Cognitive and Affective Development in Children

Extract

[...] The latter highlights the importance of the affective relationships existing between the child and his parents. This author of psychological works emphasizes that attachment is necessary for the child's emotional and social development. In 1969, he indicated in his book that "attachment is a system of behaviors that develop in the child to maintain proximity to his attachment figure." (Bowlby, J. Attachment, p.25) If we return to the case of Matthieu, his desire to be approved by his mother and his search for security by rubbing his eyes exemplify a secure attachment. [...]

[...] We can therefore understand that interaction with the physical and sociocultural environment is particularly crucial for better cognitive development in children. Matthieu has multiplied his interactions with other children of the same age, which forms the basis of his social development. He often goes to a daycare center where he can play and interact with his peers. This family context and his interactivities are essential to understand his observed characteristics, as they provide a framework of security and support that invites him to further explore his world, the one he is discovering. [...]

[...] Matthieu's mother applauded him. A joyful emotional laugh from the child manifested, and he piled up blocks again as a thank you for the encouragement he received. This is a moment where a desire for affection, tenderness, and interest is shown in the child. In addition, he also needs parental acquiescence. Then, the time when the child took a stuffed animal, cuddled it, and imitated its sound illustrates his social and affective evolution, as he begins to understand social and affective communication. [...]

[...] Piaget's theory of cognitive development is the first theory chosen. It strongly recommends that the child's development must go through several stages. Each stage is characterized by specific cognitive abilities. In relation to his age, Matthieu is in the sensorimotor stage from birth to approximately two years if we refer to Jean Piaget's conception of development. This stage is also characterized by the child's progressive discovery of the environment through his senses and actions. They mobilize "cognitive schemas" through the interaction of objects with their environment. [...]

[...] He learns through lived experience, he learns from his mistakes. It is an active learning process. Although he failed, he does not give up, he does not get discouraged. On the contrary, this situation becomes for him a new opportunity to make a new attempt, which is crucial for his cognitive development. When Matthieu shows a need for attachment to his mother, Bowlby's theory is illustrated. When he was in search of proximity after showing signs of fatigue, he wanted to evoke a sign of attachment. [...]