Cute Baby Pictures Wallpapers

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Cute Baby Pictures Wallpapers Biography


This remarkable little book contains some of the most sensitive observations of a baby's first year that I have ever read.Toward the end of the story we see Ruth, then a year old, playing with her aunt, the observer. Auntie asks, "Where are myeyes?" and closes them. Ruth tries to find them and, unable to see them behind their closed lids, looks to the floor to seewhere they might have gone. What a beautiful documentation of what we now call "awareness of object permanence," written fifty years before Piaget!
Mrs. Shinn (for this is how women scholars were addressed in the nineteenth century) made her observations throughout hercherished niece's first year, documenting each new behavior in great, glowing detail. In her exuberant, warm-hearteddescriptions one can see the emergence of affective, motor, and cognitive learning. Few observers are able to catch all threeof these levels. Description of a single child was the method of study in that era and reminds me of the same detailed observations later madeso famous by Jean Piaget.
For me, her only failing was her unwillingness to attribute experience to the newborn baby. She talks as if the newborn were an empty vessel, "gathering experiences." She describes the first two months as a "life of vegetation." Because her other observations are so keen, so insightful, it amazes me that she didn't see Ruth register recognition of visual and auditory experiences even at birth. Also, Ruth's awareness of having achieved a complex motor act—that is, combining four reflex behaviors (the tonic neck reflex, hand to mouth, rooting, and finally sucking on her fist) into a method for keeping herself under control—seems not to have been noted by this otherwise highly sensitive observer. For me, the early recognition by babies of their own ability to take in important information, or to move in a way that brings self-control, is a template for their later recognition that they can act upon their new world. This recognition then fuels them to acquire more andmore importantexperiences. The well-equipped motor and sensory programs in newborn babies help them learn important things about theirworld—important to them and in setting up the patterns they will need to capture the adults around them.
In Mrs. Shinn's book, the baby's competence does not begin to surface until two months. Why was it necessary for her tothink if the newborn Ruth as a recipient only? It is interesting that we now "need" to think of the baby ascompetent from thefirst—as if it were an attempt to get away from blaming the mother, who for so long was held responsible for any "failure" onthe part of the baby—such as autism, a learning disability, mental retardation, or a behavior problem. All of these wereblamed on the environment. Now we have developed a much more  interactional approach—the baby's own qualities andreactions interact with those of the environment in order to produce the outcome. This approach makes us less judgmentaltoday, more understanding of the organically determined "strength" of the baby in shaping the environment.
Mrs. Shinn often hedges her elegant observations with such cautions as "but she means little enough by it." She leads usthrough various definitions of memory, from habit memory to true memory, and finally to intentionality. Although she doesnot attribute intentions to Ruth until the fifth month, the baby meanwhile has brought objects to her mouth for exploration,has looked for her mother's face after it disappears, waiting for it to reappear (at thirteen weeks),has explored objects and heraunt's face with both her fingers and her mouth (at four and a half months), and has even shown a "fear of the dark" and "fearof strangers" at four and a half months. Mrs. Shinn's powers of observation clearly triumph over her theories! One of the mostsensitive insights in the book is her recognition of the competition that exists between hunger and the excitement of lookingat and feeling objects at five months. Mrs. Shinn correctly identifies the thrill that the baby feels at that age, when the burst ofawareness about her world overwhelms her desire for food.
By the time the baby is five months old, the author is willing to admit to "real" desire on the part of the baby, and shows howrapidly her interest in objects begins to unfold. When Ruth is six months old, Mrs. Shinn identifies what we now call "meansends," "object permanence/' and "imitation," and shows the baby's increasing self-awareness. Mrs. Shinn was making theseacute observations and labeling them long before Piaget had described such cognitive processes. Did Piaget read herobservations and learn from her insights? I was particularly impressed with Mrs. Shinn's understanding of "her" baby's
pleasure in each learning step. For example, she describes the way Ruth drops things simply to "watch them fall." Descriptions like this make Ruth seem so alive!
Mrs. Shinn's book is a classic of observation. Observation—that is, watching and recording— has a long and distinguishedhistory as a research instrument In the natural sciences. And yet there are few volumes that include such sensitivity andattention to detail as does this "baby biography/' In the words of a reviewer of the period, Mrs. Shinn had a vital asset: "theloving, sympathetic relation with the subject, necessary for insight and yet not sufficient to obscure the judgment." It is apleasure to read a book first published in 1900 that has obviously led us to some of our present insights.

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