Chapter 1 – The Harmonious Development of the Child

The first years of a child’s life are a whirlwind of discoveries and achievements. From the moment they are born—when they seem to do nothing but sleep, eat, cry, or look around with wide eyes—they grow stronger, refine their senses, complete the development of their still-immature nervous system, absorb information from the world around them, are nourished by the love of those who care for them, and learn to interact with objects and people, to move, and to communicate. Now more than ever, mom and dad are a fundamental point of reference.

According to Thomas Berry Brazelton, pediatrician and child psychiatrist, “the task of parents is not to compare the characteristics of their newborn with those of another child, but to observe, listen to, and follow the unique lifestyle of their own child.” Since the 1950s, Brazelton dedicated his life to understanding neonatal and infant behavior and supporting the parental role. According to the expert a child’s development is a complex process, with no exact stages or skills strictly tied to age. It is marked by moments of rapid growth and inevitable regressions. Each child experiences development in their own way, based on their individual traits, temperament, family history, and the type of support they receive. This is why comparing children is meaningless. At the same time, it is crucial to support parents. In order to build a connection with their child, Brazelton stresses that parents must observe them and trust their instincts. Infants are fully capable of expressing themselves in various ways and reacting to adult interaction (in turn influencing it), thereby creating unique communication patterns.

A calm parent, who is able to observe their child and build a relationship with them, will know how to support them in their developmental progress — even through the inevitable phases when the child seems to regress. Brazelton defined as “touchpoints” those crucial developmental moments when a child’s behavior becomes disorganized just before a major developmental leap, and when parents may feel confused.

Motor, cognitive, and emotional developments are far from linear: Each progress is typically preceded by a brief but predictable phase of disorganization or regression. This is completely normal: every new milestone comes with a “cost”—for the child as well as for the family. Learning to walk, for example, is a physically and emotionally demanding time for a child. Alongside the excitement of a new achievement comes the fear of detaching from the parent, while the surrounding environment becomes a wondrous place to explore—but also one full of potential dangers. Suddenly, the child may no longer fall asleep on their own, may wake more frequently at night, or cry when their mother walks away.

When the child finally manages to walk, they feel fulfilled, solidify what they have just learned, and the entire family can begin to seek a new balance. In these phases—which can be exhausting for parents and may even cause them to question their role—the support and guidance of the pediatrician is essential, helping them to see changes from a new perspective and to activate the resources they already possess in a different way.

Psychomotor development is the result of a process that, over time, involves the simultaneous development of sensory, motor, cognitive, emotional, and relational skills. When a child reaches a new motor milestone—such as learning to crawl—they experience sensations and encounters that help them mature in all aspects.

Psychomotor development occurs in ways and at a pace that can vary greatly from one child to another.

Conventionally, it is divided into four age-based phases: 0–3 months, 3–6 months, 6–9 months, and 9–12/18 months. Each phase involves the development of specific skills. This process is strongly influenced by endogenous factors, such as genetics, physical constitution, and temperament. However, it is also greatly impacted by exogenous factors — particularly the relationship with parents and the stimuli received from the surrounding environment. In recent years, neuroimaging studies have increasingly confirmed this view, showing how synaptogenesis processes—intensely active in the first months of life—are significantly modulated by external stimuli.