Abstract
A few years ago, Emde, Gaensbauer, and Harmon (1976) highlighted two periods of rapid developmental reorganization in infancy. These periods were characterized by dramatic changes in perceptual, cognitive, and especially emotional functions. The period from 7 to 9 months of age is one of these times of rapid reorganization. It is marked by numerous changes in sensorimotor intelligence, including the beginnings of representation, changes in object permanence, new modes of understanding spatial relationships, more complex forms of imitation, and the beginnings of concept formation. This period also appears to be characterized by a burgeoning of fear: Infants at this age react aversively to separation, strangers, heights, looming stimuli, and various unfamiliar toys and objects (Scarr & Salapatek, 1970). The inverse of fear— security—also begins to be clearly evident. The child becomes capable of using the attachment figure as a “haven of safety” and as a “secure base for exploration” (Ainsworth, 1973; Bowlby, 1969). The important changes taking place in the attachment relationship herald major changes in other social contexts as well, including peer and sibling relationships and sociability to strangers (Campos, Barrett, Lamb, Goldsmith, & Stenberg, 1983).
In the last quarter of the first year the baby is no longer an observer of the passing scene. He is in it. Travel changes one’s perspective. A chair, for example, is an object of one dimension when viewed by a six-month-old baby propped up on the sofa, or by an eight-month-old baby doing pushups on a rug. It’s even very likely that the child of this age confronted at various times with different perspectives of the same chair would see not one chair, but several chairs, corresponding to each perspective. It’s when you start to get around under your own steam that you discover what a chair really is. We can multiply such studies in the nature of objects to include nearly everything accessible to him. It is a colossal undertaking, a feat of learning of such magnitude in such a brief time that we have no analogies in later life which compare in scale. Selma Fraiberg, The Magic Years (pp. 52–54)
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Bertenthal, B.I., Campos, J.J., Barrett, K.C. (1984). Self-produced Locomotion. In: Emde, R.N., Harmon, R.J. (eds) Continuities and Discontinuities in Development. Topics in Developmental Psychobiology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4613-2725-7_8
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