To the measure that the child grows, it tries separations more frequent of its mother, becoming it little the capable one to interpret them, I understand that this will come back. Mussen, Conger and Kagan (1995) point out that it I cry front to the separation for return of one year, has not the same meant I cry that it of a child of three years, when to its leaves it mother, for the first time, in a maternal school. In this in case that, the fears of the child are much more complex. It can be with distrust of that its mother does not come it to search in the exit of the school, also being able to fear the other children or the professors.

The brief separations, hospitalizations, the ingressions in the infantile school, the trips of the parents, easily are not understood in the age, in view of that the children demand the presence, the availability and accessibility of the attachment figures and have many difficulties to understand the direction of the separations, to understand that who was will come back in a definitive time. For Coll (2004), to keep the availability and the accessibility of the figures of attachment in the separations (demonstrating to them that, if they are aflitas, they will help soon) it is very important during this period. indicates Zavaschi, Brunstein and Costa (2001), that when the child possesss the ability to discern that the mother is a person separately, and that this separation provokes it an enormous lack, it has beginning the thought process, of the cognitivo progress. It is the perception of the lack, the entailed necessity to the loved person, that one feed that it takes care of and it, in the case the mother, the known father and the too much cuidadores, that the baby takes to develop the thought and the capacity to store the figure of its mother and cuidadores..


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