Around one-third of children around the world suffer this type of abuse.
Childhood poverty rewires the hippocampus and amygdala—key emotional hubs.
Missing out these simple parenting behaviours increases suicide risk in adolescents.
Missing out these simple parenting behaviours increases suicide risk in adolescents.
Children who are not shown by their parents that they care are significantly more likely to contemplate suicide.
The study’s authors identified three behaviours which, when lacking, were linked to suicidal thoughts in adolescence:
Adolescents who were rarely or never told by their parents they were proud of them were five times more likely to have suicidal thoughts.
They were also seven times more likely to have a suicide plan and to attempt it.
Adolescents who were never or rarely told they had done a good job or rarely helped with their homework were at similarly increased risk of suicide.
Professor Keith King, the study’s first author, said:
“Kids need to know that someone’s got their back, and unfortunately, many of them do not.
That’s a major problem.
Parents ask us all the time, ‘What can we do?’”
You can tell them you’re proud of them, that they did a good job, get involved with them, and help them with their homework.”
The researchers’ conclusions come from a 2012 US national study of parental behaviours and suicidal feelings among adolescents.
Professor Rebecca Vidourek, study co-author, said:
“A key is to ensure that children feel positively connected to their parents and family.”
The study was published in the Journal of Child and Family Studies (King et al., 2018).
A comprehensive look at object permanence, its development stages, practical activities to encourage it, and its long-term significance.
Object permanence is the understanding that objects continue to exist even when they are not visible.
It is a fundamental concept in cognitive development, forming the basis for a child’s understanding of the world around them.
This concept is closely associated with Jean Piaget, who introduced it as a key component of his theory of cognitive development.
The development of object permanence reflects a child’s growing ability to form mental representations of their environment.
This skill enables infants to predict outcomes and make sense of their surroundings in a more sophisticated manner.
Jean Piaget was a Swiss psychologist whose work on cognitive development remains highly influential.
According to Piaget, object permanence develops during the sensorimotor stage, which spans the first two years of life.
He observed that infants gradually progress from not understanding object permanence to actively searching for hidden objects.
These experiments laid the groundwork for further studies on how infants perceive and interact with their environment.
The development of object permanence occurs in stages, typically aligning with a child’s age and cognitive growth.
At this stage, infants do not understand that objects exist beyond their immediate perception.
If an object is removed from sight, they will not attempt to locate it.
Infants in this stage rely heavily on their senses and immediate interactions to explore their world.
Infants begin to grasp the concept but may only search for partially visible objects.
For example, they might reach for a toy that is partially covered but lose interest if it is completely hidden.
This stage marks the beginning of developing curiosity and problem-solving skills.
By this stage, most infants develop a complete understanding of object permanence.
They will actively search for objects, even when fully concealed.
This newfound ability also enables more complex interactions, such as anticipating where an object might reappear.
Object permanence plays a vital role in a child’s cognitive, social, and emotional development.
Understanding object permanence is a stepping stone for developing social awareness and empathy.
Parents and caregivers can encourage the development of object permanence through interactive play and everyday activities.
Playing peekaboo is one of the simplest and most effective ways to teach object permanence.
The act of hiding and revealing your face demonstrates the concept in an engaging manner.
Children find this game entertaining, which encourages repeated practice and reinforcement.
Hide a toy under a blanket or behind an object and encourage your child to find it.
This activity helps reinforce the idea that objects exist even when hidden.
Adding slight variations, such as moving the toy between hiding spots, can make the game more challenging and stimulating.
Incorporate object permanence into daily routines, such as covering a spoon during feeding or hiding socks during dressing.
These moments offer natural opportunities to reinforce the concept without requiring specialised toys or activities.
Not all children develop object permanence at the same rate, and delays can occur for various reasons.
If a child shows no signs of understanding object permanence beyond 12 months, it may be helpful to consult a paediatrician or child psychologist.
Early intervention can provide strategies to support development and address underlying challenges.
While object permanence is primarily associated with infants, its principles have broader implications.
In some cases, difficulties with object permanence can persist into adulthood, particularly in individuals with certain neurological conditions.
Understanding these challenges can help develop strategies for support.
For example, creating consistent routines and visual cues can alleviate potential difficulties related to object permanence.
Ongoing research continues to explore object permanence, uncovering new insights and refining existing theories.
Modern technologies, such as eye-tracking devices, provide more precise ways to study object permanence in infants.
These tools allow researchers to identify subtle indicators of understanding, even before infants can physically demonstrate it.
Some researchers challenge Piaget’s timeline, suggesting that object permanence may develop earlier than previously thought.
These findings prompt a re-evaluation of traditional milestones and highlight the variability in cognitive development.
New theories also explore how cultural and environmental factors influence the development of object permanence.
Object permanence is a cornerstone of cognitive development, shaping how children understand and interact with their environment.
Through games, observations, and research, we can continue to unlock its complexities and support healthy development in children.
By fostering this essential skill, caregivers can lay the groundwork for a lifetime of learning and exploration.
As research evolves, our understanding of object permanence will undoubtedly expand, offering new opportunities to nurture cognitive growth at every stage of life.
Discover the types of play and their role in child development. Learn how different play activities foster social, physical, and cognitive skills.
Play is a vital component of a child’s development, offering numerous benefits for physical, cognitive, social, and emotional growth.
Play is not merely a pastime for children; it is a crucial element of their growth and learning.
Through play, children explore the world, develop essential skills, and build relationships.
Understanding the types of play can help parents, teachers, and caregivers support children’s development more effectively.
Play also provides children with opportunities to express themselves, solve problems, and build resilience.
It lays the groundwork for lifelong skills, making it an integral part of education and personal growth.
The stages of play development were first identified by sociologist Mildred Parten in the early 20th century.
These stages provide insight into how children interact with others as they grow.
Unoccupied play is the earliest form of play, observed in infants from birth to three months.
During this stage, babies make random movements and explore their surroundings without a specific purpose.
This seemingly aimless behaviour is the foundation of play and learning.
It allows infants to discover their own movements and start to understand their physical environment.
Solitary play occurs between birth and two years.
Children play alone, focusing on their own activities without engaging with others.
This stage helps develop concentration, creativity, and independence.
It also allows children to explore their own interests and preferences without external influences.
Around the age of two, children begin observing others at play without directly joining in.
Onlooker play allows children to learn by watching and understanding social interactions.
This stage is important for building awareness of social norms and group dynamics.
It also gives children time to process how they might participate in similar activities in the future.
Parallel play emerges around the age of two and continues into the toddler years.
Children play alongside others but do not interact directly.
This stage is a stepping stone towards cooperative play and teaches children to share space and resources.
It also helps children become comfortable in the presence of peers without the pressure of direct interaction.
Between three and four years, children begin engaging in associative play.
They interact with others, share toys, and engage in similar activities, although their play is not fully coordinated.
Associative play helps develop social skills like sharing, taking turns, and communicating effectively.
It also fosters curiosity and the ability to collaborate with others on a basic level.
Cooperative play develops after the age of four, marking a significant milestone in social development.
Children work together towards a common goal, such as building a structure or playing a group game.
This stage teaches teamwork, problem-solving, and leadership skills.
It also helps children navigate complex social dynamics and build stronger relationships.
Beyond developmental stages, play can be categorised based on the nature of the activity.
These categories highlight the diverse ways children engage with their environment.
Understanding these categories allows caregivers to provide a variety of play experiences that support different areas of development.
Physical play involves activities that promote motor skills, coordination, and physical health.
Examples include running, climbing, and playing sports.
This type of play helps children develop strength, balance, and fitness.
It also encourages healthy habits and provides an outlet for energy and stress.
Constructive play focuses on creating or building something, such as assembling blocks or crafting.
It fosters problem-solving skills, creativity, and fine motor development.
This type of play also promotes perseverance and the ability to plan and execute tasks.
Pretend play, also known as dramatic play, involves role-playing and imagination.
Children might pretend to be doctors, teachers, or superheroes.
This form of play supports emotional expression, creativity, and social understanding.
It also helps children explore different perspectives and practice empathy.
Symbolic play allows children to use objects or actions to represent something else.
For example, a stick might become a sword or a wand.
This type of play enhances cognitive flexibility and abstract thinking.
It also encourages innovation and the ability to think outside the box.
Social play occurs when children interact directly with others.
It includes activities like playing tag, board games, or participating in group sports.
Social play strengthens communication, cooperation, and conflict resolution skills.
It also builds a sense of community and belonging among peers.
Games with rules introduce children to structured play where they follow established guidelines.
Examples include card games, sports, or video games.
This type of play teaches discipline, patience, and strategic thinking.
It also helps children understand fairness and the importance of following rules.
Some types of play do not fit neatly into developmental stages or activity-based categories but are equally significant.
These forms of play offer unique opportunities for growth and exploration.
Rough-and-tumble play includes activities like wrestling, chasing, or playful fighting.
It helps children develop physical strength, coordination, and an understanding of boundaries.
This type of play also fosters trust and camaraderie among peers.
It is particularly important for building resilience and managing emotions.
Exploratory play involves investigating new objects or environments.
It encourages curiosity, sensory development, and problem-solving skills.
This type of play is essential for learning about the world and developing a sense of wonder.
It also promotes adaptability and confidence in unfamiliar situations.
Role play involves taking on specific roles, often in group settings.
It supports social interaction, empathy, and understanding of societal norms.
Role play helps children practice leadership and collaborative decision-making.
It also allows them to experiment with different identities and scenarios.
Creative play includes activities like drawing, painting, or storytelling.
It nurtures imagination, emotional expression, and artistic skills.
This type of play also fosters innovation and a love for self-expression.
It can be particularly therapeutic, allowing children to process emotions and experiences.
Communication play focuses on language and verbal interactions.
It includes jokes, storytelling, and word games, enhancing language development and social skills.
This type of play also builds confidence in public speaking and expressing ideas.
It helps children develop a richer vocabulary and better articulation.
Play is essential for holistic development, influencing various aspects of a child’s growth.
Cognitive benefits: Play stimulates brain development, improving memory, problem-solving, and creativity.
Social and emotional growth: Through play, children learn to express emotions, develop empathy, and build relationships.
Physical development: Active play promotes motor skills, coordination, and overall health.
Language acquisition: Communication play enhances vocabulary, grammar, and storytelling abilities.
Play also provides a safe environment for children to experiment, make mistakes, and learn from them.
It lays a strong foundation for lifelong learning and adaptability in an ever-changing world.
Play is a multifaceted and indispensable part of childhood, contributing to every aspect of development.
By understanding the various types of play, parents, educators, and caregivers can foster an environment that supports learning, growth, and joy.
Encouraging diverse forms of play helps children reach their full potential and prepares them for a well-rounded future.
Play is not just about fun; it is a powerful tool for building skills, resilience, and connections that last a lifetime.
Discover why childhood amnesia happens, how memories fade, and practical ways to recall lost moments from early life.
Childhood amnesia refers to the inability of adults to recall memories from early childhood, typically before the age of three.
Childhood amnesia describes the difficulty or inability that most adults face when trying to remember events from their early years.
It primarily affects memories formed during the first three to four years of life, although the boundary can vary slightly for different people.
For many, only fragmented or isolated glimpses of early life remain.
This memory gap has puzzled scientists, psychologists, and philosophers for decades, leading to various explanations and studies.
There are several interconnected factors believed to cause childhood amnesia.
During early childhood, the brain undergoes significant development.
The hippocampus, a key brain structure responsible for memory formation, is still maturing during the first few years of life.
This rapid brain development, particularly neurogenesis—the formation of new neurons—may interfere with the long-term storage of early memories.
While new brain cells enhance learning, they may disrupt older neural pathways that store memories.
Language plays a crucial role in how we encode and retrieve memories.
Before language fully develops, young children experience events but may lack the ability to describe or organise them verbally.
As adults, memories without verbal structure become harder to retrieve.
This suggests that language acquisition acts as a bridge between early experiences and memory recall.
Another factor is the development of self-awareness, which occurs around the age of two.
Before this stage, children experience events but may not perceive themselves as distinct individuals within those events.
Without a strong sense of self, memories lack the context and narrative that make them easier to recall later in life.
Traumatic experiences during early childhood can influence memory formation.
In some cases, the brain may suppress distressing memories to protect the child from psychological harm.
This suppression can contribute to gaps in memory, especially for events linked to fear or stress.
Scientists and psychologists have proposed various theories to explain childhood amnesia.
Sigmund Freud was one of the first to address childhood amnesia.
He believed that early memories, particularly those of a sexual or distressing nature, were actively repressed by the unconscious mind.
According to Freud, this repression serves as a defence mechanism to protect individuals from confronting uncomfortable early experiences.
While Freud’s theory lacks scientific evidence, it set the foundation for modern explorations of memory.
Neuroscience offers a more evidence-based explanation for childhood amnesia.
The neurobiological theory highlights the role of the developing hippocampus and neurogenesis in disrupting memory retention.
Brain imaging studies support this theory, showing that memory systems in children operate differently compared to adults.
As the brain matures, the ability to store and recall long-term memories improves, but earlier memories often fade.
Cognitive development theories focus on the relationship between memory and mental processes like language, self-awareness, and social understanding.
Jean Piaget, a renowned developmental psychologist, suggested that young children think differently from adults, which affects how they process and retain memories.
As cognitive skills improve with age, so does the ability to form structured, retrievable memories.
Studies on childhood amnesia have provided valuable insights into how and why we forget our earliest experiences.
These studies confirm that forgetting early memories is a natural part of human development.
Cultural differences influence the way people experience and discuss childhood memories.
In cultures that emphasise storytelling and personal history, individuals often retain more vivid and detailed memories from early childhood.
For example, Western cultures tend to encourage self-expression and autobiographical storytelling, which helps children encode memories in a structured way.
In contrast, collectivist cultures, where family narratives are prioritised over individual experiences, may produce fewer personal childhood memories.
This highlights the importance of both social and cultural factors in shaping our ability to recall early life events.
The experience of childhood amnesia can differ for neurodivergent individuals, such as those with autism or ADHD.
Autistic individuals, for instance, may have sharper memories of early experiences, particularly sensory details, while struggling with verbal recall.
This suggests that neurodivergent brains may encode and store memories differently from neurotypical brains.
Further research is ongoing to better understand these unique patterns of memory.
Childhood amnesia raises important questions about identity, memory, and personal history.
Our earliest experiences shape who we are, even if we cannot consciously remember them.
For psychologists, understanding childhood amnesia provides insights into how memory develops and how it affects mental health.
For individuals, the inability to recall early memories can be both puzzling and frustrating.
However, it is reassuring to know that forgetting these events is a normal and universal part of development.
While recovering early memories is not always possible, certain techniques may improve memory recall:
It is important to approach these strategies with realistic expectations.
Memories recovered in adulthood may not always be accurate and are often influenced by imagination and suggestion.
Childhood amnesia remains a fascinating area of study, blending neuroscience, psychology, and cultural insights.
The inability to recall memories from early childhood stems from a combination of brain development, language acquisition, and cognitive growth.
Theories ranging from Freud’s repression hypothesis to modern neurobiological explanations shed light on why these memories fade.
While childhood amnesia is a universal phenomenon, individual experiences vary based on culture, neurodivergence, and personal history.
Understanding this process can help us appreciate the complexity of human memory and its role in shaping our lives.
Explore the Monster Study, a controversial 1939 experiment on stuttering that reshaped ethical research practices in psychology.
The Monster Study is one of the most controversial psychological experiments of the 20th century.
Conducted in 1939 by Wendell Johnson and his graduate student Mary Tudor, it sought to explore the origins of stuttering through methods that would raise significant ethical questions.
The Monster Study was an experiment conducted at the University of Iowa to test the “diagnosogenic theory” of stuttering.
This theory, proposed by Wendell Johnson, posited that stuttering is not a biological condition but a learned behaviour triggered by negative reactions to normal speech disfluencies in children.
The study’s aim was to investigate whether stuttering could be artificially induced by applying negative reinforcement.
The participants were 22 orphaned children from the Soldiers and Sailors Orphans’ Home in Davenport, Iowa.
The children were divided into two groups based on their speech fluency.
The researchers provided the negative group with feedback that focused on their disfluencies, labelling them as stutterers regardless of their actual speech patterns.
The control group was treated positively, receiving encouragement and praise for their speech.
The experiment lasted several months, during which the children were repeatedly exposed to these interventions.
The results suggested that children subjected to negative reinforcement experienced a marked deterioration in their speech fluency.
Some developed behaviours characteristic of stuttering, such as hesitations and speech blocks.
The children who already stuttered became more withdrawn and self-conscious about their speech.
However, subsequent critiques of the study’s methodology revealed that the findings were not as definitive as initially claimed.
Many experts argued that the observed effects could have been due to psychological trauma rather than the development of true stuttering.
The Monster Study is infamous not only for its findings but also for its unethical practices.
At the time, ethical standards in research were far less stringent than they are today.
Nonetheless, the decision to use vulnerable orphans as subjects and to subject them to psychological harm has been widely condemned.
The children were not informed of the true nature of the experiment, nor were they given the opportunity to consent.
Many suffered long-term psychological effects, including lowered self-esteem and increased social anxiety.
The study remained largely unknown to the public until it was exposed in 2001, prompting widespread outrage and sparking debates about the ethics of psychological research.
In the years following its publication, the study’s methodology and conclusions faced significant scrutiny.
Some researchers pointed out that the sample size was too small to draw generalisable conclusions.
Others noted that the methods used to evaluate the children’s speech were subjective and lacked rigorous scientific controls.
Additionally, later analyses questioned whether any of the participants actually developed true stuttering, as opposed to temporary speech disfluencies caused by stress.
Despite these criticisms, the study played a role in shaping the field of speech pathology by encouraging a more nuanced understanding of stuttering.
The Monster Study’s legacy is a complex one.
On the one hand, it contributed to the development of speech therapy techniques by highlighting the importance of positive reinforcement.
On the other hand, it stands as a cautionary tale about the dangers of prioritising scientific curiosity over ethical considerations.
In 2001, the University of Iowa issued a formal apology for the study, acknowledging the harm caused to the participants.
The incident also prompted renewed discussions about the importance of ethical guidelines in research.
The Monster Study serves as a reminder of the critical importance of ethics in psychological research.
Today, experiments involving human subjects are subject to strict oversight by institutional review boards (IRBs) to ensure the safety and well-being of participants.
Key ethical principles such as informed consent, the right to withdraw, and the minimisation of harm are now central to research practices.
The study also underscores the need for transparency and accountability in the scientific community.
While the methods used in the Monster Study are indefensible, the questions it raised about the nature of stuttering remain relevant.
Modern research continues to explore the interplay between genetics, environment, and psychology in the development of speech disorders.
The study also serves as a historical case study in the evolution of research ethics, illustrating how far the field has come in protecting the rights of participants.
Despite its flaws, the Monster Study left several unanswered questions that continue to intrigue researchers.
These questions highlight the ongoing need for ethical, innovative approaches to studying complex psychological phenomena.
The Monster Study remains one of the most controversial experiments in the history of psychology.
Its unethical methods and lasting impact on participants have made it a cautionary tale for researchers across disciplines.
Yet, its legacy also includes important lessons about the nature of stuttering and the critical role of ethics in research.
By reflecting on the mistakes of the past, the scientific community can strive to conduct research that is both rigorous and humane.
Children brought up like this tend to be happier as adults.
Children brought up like this tend to be happier as adults.
People who were out in nature more as children have better mental health as adults, research finds.
Playing in the backyard, hiking and just being in nature as a child are all linked to lower depression and anxiety later on.
Growing up experiencing the natural environment helps people understand its benefit.
Those not exposed to nature as children are less likely to appreciate its benefits as an adult, the study also found.
Being in nature has been linked to both better mental and physical health.
Unfortunately, 73 percent of Europeans live in urban areas with little access to green spaces.
As populations worldwide continue to urbanise, the number of people who can easily get out into nature is likely to decrease.
The study included 3,585 people of all ages in four European cities.
All were asked how often they were out in nature as children, whether for purposeful activities like hiking or just playing in the backyard.
Those who had not enjoyed nature as children did not appear to understand its benefits, said Ms Myriam Preuss, the study’s first author:
“In general, participants with lower childhood exposure to nature gave a lower importance to natural environments.”
The main result showed that being in nature more as a child was linked to better mental health as an adult.
Dr Mark Nieuwenhuijsen, study co-author, said:
“Many children in Europe lead an indoors lifestyle, so it would be desirable to make natural outdoor environments available, attractive and safe for them to play in.
We make a call on policymakers to improve availability of natural spaces for children and green school yards,”
The study was published in the International Journal of Environment Research and Public Health (Preuss et al., 2019).
Emotional abuse may not leave visible scars, but its damage can last a lifetime—just like physical abuse.
Over 900 children were tested at ages 1, 5, 10 and 16.
Over 900 children were tested at ages 1, 5, 10 and 16.
Mothers who are depressed lower their children’s IQ.Up to one-quarter of new mothers experience postpartum depression, figures suggest.Over 900 children were tested at ages 1, 5, 10 and 16 and found to have a lower IQ if their mother was depressed.Around 50 percent of the mothers — who were living in Santiago, Chile — were depressed at some point during the research period.Dr Patricia East, who led the study, said:“We found that mothers who were highly depressed didn’t invest emotionally or in providing learning materials to support their child, such as toys and books, as much as mothers who were not depressed.This, in turn, impacted the child’s IQ at ages 1, 5, 10 and 16.The consistency and longevity of these results speak to the enduring effect that depression has on a mother’s parenting and her child’s development.”Researchers followed the batch of children in Chile at five-year intervals for a total of 15 years.Average verbal IQ scores for children with depressed mothers were 7.3 compared with 7.8 among those with non-depressed mothers.Dr East said:
“Although seemingly small, differences in IQ from 7.78 to 7.30 are highly meaningful in terms of children’s verbal skills and vocabulary.Our study results show the long term consequences that a child can experience due to chronic maternal depression.”Around one in five mothers who were severely depressed when their child was born remained depressed for a long time.Dr East said:
“For mothers in the study, there were many stressors in their lives.Most of the mothers, while literate, had only nine years of education, were not employed outside the home and often lived with extended family in small, crowded homes–factors that likely contributed to their depression.Many mothers suffer from depression in the first six months after childbirth, but for some, depression lingers.”Dr East said:
“For health care providers, the results show that early identification, intervention and treatment of maternal depression are key.Providing resources to depressed moms will help them manage their symptoms in a productive way and ensure their children reach their full potential.”The study was published in the journal Child Development (Wu et al., 2018).
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