Including Separation-Individuation Process of Development

1. Including Separation-Individuation Process of Development Do not use or distribute without written permission.

2. John Dewey • Born in Burlington, Vermont, in 1859 • Ph.D at Johns Hopkins in 1884 • Progressive education movement in USA • Children learn from doing, education should involve real life material and experiences • Encourage experimentation and independent thinking Do not use or distribute without written permission.

3. John Dewey • True education comes through the stimulation of the child’s powers by the demands of the social situations in which he finds himself. • The child’s own instinct and powers furnish the material and give the starting point for all education Do not use or distribute without written permission.

4. John Dewey • Education is a process of living and not preparation for future living. • It is the business of the school to deepen and extend the child’s sense of values bound up in his home life. • The teacher is engaged, not simply in the training of individuals, but in the formation of a proper social life. Do not use or distribute without written permission.

5. Maria Montessori • Born in Chiaravalle, Italy, in 1870 • First woman in Italy to graduate from medical school in 1896. • Specialized in pediatrics • Opened her first school in slums in 1907 • By 1913, 100 schools following her methods in USA. • Nominated for Nobel Peace Prize 3 times Do not use or distribute without written permission.

6. Maria Montessori • Child centered environments • Provide real tools that work • Keep materials and equipment accessible • Create beauty and order • Competence and responsibility • Schedule large blocks of open ended time • Observation more than teaching Do not use or distribute without written permission.

7. Maria Montessori • She did not believe there were children who could not learn. She was convinced that if children were not learning, adults were not listening carefully enough or watching closely enough. Do not use or distribute without written permission.

8. Erik Erikson “There is in every child at every stage a new miracle of vigorous unfolding, which constitutes a new hope and a new responsibility for all.” Do not use or distribute without written permission.

9. Erik Erikson • Born in Frankfurt, Germany, in 1902 • Became interested in psychology through the daughter of Sigmund Freud, Anna. • Studied psychoanalysis and came to US in 1933, joined Harvard. • First book, “Childhood and Society” - 1950 Do not use or distribute without written permission.

10. Eight Ages of Man • 0-1 Trust vs. Mistrust Hope • 2-3 Autonomy vs. Shame Willpower • 4-5 Initiative vs. Guilt Purpose • 6-12 Industry vs. Inferiority Competence • Adol. Identity vs. Role confusion Fidelity • Y.A. Intimacy vs. Isolation Love • M.A. Generativity vs. Stagnate Care • O.A. Ego integrate vs. Despair Wisdom Do not use or distribute without written permission.

11. Jean Piaget • Born in Neuchatel, Switzerland in 1896 • Published first scholarly paper at age 11 • Hundreds of articles and over 60 books • Epistomologist – studied the nature and beginning of knowledge • Critisized now, but still widely accepted as general theory. Do not use or distribute without written permission.

12. Lev Vygotsky “Learning and development are interrelated from the child’s very first day of life” Do not use or distribute without written permission.

13. Lev Vygotsky • Born in Russia in 1896 • Univ of Moscow in 1917 in literature • Brilliance overshadowed by Piaget’s success at that time. • Later years gained more credibility and more recognized. Do not use or distribute without written permission.

14. Lev Vygotsky • Objected to the analysis of children’s abilities based on intelligence tests • Research should be both qualitative and quantitative • Careful observation of children as valid as scores on a test. • Like Piaget, much learning takes place when children play. Do not use or distribute without written permission.

15. Zone of Proximal Development • The distance between the most difficult task a child can do alone and the most difficult task a child can do with help. • New learning is enhanced by interaction • The assistance of teacher, therapist or peer is referred to as scaffolding – have to observe! • Personal and social experiences can not be separated Do not use or distribute without written permission.

16. Lev Vygotsky • Process (the how?) and content (knowledge of object and purpose of object) Do not use or distribute without written permission.

17. Colwyn Trevarthen and Kenneth J. Aitken • Infant Intersubjectivity: Research, Theory and Clinical Applications • The University of Edinburgh, U.K. • J. Child Psychology. Vol. 42. No. 1. pp 3 to 48, 2001, Cambridge University Press. Do not use or distribute without written permission.

18. Newborn Infants • Even with their very immature though elaborate brains, limited cognitions, and weak bodies, are specifically motivated, beyond instinctive behaviors. • Attracts parent care for biological needs • But also to communicate intricately with the expressive forms and rhythms of interest and feelings displayed by other humans. Do not use or distribute without written permission.

19. Theory of Innate Intersubjectivity • Infant is born with awareness specifically receptive to subjective states in other persons • This natural sociability of infants, engaging the interest, purposes, and feelings of willing and affectionate parents, serves to intrinsically motivate companionship, or cooperative awareness Do not use or distribute without written permission.

20. Intersubjectivity • The infant’s communicative motivation, and the intuitive parenting that fosters it, have been identified with the special human aptitude for cultural learning, including language learning. • Caregivers use verbal and gestural communication in natural social situations. • Also use language to convey referential information and to specify purposes, experiences, thoughts, and recollections Do not use or distribute without written permission.

21. Intersubjectivity – 3 parts • Attunement – Matching of Affect with rhythm and intensity • Awareness of the same aspects between two persons • Similar natures with agreement on agenda, reason and cooperation Do not use or distribute without written permission.

22. Primary Intersubjectivity • The infant’s ability to possess an active and immediately responsive conscious appreciation of the adult’s communicative intentions • Contains shared affect, focused attention on each other in a way that the child’s enjoyable experiences are amplified and his/her stressful experiences are reduced and contained, with a congruent intention to understand and enjoy each other • Through contingent, nonverbal and verbal communication Do not use or distribute without written permission.

23. Subjectivity vs. Intersubjectivity • Subjectivity refers to the infant’s ability to exhibit to others at least the rudiments of individual consciousness and intentionality • Intersubjectivity refers to their ability, when communicating, to adapt or fit this subjective control to the subjectivity of others. Do not use or distribute without written permission.

24. Secondary Intersubjectivity • Around 9 to 12 months after the infant’s birth, the child starts an integration process in the new form of cooperative intersubjectivity • Person-person-object awareness Do not use or distribute without written permission.

25. 1 year of life • Communicate directly with human expression without language • Energetically share complex arbitrary experiences • Displays an individual, socially adapted personality • Attends and imitates conventional vocalizations and gestures Do not use or distribute without written permission.

26. Margaret S. Mahler • Separation – indivuation process • Psychological birth of the individual • Sense of separateness, from and in relation to a world of reality • Experiences of one’s own body in relationship with the primary love object • From fourth or fifth month to 30th or 36th month Do not use or distribute without written permission.

27. First subphase • Differentiation and the development of the body image • Hatching – perceptual-conscious system – alert • Transitional objects, situations – reminder of Mother • Checking back pattern – comparing mother • Stranger reactions / anxiety – explore strangers Do not use or distribute without written permission.

28. Second Subphase • The early practicing period – the infant’s earliest ability to move away physically from mother – crawling, climbing, righting himself • Practicing period proper – characterized by free, upright locomotion • Body differentiation from mother Do not use or distribute without written permission.

29. Third subphase • Rapprochemont • Constant concern for mother’s whereabouts • Awareness of separateness grows • Increased need of mother to share with child in new skills and experiences • Great need for mother’s love • The beginning of gender identity • 15 to 24 months of age Do not use or distribute without written permission.

30. Fourth subphase • Consolidation of individuality • Beginnings of emotional object constancy • Roughly the third year of life • Unifying of the “good” and the “bad” object into one whole representation • Depends on trust and confidence • And on cognitive acquisition of the symbolic inner representation of the permanent object Do not use or distribute without written permission.

31. Maude Le Roux, OTR/L, SIPT, IMC Websites https://maudeleroux.com/ www.atotalapproach.com Facebook https://www.facebook.com/ATAMaudeLerouxOT/ LinkedIn https://www.linkedin.com/company/a-total-approach Blog http://www.maude-leroux.com/