Psychophysiology and Child Development
Psychophysiology
Psychophysiology, a discipline within neuroscience, is the scientific study of the biological basis of behavior and psychological processes. Also known as psychobiology, it integrates a biological perspective into the study of the whole organism. It examines the physiological changes in the body in response to various situations or stimuli, offering a holistic understanding of human behavior.
Spatial Guidance
Understanding spatial notions like left-right and body schema is crucial for imaginative and creative intelligence. This capacity can be stimulated in young children with age-appropriate exercises.
Mentoring Relationships
- Right-left
- Top-down
- Front-back
Ontogenesis of Spatial Relationships
Shortly after birth, a child exhibits unconscious movements and reflexes, not yet oriented or aware of their body in space. As awareness develops, the child coordinates movements and organizes their personal space, adapting to spatial adjustments. This process is intertwined with the perception of their own body.
Personal and Social Space
Depending on opportunities and needs, children organize their personal and social space:
- Personal space: The space occupied by one’s body.
- Social space: The space shared with others.
Children understand space in relation to their own body. As they interact with people and objects, they organize their personal and social space from their central perspective, developing an understanding of their body’s potential. Experiences enhance spatial notions and the language used to describe space.
Temporal Organization
According to Piaget, the concept of time is complex because it cannot be directly perceived by the senses. Time is linked to space, and temporal information is processed through auditory, visual, tactile, and kinesthetic channels. Children internalize the notion of time through actions, movements, their speeds, and outcomes.
Evolution of Temporal Organization in Children
- Up to 4 years: No notion of duration or order.
- 4 years: Recognizes the day of the week.
- 6 years: Differentiates morning and afternoon.
- 7 years: Indicates the day of the month.
- 8 years: Indicates the day of the year.
- 9-12 years: Estimates duration and masters time.
To develop proficiency with time, children need to learn:
- The concept of the moment: before-during-after
- Notion of periodicity: intervals between actions
- Notion of term: time lag
- Notion of succession: subsequent events
- Notion of intervals: time between actions
- Notion of speed: fast or slow cadence of action
- Notion of regular: allows movements to the beat
Rhythm
Rhythm involves three main factors:
- The child’s pace
- The collective rhythm of the group
- The rhythm of an external element
Working with these factors helps children understand rhythm, both personally and collectively. Children perceive time on two levels:
- Qualitative: Perception of an order or organization
- Quantitative: Perception of a duration
Rhythmic movement is more economical due to the alternation of strong and weak, effort and relaxation. Educational interventions using rhythmic exercises allow children to understand temporal succession and variations.
Two Important Planes in Rhythm
- Perceptive plane: Sense of rhythm (physiological sense), rhythmic activity
- Representative plane: Sense of relationships in time (psychological sense), organization of time relations
Ontogenesis of the Organization of Time
Motor control improves with age, becoming more varied and complete. It depends on the functioning of nerve and muscle structures, influenced by developmental factors during childhood. Newborns display spontaneous motor activity, including:
- Reminiscences of embrace
- Grasp reflex
- Righting reflex
- Tonic neck reflex
During the first months, biological function and impulsive reflex-driven motor activity dominate. After three months, reactions to stimuli gradually give way to voluntary, sensorimotor behavior. Over time, children’s motor potential expands alongside their learning and experience.