Published date: Nov 01 2018

Journal Title: KnE Life Sciences

Issue title: The Fifth International Luria Memorial Congress «Lurian Approach in International Psychological Science»

Pages: 71–79

DOI: 10.18502/kls.v4i8.3264

C Anauatecarla@ramark.com.br

E Peters Kahhale

Caregiver orientation is very important to promote neurodevelopment on babies. Considering that relations are the key for this development of superior mental functions, we believe that all caregivers, teachers and parents should be present and paying attention to the children, providing opportunity for an ideal neurodevelopment
and humanization. It is important to orientate caregivers so that they can provide qualitative conditions, which integrate affection, conscience and action to promote development to occur according to the potential of the child. We believe that the individual constitutes himself by means of social contact. This work has the goal to
approach the theory which orientates, with specific guidelines and practical work, caregivers aiming a better child neurodevelopment. Bonds are necessary for a better and trustful relation. When you are present in a relation nervous connections are promoted and these lead to a more effective motor, cognitive and affective
development of the superior mental functions such as memory, attention, language, psychomotricity and executive functions. It uses didactically the following principles of the Social Historical theory of Luria and Vygotsky: mediation, functional units and zone of proximal development. Interactions between the brain and the formation of mental functions require the maturity of the nervous system as well as an active process that emphasizes relations of two or more human beings.

Keywords: neurodevelopment, childhood, relation

[1] Aires, J. Q. (2011). 15 Minutos com o seu Filho: tudo o que o seu filho precisa é de tempo de qualidade. Coleção Laços (2nd edition). Portugal: Editora Lua de Papel.


[2] Bock, A. M. B. (2003). A Perspectiva Sócio-Histórica na Formação em Psicologia. Rio de Janeiro: Editora Vozes Ltda.


[3] Bowlby, J. (1956). Handbook of Attachment: Theory, Research, and Clinical Applications. Edited by Jude Cassidy and Phillip R. Shaver. New York, NY: Guilford Press.


[4] Cosolino, L. (2013). The Social Neuroscience of Education: Optimizing Attachment & Learning in the Classroom. New York, London: W. W. Norton & Company.


[5] Cunha, I. (2001). A revolução dos bebês: aspectos de como as emoções esculpem o cérebro e geram comportamentos no período pré e perinatal. Psicanalítica – Revista da SPRJ, Rio de Janeiro, vol. II, no. 1, pp. 102–128.


[6] Field, T., Pickens, J., and Fox, N. (1995). Vagal tone in infants of depressed mothers. Developmental Psychobiological, vol. 227, pp. 231–237.


[7] Fonseca, V. (2013). Cognição, Neuropsicologia e Aprendizagem. Petrópolis, RJ: Editora Vozes.


[8] Gandiolo, S. and Roskam, I. (2016). From me to us: The construction of family alliance. Infant Mental Health Journal, vol. 37, no. 1, pp. 29–44. Michigan Association for Mental Health.


[9] Jerusalinsky, A. N. and Coriat, E. (1983). Função maternal e estimulação precoce – experiência controlada com 100 sujeitos de 3 a 16 meses de idade cronológica. Escritos da Criança. 1.


[10] Jones, N. A., Field, T., and Davalos M. (2000). Right frontal EEG asymmetry and lack of empathy in preschool children of depressed mothers. Child Psychiatry and Human Development, vol. 189, pp. 205–230.


[11] Leal, M. R. M. (2003). Comunicação Primária e Intercâmbio Mutuamente Contingente. São Paulo: Terceira Margem.


[12] McMahon, C., Camberis, A., Berry, S., et al. (2016.) Maternal mind-mindedness: Relations with maternal-fetal attachment and stability in the first two years of life: findings from an australian prospective study. Infant Mental Health Journal, vol. 37, no. 1, pp. 17–28.


[13] Motta, M. G., Brunstein, C., Luz, C., et al. (2002). Alterações no eixo do estresse em bebês de mães deprimidas. Achados preliminares. Poster apresentado na IX Jornada Gaúcha de Psiquiatria da Região Sul, IV Jornada Gaúcha em julho de 2002.


[14] Murphy, A., Steele, H., Bate, J., et al. (2015). Group attachment-based intervention trauma-informed care for families with adverse childhood experience. Family Community Health, vol. 38, no. 3, pp. 268–279. Wolters Kluwer Health Inc.


[15] Saunders, H., Kraus, A., Barone, L., et al. ( July 2016). Emotional availability: Theory, history and intervention. Frontiers in Psychology, vol. 6, Article 1069.


[16] Tronick, E. Z. (1989). Emotions and emotional communication in infants. American Psychologist, vol. 44, no. 2, pp. 112–119. Special issue: Children and their development: Knowledge base, research agenda, and social policy application.


[17] Vygotsky, L. S. (1994). A Formação Social da Mente. São Paulo: Martins Fontes.