Transitional objects

Transitional objects

Transitionalobjects

TransitionalObjects

Achild is normally connected with the mother since the time of birth.When it comes a time where the mother or the child’s care-giverleaves the newborn for some reason, (maybe because of job or anyother issue), the infant can with no trouble become distressed by thevanishing of theirinitialor most important care-giver. In order tocomfort and make up for the sense of loss that infants feel, theyinstill some object with qualities or features of the mother orcare-giver (Parker, 1979). This is what is termed as transitionalobject. To define this term in simpler words, we can say thattransitional object is any form of element or object such as a toythat is soft or a blanket that is used to offer comfort in form ofpsychosomatic or emotional, particularly in uncommon or distinctivecircumstances, or at time to retire for little children (or ‘whenthe time gets tough’). Transitional object is a device that lets aninfant to release off the mother or the care-giver and come up withmore independent and autonomous existence (Kuhn, 2013). The infantuses the transitional object to any place and get a swift dosage ofcomfort any time it feels nervous or perhaps anxious. Transitionalobject as well expedites the changeover from ‘enchanted’ sense ofall-powerfulness to control through bodilyor physical operation(manipulation). Research has shown that nearly 60% of the children’spopulation takes on transitional objects.

Thereare various forms and types of transitional objects. Some of theseobjects may have some kind of a connection or a relationship with thefirst object that the child was introduced to. Some examples oftransition objects that I or others whom I know had are soft toyssuch as a teddy bear, a blanket (nibbling the corner or dragging itaround), soft balls as well as licking and sucking of certain fingers(Kuhn, 2013).

Asnoted by Kuhn (2013), transitional objects are used to play variousimportant roles in a life of a toddler. These roles can either bephysical, psychological or even emotional. In emotional developmentof the toddler, transitional objects assist the toddlers to maketransition from the stage of dependence to independence (Parker,1979). This is realized through quite a number of ways. For instance,the toddler can use the transitional object for phantasies. This canbe through an object being spoken to, disciplined, loved, hugged, andmany more ways. In this sense, the transition object becomes anelement for rehearsing interface with the peripheral or outsideworld. The toddler is able to develop emotionally by transitioning todependency from independency. Some of the emotional developments thattransitional objects play in the toddler are the child being clued tothe object whenever they feel a sense of loss or a need of wanting tobe with their mother, using the transition object to help the toddlergo to bed, using the transitional object to reassure the toddlerwhenever the mother or first care-giver is separated or far away fromit. The transitional objects also play a role in the toddler’semotional development by creating a sense of comfort whenever thetoddler is frightened or even anxious about something. The objectshave a way of making the toddler feel good due to their nice and softtouch. They are as well effective because they create awarenessand asense of security to the toddler. The toddler becomes calmemotionally and has a feeling that everything will be just fine.

Humandevelopment is a permanent progression of not only physical,behavioral, and cognitive, but also emotional growth and change.Mammoth changes happen during every stage of human development.During the course of each process, every individual develops orcultivates attitudes as well as values that are used to guide theirchoices, understandings as well as relationships [CITATION Adv09 l 1033 ].

Thereare quite a number of examples to describe the role of the earlychildhood professional in enhancing physical and motor development inchildren of ages six through eight. To start with, to enhance earlyphysical and motor development, the role of early childhoodprofessional is to prepare both the parent (caregiver) as well as thechild the possible physical and changes they are to undergo. A goodexample is a situation whereby a child starts to experience slowergrowth both in height and weight. This is a normal physicaldevelopment in children of ages six through eight. Nevertheless,there might be some concerns that might arise during this developmentstage. Early childhood professional can offer advice to thecaregivers or parents to and give them necessary steps on how to dealwith the development stage [ CITATION Adv09 l 1033 ].

Mostchildren aged six through eight will grow longer legs relative totheir total height and begin resembling adults in the proportion oflegs to body. This is a developmental change that these children andeven parents don’t know how to handle [ CITATION Adv09 l 1033 ].Anotherexample that can describe the role of the early childhoodprofessional in augmenting the children’s physical and motordevelopment in this case is by being there for the children andexplaining to them what these changes are all about. The thirdexample is when these children use both small and large motor skillsin sports as well as other physical activities. The role of the earlychildhood professional at this point is to show and teach thesechildren how to use these skills in a positive manner [ CITATION KNe98 l 1033 ].This enhances the children’s physical as well as motor development.Thereis an increase in strength for children of this age bracket. The roleof the early childhood professional at this point is to teach thechildren ways in which they can put their strength into good userather use the strength for doing bad things. This is through homevisiting programs so as they can check the daily development of thesechildren. Lose of baby teeth and growth of adult teeth that may benot proportional to the child’s face is another example. The adultteeth may be big or smaller. This is a developmental stage. Thesechildren have to be guided and be taught not to lose theirself-esteem and self-efficacy [ CITATION KNe98 l 1033 ].Pare education and parent-child education is the role that earlychildhood professionals can play to enhance the development of thesechildren.

Familyis a very vital element in the development of a child aged sixthrough eight. Dysfunctional families can affect these children in agreat way. The role of the early childhood professional in enhancingphysical and motor development in these children is by helpingfamilies achieve self-sufficiency and function properly to boost thephysical and motor development of these children. In a family isdysfunctional in any way, the physical and motor development of achild is put at risk. This can be done by coming up with supportgroups or programs that will enable families have a nurturingatmosphere for these children [ CITATION KNe98 l 1033 ].

References

Kuhn,A. (2013). LittleMadnesses Winnicott, Transitional Phenomena and Cultural Experience.London: I.B.Tauris.

Parker,C. (1979). Mother-infantinteractions and infants` use of transitional objects.

Navaro, S. (2009, November 12). Growth and Development. Retrieved from advocates for youth: http://www.education.com/reference/article/Ref_Growth_Ages_Six/

Nelson, K. (1998). Principles and Recommendations for Early Childhood Assessments. Darby, PA: DIANE Publishing.