0-3 years old children's mental development encyclopedia - Use scientific methods to raise smart and gentle children

Author: None
Publisher:
Publish Date: 2006-07-01
Features: Once the baby starts crawling, it becomes clear that the child is six months younger than its peers, as it pays no attention to other babies sleeping nearby. This is because the baby is still working hard to confirm its own existence during this period. It is not until after six months that the baby begins to clearly realize the difference between itself and others. After that, the baby's intellectual development accelerates rapidly. Especially after starting to crawl, the child can move around freely according to its own wishes, and its field of vision expands dramatically. If there are other babies of the same age nearby, it will naturally show concern and approach them. Recently, with the increase in one-child families, children have fewer opportunities to interact with other babies before the age of one. If possible, parents should create opportunities for their children to interact more with other babies. Compared to meeting other children in the park while being held by their mothers, it is better to take the child to a place where they can move freely. This way, the child can engage more intimately and observe other children. Being able to recognize the existence of others who are neither themselves nor their parents is beneficial for making friends in the future. Making friends starts with shared feelings.
Children over one year old will seek to share their discoveries and feelings with their parents. During this process, the child first begins to expand its sense of "self," and by the age of one and a half, it starts to show the idea of "doing it myself." Friendship during this period is based on shared interest in the same thing, like being "comrades" in the same activity. Although there are not many things they can do, the child can sit side by side and play the same game, creating some shared feelings. However, these shared feelings often overlap with the child's sense of "self," so it is common to see children fighting over their peers' toys. This behavior is not unusual—it is simply the child and its peer seeking the same thing. However, the peer also begins to realize, "This is my thing," and shows strong resistance. In this case, parents should not command, "You can't take it!" but instead say gently, "He also really likes this toy, so you can't take his," encouraging the child to consider the other's feelings. On this basis, parents can also suggest that the child switch to playing with a different toy.
Like parent-child relationships, the key to peer relationships is shared feelings. By the age of two, the child knows the joy of playing with friends and can generally communicate shared experiences through language during interactions. If adults can resonate with the child as the child does, such as saying, "That's amazing!" it can promote the child's intellectual development. P46