Abstract
"Unlock the secrets to nurturing your child's emotional well-being from birth to twelve years. Discover how family dynamics, parental influence, and social environments shape their emotional development. Learn about the critical stages of emotional growth, from absolute dependence to relative independence, and how to support healthy development. Explore the impact of sibling relationships, family history, and societal values on your child's emotional intelligence. Get insights from renowned child psychologists like Françoise Dolto on creating a supportive environment for your child's emotional flourishing."
Extract
[...] Indeed, this environment must allow the child to express his creative potential and protect him from the anxiety that could overwhelm him. According to him, the role of the mother is to be available in her presence and then at a distance from her. (p.153). For Winnicott, the trust that depends on care is fundamental, it allows basic mental health. (p.154). Trust allows the child to face adversity while remaining himself, but also to form bonds and relationships, and subsequently to be a useful person to society. [...]
[...] Thus, according to the case, oedipal rivalries can play a non-negligible role in the apparent lack of negative reactions to the arrival of the child, sometimes the older sister can play the role of a little mother, or the older brother can, for example, take on the role of the father in his absence. Nevertheless, the elder child always faces the difficulty of giving up being the mother's unique object and fully satisfying his desire. (p.138). Thus, the appearance of another reveals his insufficiency and separates him from the mother in a symbolic and physical way. However, it seems that the smaller the age gap between the children, the more likely it is that a complicity will develop between them. (p.138). [...]
[...] It is the time when the child internalizes moral values that become demands towards themselves. (p.134). Sometimes, the child resorts to mechanisms such as, for example, magical thinking to calm anxiety and conjure fate, but also to control feelings of doubt, fear, failure, or incompleteness. (p.134). Other mechanisms qualified as 'isolation' are also characteristic of the latency period, they allow the child to live the events of the day in a divided way so that each part is a separate world from other worlds, such as the world of family life or the world of school. [...]
[...] Their emotional development must be at a stage of autonomy and acceptance of the life of the group. (p.171). Furthermore, being emotionally satisfied, they can now actively assimilate intellectually the knowledge of the school. (p.171). And school social practices also seem to be related to the lexicon and traits of the language, and to the linguistic socialization of the family. (p.171) Emotional development, although linked in a feedback loop with intellectual and social development, is nonetheless the basis of mental health. [...]
[...] Furthermore, it is difficult to pronounce on a child's emotional development and their distress because they change and evolve over the course of their affective development. It is therefore not only the signs or the absence of signs that are specifically sought here but the common situations that have a pathogenic potential, notably those where anxiety, common to all children, is present. (p.151). Let's also note that the 'normal' child presents various symptoms varying according to their age. (p.151). If, at school age, the child who lives with difficulties or does not find a satisfactory support from his parents, his evolution can be hindered. [...]
