The Effect of Circumstantial Rejection on Infant Behavior

Abstract

□ In summary, mastery of the environment, which appears to be a source of trouble for the blind infant, can only be obtained by spontaneous exploration of the environment. The willingness to explore the environment can only be accomplished if there is a secure mother-infant relationship. The relationship between the blind child and his mother is complex. In addition to identified behavior patterns of rejection of the blind child by the mother, more subtle forms of behavior may, unknowingly on the part of the mother, be interpreted by the child in such a way that the end product is similar to that of rejection. This rejection, or seeming rejection, may result in anti-exploratory behavior (stereotyped rhythms or blindisms) which may be an active regression to the safety of the blind child's own world. This anti-exploratory behavior is, therefore, substituted for, or at least interferes with, the utilization of that behavior which would ordinarily lead to mastery of the environment and a reduction of the fear of the unknown. In conclusion, a simplistic view of blindisms and of rejection by the mother of a blind child is not conducive to the development of desirable behavior changes. The key to the formulation of a specific plan of action by which the mother of the blind child may more effectively cope with the problems inherent in raising a blind child in a visually oriented world may be found in a depth analysis of mothering patterns.

Early social‐emotional development in blind infants

“…Imamura (1965) has found that when blind preschool-age children expressed their needs, they were more frequently ignored than sighted children. This higher 'ignoring rate' could be a consequence of their restricted ability to match behaviour with their social environment (Tait 1972).…”

Attachment Representations in Adults with Congenital Blindness: Association with Maternal Interactive Behaviors during Childhood

“…In the literature there are two opposing interpretive hypotheses regarding the manner in which the directive and overprotective behavior of the mothers of children with blindness can influence the development and personality of the children. A number of studies have suggested that these maternal interactive behaviors have a negative effect on children's development (Imamura, 1965;Tait, 1972;Kekelis & Andersen, 1984;Rogers & Puchalski, 1984;Rowland, 1984), whereas others have concluded that the mothers' directive behavior may be an appropriate adaptive response to the children's developmental levels (Urwin, 1984;Behl, et al, 1996;Conti-Ramsden & Perez-Pereira, 1999;Hughes, et al, 1999;Perez-Pereira & Conti-Ramsden, 2001). The principal objective of this research was to discriminate between these two hypotheses.…”

Relationship Between Parents’ Attitude Towards their Children’s Education and Level of Students’ Discipline in Public Secondary Schools in Naivasha Sub-County, Kenya.

“…The role of parents should actively support and enrich the educational processes. Tait (1972) opines that the parents' psychological well-being and the ease or difficulties with which they decipher the cues that facilitate the socialization process influence the personal and social development of the child. It is the parents who exert the major influence on the development of the child from birth to maturity.…”