Editorial: Understanding the socio-emotional and socio-cognitive developmental pathways in children with sensory impairment

Frontiers in Psychology

article

Livio Provenzi¹  Monica Gori³  Laura Maffongelli⁴  Sabrina Signorini⁵ 

[1] Department of Brain and Behavioral Sciences, University of Pavia;Developmental Psychobiology Lab, IRCCS Mondino Foundation;Unit of Visually Impaired People, Italian Institute of Technology;Department of Psychology, Johannes-Gutenberg University;Developmental Neuro-Ophthalmology Unit, IRCCS Mondino Foundation

关键词: sensory processing;    Sensory deficit;    Children;    Parenting;    autism;    preterm (birth);    Neuroimaging;   

DOI  :  10.3389/fpsyg.2022.1118451

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

Humans—both children and adults—crave to make meaning of reality (Tronick, 2005). Developing cohesive representations and reliable expectations of the physical and social world in which we move is key to achieving optimal developmental outcomes, health, and well-being (Rochat, 2003; Geangu et al., 2011). As we move on to create meaning, we also obtain, develop, and refine specific skills that we use to cope, engage, and transact with the social and physical environment. Socio-emotional and socio-cognitive skills are critically important to reach this goal, as they provide infants' with critical information bits that favor self-other differentiation and the emergence of consistent representations of self-other interactive exchanges (Rochat and Striano, 2002). Not surprisingly, these processes of meaning-making and socio-emotional/socio-cognitive development in humans occur and envelop within the early interactions between children and their caregivers, adult conspecifics that take care of them (Tronick and Beeghly, 2011).

【 授权许可】

CC BY