has been dubbed “the terrible 2s. one reason for this label is that the child’s increasing physical prowess, intellectual power, and language skill transform the nature of the parent child relationship, the child becomes less compliant and manageable than before.

In teaching specific skills to their children, parents may profit from the work of behavioral psychologists. In addition to teaching specific skills, the parent during this period is called upon to be disciplination.

First a combination of general parental warmth and specific explanations for specific prohibitions seems to promote effective discipline. Parental warmth seems to make the child eager to maintain the parent’s approval and to understand the parent’s reason for the prohibition.  Parental style may influence the way these patterns are expressed, but parental style is also partly a response to the child’s style.

Sex roles : children’s identification with their parents influence their ideas about sex roles. Children of both sexes may initially adopt may traditionally feminine and maternal behavior patterns but by the age of 4 or 5, boys have already begun to show traditional male types of behavior. One reason for the divergence of boys and girls is that children pick up sex-typed behavior through observational learning – that is boys observe and imitate males, particularly their mothers. There is a large differential imitation of males and females not shown up strongly until children are 4 or 5 years old. The reason seems to be that children’s awareness of sex differences is influenced by their cognitive development.
- Cognitive development and environmental factors, there seem also to be biological causes for sex role development.

Peers and Play : As children mature, their relationships with their parents are increasingly rivaled by their relationships with their peers. The nature of child to child interaction in the context of play change sin predictable ways over the early childhood years.

Initially children engage in solitary play, they may show a preference for being near other children and show some interest in what those others are doing. Solitary  play us eventually replaced by parallel play in which children use similar materials and engage in similar activity; typically near one another, but they hardly interact at all. By age 3, most children show at least some co-operative play a form that involves direct child-to-child interaction and requires some complementary role taking. Additional signs of youngster’s growing awareness of peers can be seen at about age 3 or 4. at this age, at least some children beign showing a special faithfulness to one other child. At the age of 4 or 5 they step on the way to the stable sense of gender identity.

Aggression: In early childhood, boys and girls face an important new task: learning to express unpleasant feelings in socially acceptable ways. Often the feelings are vented in the form of aggressive behavior. Studies show that aggressive behavior, across many cultures, is more common in boys and girls ; also more common in early childhood.

Aggressive behavior may be fostered not only by observational learning but also by direct reinforcement, or reward. In many settings where children play, the aggressive children play, the aggressive children often triumph over others, have easier access to preferred toys, and even get extra attention from adults who are encouraging them to be less combative. Social influences such as television may, through modeling, encourage aggression.  Parent often respond to such behavior by paying special attention to the child and even by giving in to the child’s demands “just to get a little peace and quiet”.

Prosocial behavior: Preschoolers can be aggressive, but they can also be touchingly helpful, generous, and comforting. Such behavior is called presocial. Some have argued that these children are motivated to be involved with other children; and whether the involvement is aggressive or prosocial will depend upon the situation. Others argue that aggressive children, who themselves are easily upset, finds it easier to empathize with others who are upset.

According to Hoffman, children pass through four predictable stages in the development of the empathy that makes prodocial behavior possible. In the first stage, infants have trouble differentiating self from others. Their behavior is triggered by and often looks like, the strong emotional displays of others. After the first year, children gradually develops a sense of self as different from others, and at that point they enter a second stage. Although they have come to recognize that another person is, in fact another person, their egocentric thinking leads them to “help” the other person in ways that they themselves would want to be helped. In the third stage children recognize that a distressed person may have feelings and needs that are different from their own. In the fourth stage the children are likely to empathize  with and seek to help, say an unpopular child  who seems generally morose or withdrawn.

ADJUSTMENT PROBLEMS IN EARLY CHILDHOOD
In the  preschool year, children acquire a risky combination: mobility, language, and immature judgement. Their limited powers of reasoning make it hard for them to foresee the consequences of their physical activity. They are physically able to cross the street but unable to envision all the dangers that crossing the street poses. Preschoolers also use their newfound language skills with a distinct lack of restraint. Their cognitive egocentrism prevents them from taking the perspective of their listener; the result can be painfully honest comments such as “Hello, fat lady” or “you have ugly teeth.

Preschoolers pay a price for their powers of representational thought. That price is a lively imagination that can careen out of control at times. Shadows on the wall at bedtime can become burglars, kidnappers or ghosts. There is a perpetual tension between the rational and irrational uses of imagination.  A common fear among preschoolers is that something under the bed will grab a hand if it hangs free. Surveys of parents show that fears are amoung the most common behaviors problems of early childhood, but what children fear changes markedly during this period.
- Problems such as temper tantrums decline over the preschool years.

- Later Childhood : Cognitive Tools, Social Rules , Schools


COGNITIVE DEVELOPMENT

The intellectual tools that children develop in this period were labeled concrete operations by Piaget, and that is also the name he has given to this stage of development. This stage involves a major advance in the power of the child’s reasoning.

With the advent of these operations, children’s awareness of the ways the world is organized begins to mushroom. They understand not only conversation of length but conservation of other physical entities – like mass, number and area.

In many ways the concrete-operational child’s thinking shows a power and versatility that would have been literally unthinkable in the preoperational period. But even this more advanced level of thought has its limitations. The operations are concrete in the sense that they are tied to the real world of objects and events. It is also hard for the concrete-operational child to grasp the broad meaning of abstract concepts such as freedom, integrity or truth.

SOCIAL DEVELOPMENT

As their social world expands to include classmates and teachers, children’s ways of thinking about people show a corresponding change. Studies of “person perception” show that a child even as old as 6 or 7 will describe others in egocentric ways, referring to what the other people do to or for the child. Descriptions at this age also focus on concrete, observable characteristics of others, such as their physical appearance or their outward behavior.

During the next few years, children begin to use more and more descriptive statements involving psychological characteristics – statements that require some inference about the other person.

Friendship:  The development of “person perception” goes hand in hand with changes in the nature of friendship. Their first friendships tend to be self-serving; a friend is someone who “does what I want”. Later during the elementary school years, friendships become not only outgoing but reciprocal as well; friends are seen as people who “do things for each other”. Quality of exclusion or possessiveness goes along with many friendships in the middle and late elementary years, and also in adolescence.

Groups:  At the same time that children are learning to form one to one relationships with friends, they are learning to organize themselves into groups. Groups have certain defining characterisitics: goals shared by its members, rules conduct and a hierarchical structure.

Peers versus Adult influence : During the elementary school years, as we have just seen, friends and groups of peers take on central importance in a child’s social life, parents also influence . by the late elementary school period, there are many situations in which American youngster prefer relying on peers to relying on parents. Perhaps more importantly, there are many situations in which children, if forced to choose, will opt for behavior approved by their peers rather than behavior approved by their parents and other adults.
- Later Childhood : Cognitive Tools, Social Rules , Schools

COGNITIVE DEVELOPMENT
The intellectual tools that children develop in this period were labeled concrete operations by Piaget, and that is also the name he has given to this stage of development. This stage involves a major advance in the power of the child’s reasoning.

With the advent of these operations, children’s awareness of the ways the world is organized begins to mushroom. They understand not only conversation of length but conservation of other physical entities – like mass, number and area.

In many ways the concrete-operational child’s thinking shows a power and versatility that would have been literally unthinkable in the preoperational period. But even this more advanced level of thought has its limitations. The operations are concrete in the sense that they are tied to the real world of objects and events. It is also hard for the concrete-operational child to grasp the broad meaning of abstract concepts such as freedom, integrity or truth.

SOCIAL DEVELOPMENT

As their social world expands to include classmates and teachers, children’s ways of thinking about people show a corresponding change. Studies of “person perception” show that a child even as old as 6 or 7 will describe others in egocentric ways, referring to what the other people do to or for the child. Descriptions at this age also focus on concrete, observable characteristics of others, such as their physical appearance or their outward behavior.

During the next few years, children begin to use more and more descriptive statements involving psychological characteristics – statements that require some inference about the other person.

Friendship:  The development of “person perception” goes hand in hand with changes in the nature of friendship. Their first friendships tend to be self-serving; a friend is someone who “does what I want”. Later during the elementary school years, friendships become not only outgoing but reciprocal as well; friends are seen as people who “do things for each other”. Quality of exclusion or possessiveness goes along with many friendships in the middle and late elementary years, and also in adolescence.

Groups:  At the same time that children are learning to form one to one relationships with friends, they are learning to organize themselves into groups. Groups have certain defining characterisitics: goals shared by its members, rules conduct and a hierarchical structure.

Peers versus Adult influence : During the elementary school years, as we have just seen, friends and groups of peers take on central importance in a child’s social life, parents also influence . by the late elementary school period, there are many situations in which American youngster prefer relying on peers to relying on parents. Perhaps more importantly, there are many situations in which children, if forced to choose, will opt for behavior approved by their peers rather than behavior approved by their parents and other adults.