1. The MIR system and the basics of prenatal and perinatal pedagogy - teaching the unborn child during pregnancy and in the first months after birth
Question 1: What is the basis for the implementation of the methods of perinatal pedagogy, if such methods exist?
Chatting about prenatal pedagogy resources, programs and outcomes
1. The MIR system and the basics of prenatal and perinatal pedagogy - teaching the unborn child during pregnancy and in the first months after birth "
Pavel Tyulenev, Vice President of the Russian People's Academy of Sciences (RNAN), President of the Academy of Education, Social and Economic Development (AOSED), answers questions.
Pavel Viktorovich, what program would you recommend to our pregnant women? How can they use the free time they sometimes have? When and who coined a wonderful term: prenatal pedagogy? After all, this concept dealt a crushing blow to the "traditional pedagogy", which misled and inspired everyone that it is possible to teach a child only from the age of seven!
So, Question 1: What is the basis for the implementation of the methods of perinatal pedagogy, if such methods exist?
Scientists have recently established that by 4 months of development of the human embryo, the hearing aid is already formed. Now, many pediatricians and obstetricians know that from 4 months of pregnancy, the child already hears sounds. Is it possible to influence the intellectual development of a child during pregnancy?
The discovery and practical check that this is possible was done by us in the late 1980s.
Today, on the Internet and in literature, you can find information about the memories of people who remember themselves even before birth, but still this is perceived as fantasy, if not the notes of madmen. The tremendous pressure of stereotypes of society and family behavior makes a person forget what happened to him, what he heard and what he felt. Imagine what it was half a century ago!
Human memory is arranged in different ways, but under hypnosis it is possible to find out what a person remembers about his prenatal development, and no one, except for the most inveterate retrogrades, disputes this. All the years after birth, I was bothered by some memories in my prenatal period, and gradually I figured out most of them - they helped me understand what and how to do in order for the child to benefit from these memories.
What can the child remember and tell about his prenatal development? In fact, 9 months is less than one year. It's not that long for a wide variety of events: monotonous food, not so different behavior of the mother, several holidays, and it's good if the mother has someone to talk to, to discuss interesting topics ... But imagine this situation: what if mom starts purposefully and skillfully deal with your unborn child so that he remembers and after birth will remember almost every day of these activities!
Question 2: Could you tell us a little about the history of prenatal pedagogy? For some reason, no one writes anything about this ...
So, a little history. In the 50s and 60s, when, due to my mother's illness, I had to engage in "hard practical pedagogy" with my younger brothers. I had no one to hope for, I read a lot and solved all pedagogical issues independently and radically, analyzing all the information available to me. But then even the topic of child development immediately after birth - the early development of children - was taboo.
On the same topic, as I found out 12 years later, I began to work in parallel and only B.P. Nikitin - he had nothing to lose. He broke with traditional pedagogy after in 1957 the First Secretary of the Moscow City Committee (Moscow City Committee) of the CPSU L. Furtseva and the Academy of Pedagogical Sciences (APN) did not allow him with a group of other innovative pedagogues to revive the world-famous “project of A.S. Makarenko ". Dismissed from the system of "traditional education", B.P. Nikitin married literally on the same days and began to create a new, parental pedagogy "from zero to seven years": from the very birth of his seven children. So, in spite of repressions, prohibitions and persecutions, an assault began on outdated and erroneous dogmas not only of "primary education", but also of the perinatal period of development of children. In the period immediately after the birth of B.P. Nikitin pay attention to the need to develop and consolidate grasping and supporting and other "innate" reflexes ... You can read about this in Nikitin's books, which I recommend to everyone - for an initial educational program.
Since I worked in the system of the Academy of Sciences of the USSR, as a scientist, I was always interested in fundamental questions and, in particular, the problem of the maximum possible development of a child: what is, in fact, a Man? What are the limits of his learning ability?
But before the results of the MIR system appeared in the late 80s and early 90s, no one knew or said that it is possible to start developing, educating and teaching children before birth!
Meanwhile, I received concrete practical results in 1988 and soon I created the Center for Assistance to the Development and Education of Children. This center settled down in the bowels of the Main Research and Development Center of the Ministry of Geology and began in 1991 to regularly send messages about the project I had started "Developing Children - Developing Russia" via fax modems using two computers. The surviving logs of sending out this peculiar fax-spam show that from each of the computers of the target there were up to 500 fax messages per week.
Today, you can find many sites where they talk about prenatal pedagogy in general terms and in a streamlined way. At the same time, not a word is said about who first discovered the possibilities of development and education in the prenatal period? The sites are somehow strange and completely silent about the fact that this term first appeared in the MIR system and a real boom began as soon as on television I decided to show our results according to my expanded methodology “Read - before walking: start learning to read earlier than give birth. "
Question 3: How did the term prenatal pedagogy arise or came into use? What are its connections with the concepts of perinatal and neonatal pedagogy?
In the late 90s and early 2000s, after unsuccessful attempts to pass a decree on the transition to a new optimal education through the Administration of President Yeltsin, and then V. Putin, I deliberately undertook a kind of information attack on several forums, where I talked about the amazing results of the proposed my prenatal and perinatal pedagogy.
The teachers were shocked by this attack, but on the other hand, pediatricians and gynecologists began to turn to me ... The job was done!
These terms were picked up somehow at once.
Then consultants appeared, centers began to be created. In particular, the Tsaregradskaya Center appeared, which even began to publish its own newspaper for visitors and prenatal teachers. I visited, analyzed the work of this center, and just as in the case of Lazarev's practice with his SONATAL I was horrified: the main laws and principles of intellectual development at an early age of a child were violated!
What can be done to remedy the situation?
I strongly welcome the attempts of teachers and doctors to understand early development, before and after birth. But it will take decades of research and real-world results, as I did. First, you need to study, study and study in the MIR system - try to at least repeat the results - well, then it makes sense to move on and conduct research already being trained by specialists in the field of Intellectics. This is necessary in order not to make irreparable or intractable mistakes when dealing with children.
I categorically do not recommend contacting "specialists" who have not been trained in our Center for the Child's MIR and do not use the methods not tested by us and certified in the MIRR system. I cannot give any other recommendation in the current era of adventurism, fraudsters and charlatans. But most importantly: watch, watch the results. If the results of independent parents are phenomenal, amazing and remarkable, then the technique must be effective. But when they show results of 1% (one percent) with an error of sociometric research of 5-10% or more, then this is generally ridiculous and represents an attempt to hang the usual "noodles".
In our system of Methods of Intellectual Development of the Child - the WORLD of the child - we distinguish two main periods: prenatal - prenatal, and perinatal - after childbirth, which lasts 2-3 months immediately after birth. This period is sometimes called the neonatal period. In my opinion, prenatal and perinatal terms are more suitable for our purposes, since here the words themselves demonstrate that small line between these periods and the close connection between them.
In turn, the prenatal period is divided into two more main periods, which we call world classes: they need their own programs and courses for teaching and developing the fetus. But, in fact, there are many more detailed microperiods in the prenatal period! But let's not be scattered. Let's just say one thing: in the prenatal period, the inclinations of the unborn child are formed. The mother forms the fundamental foundations of the future personality.
Question 4: Can we say that there is some kind of long-term experience and statistics of using prenatal pedagogy?
It is interesting that 15 years after receiving interesting results, I discovered that some world religions have preserved traditions in which this quality of a person is accidentally or deliberately used for his intellectual development during intrauterine development. That is, in principle, we can say that prenatal pedagogy already has thousands of years of experience in its use, and it is possible to analyze some of the results of its application by certain families or peoples.
In the child's WORLD system, teaching methods for the unborn child began to be purposefully recommended and used since 1987. It was found that a child who was taught the poems of A.S. Pushkin, at 2.5 years old he could read the poem Ruslan and Lyudmila perfectly and fluently ", at the age of seven it turned out that he knew the whole poem" Eugene Onegin "by heart! You can listen to and watch audio and video recordings of these facts on the Internet using the links from the site www.rebenokh1.narod.ru.
Of course, there are other knowledge that is best given in the prenatal and perinatal periods, so as not to waste precious time on their assimilation in the future.
During this period, the expectant mother needs to choose or draw up a simple program for perinatal education for herself and the unborn child. :)
Let's say, to voice 10 - 20 first, basic words in several, from 1 to 10 MIRR programs. I think no more is needed. In addition, it is recommended to give the unborn child the opportunity to listen to various sets and collections of sounds according to a certain system, as this can be harmful. I do not recommend too seriously to listen to those amateurish recommendations that are now in many books, including the book of Masaru Ibuka, Lazarev and others. In the books on the MIRR system, you will find explanations of what should be done and when? Learn about the negative experience that parents got when trying to use the recommendations of Masaru Ibuka (“After three it's too late!”, Lazarev (SONATAL) and others.
Remember the main thing: those feelings, those emotions that you experience, will be experienced by your unborn child: here and now.
Remember that you are forming the matrix of the child's future emotions today.
During pregnancy, you are linked biochemically, through the placenta, so we divide this period into two world classes and call it - first "Himunok", and then, from the 4th month, "Slyshunok" is added.
Let's pay attention to the second world class, which starts from the 4th month of pregnancy and which is called "Listener".
That is, from the 4th month, your fetus develops under the influence of two intelligence-forming factors: it senses your biochemical molecules, which circulate in the circulatory system of the expectant mother, and hears - at the same time.
So, if you with joy and pleasure pronounce sets of ten words for each "school subject", then your future child will hear and feel about the same. It has been established in the MIR system that a child in this state can memorize large chunks of text. ...
Exactly what volumes and in what languages your child can remember - we will not speak yet. You will find information on this on the resources of RK MIR even after registration.
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The full text and recommendations of this chapter, as well as the results of prenatal and perinatal education of the child can be found on the website www.rebenokh1.narod.ru
2. Discussion materials in the chat of the MIR leadership of prenatal and perinatal Pedagogy and links to resources on the Internet
Http://vk.com/id153333881
Http://www.baby.ru/blogs/post/48704104-25392300/
Nutrition for planning and pregnancy! Article to all the fair sex !!! Read everything, everything is interesting
The full text of discussion materials in MIR chats and links to various resources - see www.rebenokh1.narod.ru/mir0200.htm
Are you pregnant and don't know how to behave? Behave naturally, but do not forget that now you are not alone. We will tell you what it is prenatal pedagogy how to communicate and interact with your child and yourself.
Say welcome
Just as you are awaiting the birth of a child, the fetus also asks for permission from you to give birth. This is a kind of two-way process of inviting each other and mutual consent. This happens in the "dark" corners of the brain, that is, outside of our consciousness. But sometimes we begin to realize that the child is really knocking on the door ...
A child, first of all, must know and feel that he is desired. There is a theory that it is precisely because pregnant woman doubts arose about whether she was ready to become a mother, whether it was worth having a child - children are born with deviations, with health problems. Do not think that the fetus does not feel anything - it does, especially you.
Connection
A pregnant woman is connected with a child through all channels: physically, emotionally, energetically. Therefore, carefully monitor not only your actions, but also your thoughts, mood. If you want your child to be kind - do good deeds, if you want to be smart - read books, creative - draw, sing. It's simple. You yourself, like no one else, know "not knowing", that is, on a subconscious level about your connection with the baby. Think about the baby, take care of yourself, in this way you take care of him - give up bad habits, if you have any, eat only healthy food. Talk to him, wish "good morning" and "good night" as a family member. In the pre-Christian times of Kievan Rus, if a child died before a year, it was believed that he left because the family in which he was born did not fit him, and went to look for another. So, if you think about this belief, then maybe we are not choosing, but we are being chosen? After all, it has not been proven and no one knows what awaits us after death and what awaited us before life. Be sure: the child hears you in every sense of the word. It is not known when the connection with the child appears, but it is known that it remains until the end of days. Prenatal pedagogy
The period from fertilization to birth is prenatal period... Therefore, prenatal pedagogy is education, the process of communication and interaction with the fetus. Science does not yet have enough knowledge about how to raise a child in the womb, but it is still proven that there is a connection and we can influence our emotions, music and perception of the world on the formation of a personality in the future. It has been proven by medicine that on the 22nd day the heart of the embryo begins to beat, the fetal sensory organs are formed and are already functioning by the 20th week, and after the 22nd week the child is able to survive outside the womb - that is, in artificial conditions. The child is already living! There are different views on when a child's character and values are formed - up to 5, up to 4, and the Japanese generally say that up to 3. Therefore, the earlier you start your upbringing and communication with the child, the better!
T.A. Svatalova, Candidate of Pedagogical Sciences, Associate Professor, KRDO GBOU DPO CHIPPKRO he is familiar, theoretically or practically. K. D. Ushinsky Plan Perinatal pedagogy as a science The meaning and characteristics of the prenatal period of the child's development The impact of the environment on the development and upbringing of the unborn child Folk pedagogy about life before birth Perinatal pedagogy as a science Perinatal pedagogy is a young branch of pedagogy that studies the management of various factors affecting the intrauterine development of the fetus. The task of perinatal pedagogy: to formulate the basic rules of behavior of a pregnant woman for the development of a healthy child, based on knowledge of the patterns of intrauterine development of the fetus. The meaning and features of the prenatal period of the development of the child In utero upbringing of the baby Development of the child before birth Monthly development of the fetus In utero upbringing of the baby The role of sounds and music in prenatal education The quality of the emotional connection that exists between the mother and the child Conscious, positive attitude towards the fetus during pregnancy Physical level. Consciousness of food. Emotional level. Emotions and the space around a person are characterized by a very close relationship. The mental level. The conscious influence on the forces of the subconscious should be strictly controlled. Child development before birth Fetal susceptibility Fetal movements Fetal taste Fetal sensations Fetal auditory sensations Fetal visual sensations Fetal cognitive activity Fetal personality Monthly fetal development By the 4th week, almost all vital organs are laid in the child - nerve ganglia (brain prototype), lung, stomach, liver , pancreas, endocrine glands. By this time, he has formed a primary kidney - mesonephros, rudiments of arms and legs, as well as 4 pairs of branchial arches: At the 5th week of pregnancy, the embryo forms a bladder, rectum, genital ridges, bronchi and lungs continue to develop, and it is also laid the final kidney is metanephros. At the 6-8th week, the child's face is formed, it is already possible to make out the appearing eyes and ears, as well as fingers and toes. At this time, intensive growth of the head occurs, which can be half of the entire length of the body. The size of the baby at the 8th week is about 3 cm: Fetal period of intrauterine development This period lasts from the 9th week of pregnancy until the moment of birth. At this time, further development and maturation of all organs and systems of the child takes place. The child grows in size, gains weight. At the age of 3 months, the length of the child is already about 9 centimeters, he is already beginning to move, although the mother does not yet notice these movements. At 4 months, his length is already about 16 centimeters, he already knows how to open and close his mouth if you touch his lips: From 16-20 weeks, the mother already begins to feel the movements of her child. At 24-25 weeks of pregnancy, the length of the fetus is already 30 centimeters, and the weight is about 700 grams: At 28 weeks, all the organs of the child are already formed, but not quite mature. At the same time, its length is about 35 centimeters, and its weight is about 1000 grams. During this period, the child already has a chance to survive in the event of premature birth: At the age of 32 weeks, the weight of the child is already about 1600 grams, and its length during this period is already about 40 centimeters. And finally, at 40 weeks of pregnancy, the child is already fully matured and ready for an independent life. Childbirth begins ... The impact of the environment on the development and upbringing of the unborn child Negative effects during pregnancy and their consequences for the fetus Internal teratogenic factors External teratogenic factors Critical periods of intrauterine life of the fetus Antenatal diagnosis of fetal malformations Folk pedagogy about life before birth Psychology of pregnancy Mother-child symbiosis »Biochemical connection Hormonal and emotional connection Neuropsychological connection Psychological characteristics of a pregnant woman Antenatal psychology Development of the sense organs and the formation of sensory experience of the fetus Scientific confirmation of the wisdom of folk traditions as the origins of perinatal education Sounds of music in the life of the fetus The importance of psychological comfort of the mother for the health of the fetus Caring for the health of the fetus, reflected in folk tradition Psychology of birth Development of the nervous system and the brain Psychic experience of a newborn Genetic program of development and training Fundamentals of the formation of a healthy psyche child Preparing parents for raising a child in a family. Conditions for the formation of a healthy psyche of the child The role of the mother in the successful development of the psyche of the child
Khakhleva Natalya Vasilievna, teacher of MBDOU DS No. 10 "Firefly", Stary Oskol
More recently, a new direction of research has appeared in pedagogical science - prenatal pedagogy... Pedagogy is the science of teaching and educating the younger generations. The word "prenatal" is borrowed from the French language and means "pre" - before, "natal" - birth.
One of the most important tasks of humanity is procreation. The main focus in antiquity was immersion of the expectant mother in the world of good and beautiful ... In the future - proper rest and nutrition of the pregnant woman.
In the 20th century, an interesting fact was revealed that turned the ideas of scientists about the essence of prenatal education and led to the emergence of a whole science - the fact is that many atrophied neurons were found in the brain of newborns. Scientists suggested that this happens during intrauterine development due to their lack of demand, that is, the child loses part of his intelligence even before birth. As a result of further research and experiments by the end of the 70s - early 80s. in Europe and America, the ideas of early prenatal development of the child were established and prenatal pedagogy and prenatal psychology were formed. Expectant mothers and fathers are too actively involved in the process of prenatal education. It got to the point that it was fashionable among pregnant women to refuse food one day a week so that the child began to actively move and ask for food. The passion for such physical training of the fetus for many ended with a cesarean section.
Prenatal pedagogy came to Russia with perestroika; in the mid-90s, M. Lazarev's methodology, aimed at teaching the expectant mother the basics of communication with an unborn child, became widespread.
Prenatal pedagogy- a young science, therefore such concepts as prenatal pedagogy, prenatal education, prenatal education have appeared in modern everyday life. Modern prenatal pedagogy draws knowledge from prenatal and perinatal psychology (it is formed as a separate scientific discipline), obstetrics, gynecology, pediatrics.
· Prenatal period - from the decision by the parents to conceive a baby until the 28th week of pregnancy.
· Perinatal period - from the 28th week of pregnancy to the first weeks of the baby's life. Thus, the prenatal period in the development of the baby applies not only to the child, but also to his parents.
Prenatal Pedagogy - Fashion or Necessity?
Prenatal pedagogy- this is a purposeful, conscious impact on a child who has not yet given birth in order to improve his intellect, form certain personality traits, strengthen the nervous system and healthy development of the child as a whole.
More and more often in books and textbooks they write not “fetus”, but “fetus”. Even before birth, the child hears, distinguishes voices, feels rhythm and music. Even before birth, the formation of the child's personality begins, his emotional, intellectual, mental development, and it is prenatal experience in the future that will become the basis of a person's personality.
All this means that prenatal pedagogy is an objective reality, and not just another fashionable hobby, and future parents need to accept it. There are official statistics confirming the effectiveness of prenatal pedagogy methods, their positive impact on the general psychophysiological development of children and their health.
Simple and affordable methods of prenatal pedagogy... The methods of prenatal pedagogy are special methods and means of the earliest influence on the child for the purpose of his development. In fact, many of the methods of prenatal pedagogy are simple and accessible actions that loving parents perform constantly.
1. The first and most important method – physical contact with the child ... These are belly strokes and gentle touches of mom or dad. Any child waits for these minutes, reacts to pleasant tactile sensations, responds with movements. You've probably noticed that many expectant mothers often put one or both hands on their stomachs - this way they maintain a constant connection with the child.
2. Physical contact must be combined with speech impact ... Talk to your child, tell what you see around, what you are doing. After birth, children recognize the voices of their parents. The songs that you will sing to the unborn baby, the fairy tales that you will read, the child will learn after birth. They will become the most beloved, help to calm the baby.
3. Musical education the baby begins in the womb. Mozart, Vivaldi, Chopin and other classics have an unusually beneficial effect on the development of children. There are also special musical collections for pregnant women, built on the principles of prenatal pedagogy. For example, the collection Music of Birth by M. Lazarev.
4. Mental exercises and creative activities of the expectant mother (drawing, modeling, singing, playing musical instruments, writing poetry, handicrafts, etc.) involve the child in the process of learning about the world around him. Live life to the fullest, go to concerts and exhibitions, visit museums. Your impressions will become a powerful impetus for the development of the child, create a favorable emotional background.
Introduction 2
Intrauterine interaction at the "mother-child" level 4
Sensory abilities of the fetus. 6
Emotional footprint in the formation of a child's personality 8
Recording information at the cellular level. 12
Attitude to the fetus during pregnancy. 13
Conclusion. 15
Literature. 17
Introduction
The birth of a baby is a significant event in the life of every woman, full of happy experiences. Awareness of his new role comes as a bright, quivering feeling, filling the life of a newly-made mother with a previously unknown meaning. However, few young mothers know that raising a child should begin long before his birth, that is, practically from the first weeks of pregnancy.
A well-known parable is passed from mouth to mouth:
Father and mother came to the sage and said:
Our baby is already five days old, can you advise when we start raising him?
To which the sage replied thoughtfully:
Dear ones, you are exactly nine months and five days late!
Thus, upbringing is a process that must be treated with full responsibility, and even before the birth of a child.
Studies conducted by scientists of different specialties confirm the presence and indicate the importance of the relationship between certain events that occurred during pregnancy, or the mother's well-being during this period, and some deviations, something unusual, in the opinion of the mothers themselves, in the character or behavior of the child.
In 1982, André Bertin created the National Association for Prenatal Education (NAPP). As conceived by the founders of this association, it should become a link between ongoing research and married couples and mothers. The creation of such an organization suggests that prenatal education really has a huge impact on the emotional and personal development of a child after birth.
According to the scientists of this association, prenatal education has a fundamental impact on the development of the child, rather than raising him in the first years of life.
In ancient times, it was believed that pregnant women and young mothers are connected by an invisible energy thread with the Cosmos. During pregnancy, a woman becomes more sensitive and receptive to everything that she sees and hears around her. And what a mother feels, her child feels. This is what prenatal pedagogy does.
For ancient civilizations, the significance of the gestation period was an absolutely immutable truth. Egyptians, Indians, Celts, Africans and many other peoples have developed a set of laws for mothers, couples and society in general that provide the best conditions for the child to live and develop.
In ancient India, temple rituals were arranged for pregnant women, during which women enjoyed beautiful dances and listened to melodic music.
In ancient China, there were special establishments for pregnant women, where they could relax and admire works of art, take a walk in well-kept gardens and parks.
Modern scientific research, carried out by specialists in four different directions, makes it possible to highlight the most important factors that play a role in the upbringing of the fetus while still in the womb. These include:
sensory (from Lat. sensus - feeling, sensation.) abilities of the fetus (studied by specialists in different fields);
emotional trace (discovered and studied by psychologists and psychoanalysts);
the ability of elementary particles that make up atoms, molecules and living cells to "record" information (the area of interest of physicists);
the action of morphogenetic fields (Morphogenetic field is the field in which the human body is formed), (put forward as a hypothesis by one of the English biologists).
Intrauterine interaction at the "mother-child" level
Education can be defined as "the provision of conditions and means that can ensure the formation and development of a child." When raising a living being, we mean by this its formation and development in the process of unfolding the movement of life within itself. This is due to the physical, emotional, mental material that he receives from the environment.
After the birth of a child, the upbringing process is characterized by three stages:
1. absorption of information;
2. imitation;
3. personal experience of the child.
However, during the period of intrauterine development, experience and imitation, of course, are absent. The absorption of information at the perinatal age is maximal and proceeds at the cellular level. The newborn has already lived for nine months, absorbing information from the mother and from external stimuli, which largely formed the basis for its further development.
The role of prenatal development is assessed from the point of view of the formation of maternal feelings, which in the future will determine the development of the child's personality. There is the following pattern: everything that the mother goes through is also experienced by the child. The mother is the child's first universe, his "living raw material base" from both material and mental points of view. The role of the mother in all cases is in relation to the unborn child, which determines her emotional state in pregnancy and serves as “material” for the formation of the child's subjective experience.
Prenatal education is based on the idea of the need to provide the embryo and then the fetus with the best materials and conditions. This should become part of the natural process of developing all potential, all the abilities that were originally embedded in the egg.
The mother is the mediator between the outside world and the fetus. The human being that forms inside the womb does not directly perceive the environment of the mother, however, it continuously captures the sensations, feelings and thoughts that the world around her evokes in the mother. This creature registers, remembers the first information capable of coloring the future personality in a certain way, in the tissues of cells, in organic memory and at the level of the incipient psyche.
Speaking about the problems of prenatal education of emotions, it is important to note that emotion is not only the mental state of the subject, but also the hormonal response of his body. With prolonged stressful conditions, an excess amount of steroid hormones is formed in the mother's blood, passing through the placental barrier and affecting the developing brain of the child. The magnitude and nature of emotional contact between mother and fetus is perhaps one of the most decisive factors affecting the developing psyche of the child, especially its emotional component.
During the perinatal period of development, the child lives practically "one life" with the mother. Today, it has been proven that during stress, the mother's adrenal hormones release catecholamines (stress hormones) into the bloodstream, and during positive emotions (joy, calmness), the hypothalamic structures produce endorphins (joy hormones), which, penetrating the placental barrier, directly affect the fetus. Consequently, mother and child are a single organism, and each of them equally suffers from the unfavorable influence of the external world, which is recorded in long-term memory, affecting the entire subsequent life of the child. Positive maternal emotions cause increased fetal growth, calmness, and increased fetal sensory experience.
Sensory abilities of the fetus.
The sensory organs, the corresponding centers of the fetal brain, which are responsible for sensory perception, develop by the third month of pregnancy. Over the next six months, they are improved and specialized in accordance with the functions performed.
Vision, which is impossible without light, is in a state of temporary inactivity. The fetus perceives only a weak orange light, and even then with direct illumination of the mother's abdomen.
The taste of the fruit is already well developed, the fruit may even give preference to one over the other. This was established by adding sugar to the amniotic fluid (the amniotic fluid that the fetus consumes), after which the fetus consumed a double portion of this fluid. When a bitter solution was added, the amount of liquid consumed by the fetus decreased several times. The intrauterine fluid is influenced by everything that the mother eats and drinks. This contributes to the adaptation of the fetus to the taste of the food that it will consume after birth and which is typical for the region of residence of the parents.
Sensitivity and hearing are the most well-studied to date. The fetal skin is continuously exposed to the muscles of the uterus and abdominal wall. Thus, it makes it possible to maintain close contact between the father, mother and the fetus through the abdominal wall. It is noted that when a father or mother makes gentle stroking of the abdomen, the child feels these touches and even before birth he feels emotional calmness and care of his parents, which further affects his further relations with his parents after birth and when he becomes an older child.
The inner ear, which perceives sounds and transmits signals to the fetal brain, is formed at the end of the sixth month of pregnancy. Sound has a huge impact on the development of not only the fetus, but also the further independent life of the child. The sounds of the mother's and father's voices differ in timbre and frequency, so it is important that both parents participate in conversations with the baby. You can just tell how the day went, how you are waiting for his birth, you can sing a gentle song - it is noticed that the lullabies that the mother sang during pregnancy soothe newborns better, since they have known them for a long time! These conversations establish contact between parent and child, and it will last for years to come.
Babies often recognize songs and music heard in the prenatal period, and they have a calming effect on the child and can be used by parents, for example, in case of strong emotional stress as a sedative. As for rock music, metal and alternative music, all experts note that it drives the fetus into a state of fury. He begins to cause unbearable suffering to the mother, which she experiences from the violent movement of the fetus. Such an effect on the fetus is negative and has a negative effect on its development in the womb and on the state of the psyche after birth. Children of parents who are fond of rock music are more likely to suffer from various nervous disorders. You can avoid this negative influence by listening to classical soothing music.