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made by Echo https://t.me/xb5bot Page (1) Khadija, H.N. 1 Chapter One The Nature of Human Development ‫ اﻟﻔﺼﻞ اﻷول ﻃﺒﻴﻌﺔ اﻟﺘﻨﻤﻴﺔ اﻟﺒﺸﺮﻳﺔ‬Khadija ، H.N. 1 A good way to thin...

made by Echo https://t.me/xb5bot Page (1) Khadija, H.N. 1 Chapter One The Nature of Human Development ‫ اﻟﻔﺼﻞ اﻷول ﻃﺒﻴﻌﺔ اﻟﺘﻨﻤﻴﺔ اﻟﺒﺸﺮﻳﺔ‬Khadija ، H.N. 1 A good way to think about development is as a process of change within the individual across the life span. Childhood :A Time for Development Childhood is a period of life separate from adulthood. During this separate period, development occurs ver y rapidly. Human beings begin ‫ ﻓﺘﺮة اﻟﺤﻴﺎة‬‫ وﻗﺖ ﻟﻠﺘﻨﻤﻴﺔ اﻟﻄﻔﻮﻟﺔ ﻫ‬:‫ اﻟﻄﻔﻮﻟﺔ‬.‫ ﻋﻤﻠﻴﺔ اﻟﺘﻐﻴﻴﺮ داﺧﻞ اﻟﻔﺮد ﻋﺒﺮ ﻓﺘﺮة اﻟﻌﻤﺮ‬‫ اﻟﺘﻨﻤﻴﺔ ﻫ‬‫ﻴﺮ ﻓ‬‫ﻃﺮﻳﻘﺔ ﺟﻴﺪة ﻟﻠﺘﻔ‬ ‫ ﻳﺒﺪأ اﻟﺒﺸﺮ‬.‫ ﻳﺤﺪث اﻟﺘﻄﻮﻳﺮ ﺑﺴﺮﻋﺔ‬، ‫ ﺧﻼل ﻫﺬا ﻓﺘﺮة ﻣﻨﻔﺼﻠﺔ‬.‫ﻣﻨﻔﺼﻠﺔ ﻋﻦ ﻣﺮﺣﻠﺔ اﻟﺒﻠﻮغ‬ childhood almost completely dependent on adults for every need. By the time childhood ends, most people have become mature and ready for independence. We consider childhood a distinct period of life, and many people have ma de a special study of this period. They have devoted time and effort to finding out more about how children develop, what their ‫ﺎ‬‫ أﺻﺒﺢ ﻣﻌﻈﻢ اﻟﻨﺎس ﻧﺎﺿﺠ‬، ‫ ﻓﻴﻪ اﻟﻄﻔﻮﻟﺔ‬‫ اﻟﻮﻗﺖ اﻟﺬي ﺗﻨﺘﻬ‬‫ ﺑﻮاﺳﻄﺔ ﻓ‬.‫ﻞ ﺣﺎﺟﺔ‬‫ اﻟﺒﺎﻟﻐﻴﻦ ﻟ‬‫ﺎ ﻋﻠ‬‫ﺎ ﺗﻘﺮﻳﺒ‬‫ﺗﻌﺘﻤﺪ اﻟﻄﻔﻮﻟﺔ ﺗﻤﺎﻣ‬ ‫ ﻟﻘﺪ ﺧﺼﺼﻮا‬.‫ واﻟﻌﺪﻳﺪ ﻣﻦ اﻟﻨﺎس ﻟﺪﻳﻚ ﻣﺎ دي دراﺳﺔ ﺧﺎﺻﺔ ﻟﻬﺬه اﻟﻔﺘﺮة‬، ‫ ﻧﺤﻦ ﻧﻌﺘﺒﺮ اﻟﻄﻔﻮﻟﺔ ﻓﺘﺮة ﺣﻴﺎة ﻣﻤﻴﺰة‬.‫ا ﻟﻼﺳﺘﻘﻼل‬‫وﺟﺎﻫﺰ‬ ‫ وﻣﺎ‬، ‫اﻟﻮﻗﺖ و ﺟﻬﺪ ﻻﻛﺘﺸﺎف اﻟﻤﺰﻳﺪ ﺣﻮل ﻛﻴﻔﻴﺔ ﺗﻄﻮر اﻷﻃﻔﺎل‬ special needs are, and how those needs can be met. Many important concepts have emerged from this kind of study ; perhaps the mo st important is that childhood has a significant influence on later life. Those who study children and human development believe that every child has a right to happy, healthy loving childhood. Mo st ‫ ﻛﺜﻴﺮ ﻣﻬﻢ ﻇﻬﺮت اﻟﻤﻔﺎﻫﻴﻢ ﻣﻦ ﻫﺬا اﻟﻨﻮع ﻣﻦ اﻟﺪراﺳﺔ ؛ رﺑﻤﺎ‬.‫ﻦ ﺗﻠﺒﻴﺔ ﺗﻠﻚ اﻻﺣﺘﻴﺎﺟﺎت‬‫ وﻛﻴﻒ ﻳﻤ‬، ‫اﻻﺣﺘﻴﺎﺟﺎت اﻟﺨﺎﺻﺔ ﻫ‬ ‫ أوﻟﺌﻚ اﻟﺬﻳﻦ ﻳﺪرﺳﻮن اﻷﻃﻔﺎل واﻟﺘﻨﻤﻴﺔ اﻟﺒﺸﺮﻳﺔ ﻳﻌﺘﻘﺪون أن ﻛﻞ اﻟﻄﻔﻞ ﻟﻪ‬.‫ اﻟﺤﻴﺎة اﻟﻼﺣﻘﺔ‬‫اﻟﻤﻬﻢ ﻫﻮ أن اﻟﻄﻔﻮﻟﺔ ﻟﻬﺎ ﺗﺄﺛﻴﺮ ﻛﺒﻴﺮ ﻋﻠ‬.‫ ﻃﻔﻮﻟﺔ ﺣﺐ ﺳﻌﻴﺪة وﺻﺤﻴﺔ‬‫اﻟﺤﻖ ﻓ‬ Page (1)  made by Echo https://t.me/xb5bot Page (2) Khadija, H.N. 2 Characteristics of Development The study of childhoo d has led to an understanding of some basic facts about human development. You may be able to recognize ‫ا‬‫ﻮن ﻗﺎدر‬‫ ﻗﺪ ﺗ‬.‫ ﺣﻘﺎﺋﻖ ﻋﻦ اﻟﺘﻨﻤﻴﺔ اﻟﺒﺸﺮﻳﺔ‬‫ ﻓﻬﻢ ﺑﻌﺾ اﻷﺳﺎﺳ‬‫ إﻟ‬childhoo d ‫ ﺧﺼﺎﺋﺺ اﻟﺘﻨﻤﻴﺔ أدت دراﺳﺔ‬Khadija ، H.N. 2 ‫ اﻟﺘﻌﺮف‬‫ﻋﻠ‬ examples of these characteristics of development in your own life and in the lives of other people you know. -Development is similar for everyone. Chi ldren all over the world go throug h the same stages of development in approximately the same order. For example, all babies lift their head before they can lift their ‫ ﺟﻤﻴﻊ‬‫ ﻓ‬ldren ‫ ﺗﺸ‬.‫ ‐اﻟﺘﻄﻮﻳﺮ ﻣﺸﺎﺑﻪ ﻟﻠﺠﻤﻴﻊ‬.‫ ﺣﻴﺎة اﻵﺧﺮﻳﻦ اﻟﺬﻳﻦ ﺗﻌﺮﻓﻬﻢ‬‫ ﺣﻴﺎﺗﻚ و ﻓ‬‫ ﻫﺬه اﻟﺨﺼﺎﺋﺺ ﻟﻠﺘﻨﻤﻴﺔ ﻓ‬‫أﻣﺜﻠﺔ ﻋﻠ‬ ‫ ﻳﺮﻓﻊ ﺟﻤﻴﻊ اﻷﻃﻔﺎل رأﺳﻬﻢ ﻗﺒﻞ‬، ‫ ﺳﺒﻴﻞ اﻟﻤﺜﺎل‬‫ ﻋﻠ‬.‫ﺎ ﻃﻠﺐ‬‫ء ﺗﻘﺮﻳﺒ‬‫ ﻧﻔﺲ اﻟﺸ‬‫أﻧﺤﺎء اﻟﻌﺎﻟﻢ ﺗﺬﻫﺐ ﻣﻦ ﺧﻼل ﻧﻔﺲ ﻣﺮاﺣﻞ اﻟﺘﻄﻮﻳﺮ ﻓ‬ ‫ﻨﻮا ﻣﻦ رﻓﻌﻬﻢ‬‫أن ﻳﺘﻤ‬ body, and all stand before they can walk. - Development builds on earlier learning. The skills a child learns at age two build directly on those he or she mastered at age one. After learning to walk, a child will soon be able to run. Before learning to speak in sentences, Child must learn to say single words. Thus, ‫ اﻟﻌﻤﺮ اﺛﻨﻴﻦ‬‫ ﻳﺘﻌﻠﻤﻬﺎ اﻟﻄﻔﻞ ﻓ‬‫ اﻟﻤﻬﺎرات اﻟﺘ‬.‫ اﻟﺘﻌﻠﻢ اﻟﺴﺎﺑﻖ‬‫ ‐ اﻟﺘﻨﻤﻴﺔ ﺗﻌﺘﻤﺪ ﻋﻠ‬.‫ﻨﻮا ﻣﻦ اﻟﻤﺸ‬‫ وﻛﻠﻬﻢ ﻳﻘﻔﻮن ﻗﺒﻞ أن ﻳﺘﻤ‬، ‫اﻟﺠﺴﻢ‬ ‫ ﻳﺠﺐ‬، ‫ ﺟﻤﻞ‬‫ ﻗﺒﻞ اﻟﺘﻌﻠﻢ ﺗﺤﺪث ﻓ‬.‫ﺎ‬‫ﻦ اﻟﻄﻔﻞ ﻣﻦ اﻟﺠﺮي ﻗﺮﻳﺒ‬‫ ﺳﻴﺘﻤ‬، ‫ ﺑﻌﺪ ﺗﻌﻠﻢ اﻟﻤﺸ‬.‫ اﻟﻌﻤﺮ واﺣﺪ‬‫ ﻣﻦ ﻳﺘﻘﻦ ﻓ‬‫ ﻣﺒﺎﺷﺮة ﻋﻠ‬‫ﻳﺒﻨ‬ ،‫ﺬا‬‫ ﻫ‬.‫أن ﻳﺘﻌﻠﻢ اﻟﻄﻔﻞ أن ﻳﻘﻮل ﻛﻠﻤﺎت واﺣﺪة‬ development follows an or derly sequence, a step by step pattern. - Development proceeds at an individual rate. Although all children follow a similar pattern of development ,each child is a n individual. The style and rate of growth differ from one child to another. ً‫ اﻟﺮﻏﻢ ﻣﻦ ﺟﻤﻴﻊ اﻷﻃﻔﺎل اﺗﺒﻊ ﻧﻤﻄًﺎ ﻣﻤﺎﺛ‬‫ ﻋﻠ‬.‫ ‐ ﻋﺎﺋﺪات اﻟﺘﻨﻤﻴﺔ ﺑﻤﻌﺪل ﻓﺮدي‬.‫ ﻧﻤﻂ ﺧﻄﻮة ﺑﺨﻄﻮة‬، derly ‫ﻳﺘﺒﻊ اﻟﺘﻄﻮﻳﺮ ﺗﺴﻠﺴﻞ أو‬.‫ آﺧﺮ‬‫ ﻳﺨﺘﻠﻒ أﺳﻠﻮب وﻣﻌﺪل اﻟﻨﻤﻮ ﻣﻦ ﻃﻔﻞ إﻟ‬.‫ ﻛﻞ ﻃﻔﻞ ﻫﻮ ﻓﺮد‬، ‫ﻣﻦ اﻟﺘﻨﻤﻴﺔ‬ -The differe nt areas of development are interrelated. In studying children, it is convenient to focus on one area of development at a time. However, it is important to remember that, as a child grows, many kinds of changes are taking place at once. A child does not de velop.‫ وﻗﺖ واﺣﺪ‬‫ ﻣﺠﺎل واﺣﺪ ﻣﻦ اﻟﺘﻨﻤﻴﺔ ﻓ‬‫ ﻣﻦ اﻟﻤﺮﻳﺢ اﻟﺘﺮﻛﻴﺰ ﻋﻠ‬، ‫ اﻟﺪراﺳﺔ اﻷﻃﻔﺎل‬‫ ﻓ‬.‫ ﻣﻦ اﻟﺘﻨﻤﻴﺔ ﻣﺘﺮاﺑﻄﺔ‬Differe NT ‫‐ﻣﻨﺎﻃﻖ‬ ‫ اﻟﻄﻔﻞ ﻻ دﻳﻠﻮب‬.‫ وﻗﺖ واﺣﺪ‬‫ﺜﻴﺮ أﻧﻮاع اﻟﺘﻐﻴﻴﺮات ﺗﺤﺪث ﻓ‬‫ اﻟ‬، ‫ ﻣﻦ اﻟﻤﻬﻢ أن ﻧﺘﺬﻛﺮ أﻧﻪ ﻋﻨﺪﻣﺎ ﻳﻨﻤﻮ اﻟﻄﻔﻞ‬، ‫وﻣﻊ ذﻟﻚ‬ Page (2)  made by Echo https://t.me/xb5bot Page (3) Khadija, H.N. 3 physically one week and emotionally the next week. All areas of development, physical, intellectual, social, and emotional -interact continually. ، ‫ اﻻﺟﺘﻤﺎﻋﻴﺔ‬، ‫ﺮﻳﺔ‬‫ اﻟﻔ‬، ‫ اﻟﺠﺴﺪﻳﺔ‬، ‫ ﺟﻤﻴﻊ ﻣﺠﺎﻻت اﻟﺘﻨﻤﻴﺔ‬.‫ اﻷﺳﺒﻮع اﻟﻤﻘﺒﻞ‬‫ ﻓ‬‫ ﺟﺴﺪﻳﺎ أﺳﺒﻮع واﺣﺪ وﻋﺎﻃﻔ‬Khadija ، H.N. 3.‫واﻟﻌﺎﻃﻔﻴﺔ ‐ ﺑﺎﺳﺘﻤﺮار‬ -Development is continuous throughout life. It does not stop at a certain age. Sometimes development is rapid; at other times, it is much slower. We all continue to develop in many ways throughout our life. Theories o f development ‫ﻮن أﺑﻄﺄ‬‫ ﻳ‬، ‫ أوﻗﺎت أﺧﺮى‬‫ﺎ ؛ ﻓ‬‫ﻮن اﻟﺘﻄﻮر ﺳﺮﻳﻌ‬‫ ﺑﻌﺾ اﻷﺣﻴﺎن ﻳ‬‫ ﻓ‬.‫ ﻻ ﻳﺘﻮﻗﻒ ﻋﻨﺪ ﺑﻌﺾ ﻋﻤﺮ‬.‫‐اﻟﺘﻄﻮر ﻣﺴﺘﻤﺮ ﻃﻮال اﻟﺤﻴﺎة‬ ‫ ﻧﻈﺮﻳﺎت اﻟﺘﻨﻤﻴﺔ‬.‫ اﻟﺘﻄﻮر ﺑﻌﺪة ﻃﺮق ﻃﻮال ﺣﻴﺎﺗﻨﺎ‬‫ﺎ ﻓ‬‫ ﻧﺴﺘﻤﺮ ﺟﻤﻴﻌ‬.‫ﺜﻴﺮ‬‫ﺑ‬ 1.Biological theories Lean to the nature side of the nature -nurture question, although they recognize the n ecessary interactions that must occur between the developing person and the environment. All biological theories have been heavily influenced by the ideas of Charles Darwin, which led many developmentalists to look at behavior from an evolutionary ‫ ﻳﺠﺐ‬‫ﺘﺮوﻧﻴﺔ اﻟﺘ‬‫ اﻟﺘﻔﺎﻋﻼت اﻹﻟ‬‫ اﻟﺮﻏﻢ ﻣﻦ أﻧﻬﺎ اﻟﺘﻌﺮف ﻋﻠ‬‫ ﻋﻠ‬، ‫ ﻟﻠﻄﺒﻴﻌﺔ ‐اﻟﺴﺆال‬‫ اﻟﺠﺎﻧﺐ اﻟﻄﺒﻴﻌ‬‫ ﻧﻈﺮﻳﺎت ﺑﻴﻮﻟﻮﺟﻴﺔ ﺗﻤﻴﻞ إﻟ‬.1 ‫ ﻗﺎدت اﻟﻌﺪﻳﺪ ﻣﻦ‬‫ اﻟﺘ‬، ‫ﺎر ﺗﺸﺎرﻟﺰ داروﻳﻦ‬‫ ﺟﻤﻴﻊ اﻟﻨﻈﺮﻳﺎت اﻟﺒﻴﻮﻟﻮﺟﻴﺔ ﻟﺪﻳﻬﺎ ﺗﺄﺛﺮت ﺑﺸﺪة ﺑﺄﻓ‬.‫أن ﺗﺤﺪث ﺑﻴﻦ اﻟﻨﻤﻮ اﻟﺸﺨﺺ واﻟﺒﻴﺌﺔ‬ ‫ اﻟﺴﻠﻮك ﻣﻦ اﻟﺘﻄﻮر‬‫اﻟﻨﻤﻮ ﻟﻠﻨﻈﺮ ﻓ‬ perspect ive. Some biological theories emphasize the maturation of the individual and others focus on the way biologically based behavior increases the child s chances of survival. 2.Psychodynamic Theories Most psychodynamic theorists discuss human development in terms ‫ اﻟﺒﻴﻮﻟﻮﺟﻴﺎ ﻳﺰﻳﺪ ﻣﻦ‬‫ ﻃﺮﻳﻘﺔ اﻟﺴﻠﻮك اﻟﻘﺎﺋﻢ ﻋﻠ‬‫ ﻧﻀﻮج ﻳﺮﻛﺰ اﻟﻔﺮد وﻏﻴﺮﻫﻢ ﻋﻠ‬‫ ﺗﺆﻛﺪ ﺑﻌﺾ اﻟﻨﻈﺮﻳﺎت اﻟﺒﻴﻮﻟﻮﺟﻴﺔ ﻋﻠ‬.‫وﺟﻬﺔ ﻧﻈﺮ‬ ‫ﻴﻴﻦ اﻟﺘﻨﻤﻴﺔ اﻟﺒﺸﺮﻳﺔ ﻣﻦ ﺣﻴﺚ اﻟﻤﺼﻄﻠﺤﺎت‬‫ﻴﺔ ﻳﻨﺎﻗﺶ ﻣﻌﻈﻢ اﻟﻤﻨﻈﺮﻳﻦ اﻟﺪﻳﻨﺎﻣﻴ‬‫ ﻧﻈﺮﻳﺎت دﻳﻨﺎﻣﻴ‬.2.‫ اﻟﺒﻘﺎء‬‫ﻓﺮص اﻟﻄﻔﻞ ﻓ‬ of var ious confrontations between the growing individual and the demands of the social world. They emphasize how the individual must accommodate to society while gratifying basic human drives. ‫ اﻟﻔﺮد اﺳﺘﻴﻌﺎب اﻟﻤﺠﺘﻤﻊ ﻣﻊ‬‫ ﻳﺆﻛﺪون ﻛﻴﻒ ﻳﺠﺐ ﻋﻠ‬.‫ و ﻣﻄﺎﻟﺐ اﻟﻌﺎﻟﻢ اﻻﺟﺘﻤﺎﻋ‬‫ ﺑﻴﻦ اﻟﻔﺮد اﻟﻤﺘﻨﺎﻣ‬var ious ‫ﻣﻦ ﻣﻮاﺟﻬﺎت‬.‫إرﺿﺎء ﻣﺤﺮﻛﺎت اﻷﻗﺮاص اﻹﻧﺴﺎﻧﻴﺔ اﻷﺳﺎﺳﻴﺔ‬ Page (3)  made by Echo https://t.me/xb5bot Page (4) Khadija, H.N. 4 As a group, psychodynamic theorists have centered their attention on personality development. Their concern has been to understan d and explain the development of both rational and irrational feelings and ‫ ﻛﺎن اﻫﺘﻤﺎﻣﻬﻢ ﻫﻮ ﻣﻔﻬﻮم د و اﺷﺮح‬.‫ اﻧﺘﺒﺎﻫﻬﻢ ﺗﻨﻤﻴﺔ اﻟﺸﺨﺼﻴﺔ‬‫ﻴﻴﻦ ﻋﻠ‬‫ رﻛﺰت اﻟﻤﻨﻈﺮﻳﻦ اﻟﺪﻳﻨﺎﻣﻴ‬، ‫ ﻛﻤﺠﻤﻮﻋﺔ‬Khadija ، H.N. 4 ‫ﺗﻄﻮر اﻟﻤﺸﺎﻋﺮ اﻟﻌﻘﻼﻧﻴﺔ وﻏﻴﺮ اﻟﻌﻘﻼﻧﻴﺔ و‬ behavior. To some extent, all psychodynamic theorists have tried to account for human development by looking at early sexual and emotional experiences that may influence later behavior. 3.Behavioral - Learning Theories ‫ﺮ‬‫ اﻟﻤﺒ‬‫ واﻟﻌﺎﻃﻔ‬‫ اﻟﺠﻨﺴ‬‫ ﺣﺴﺎب اﻟﺘﻨﻤﻴﺔ اﻟﺒﺸﺮﻳﺔ ﻣﻦ ﺧﻼل اﻟﻨﻈﺮ إﻟ‬‫ﻴﻴﻦ ﻋﻠ‬‫ ﺣﺎول ﺟﻤﻴﻊ اﻟﻤﻨﻈﺮﻳﻦ اﻟﺪﻳﻨﺎﻣﻴ‬، ‫ ﺣﺪ ﻣﺎ‬‫ إﻟ‬.‫ﺳﻠﻮك‬ ‫ ﻧﻈﺮﻳﺎت اﻟﺘﻌﻠﻢ‬Behavioral.3.‫ اﻟﺴﻠﻮك اﻟﻼﺣﻖ‬‫ ﻗﺪ ﺗﺆﺛﺮ ﻋﻠ‬‫اﻟﺘﺠﺎرب اﻟﺘ‬ Maturational and psychodynamic theorists, see development as originating within the person. Developmentalists who take a behavior - lea rning approach see the major influence as coming from the environment. Although they agree that biological factors set limits on the sort of behavior that develops, behavior -learning theorists lean toward the nurture side of the nature -nurture question. T hey believe ‫ اﻟﻨﻤﻮون اﻟﺬﻳﻦ ﻳﺄﺧﺬون اﻟﺴﻠﻮك ‐ ﻧﻬﺞ ﻟﻴﺎ رﻳﻨﻎ ﻳﺮى اﻟﺘﺄﺛﻴﺮ اﻟﺮﺋﻴﺴ‬.‫ اﻧﻈﺮ اﻟﺘﻨﻤﻴﺔ ﻧﺸﺄ داﺧﻞ اﻟﺸﺨﺺ‬، ‫ﻣﻨﻈﺮي اﻟﻨﻀﺞ واﻟﻨﻔﺴ‬ ، ‫ا ﻋﻠﻴﻬﺎ ﻫﺬا اﻟﻨﻮع ﻣﻦ اﻟﺴﻠﻮك اﻟﺬي ﻳﺘﻄﻮر‬‫ أن اﻟﻌﻮاﻣﻞ اﻟﺒﻴﻮﻟﻮﺟﻴﺔ ﺗﻀﻊ ﺣﺪود‬‫ اﻟﺮﻏﻢ ﻣﻦ أﻧﻬﻢ ﻳﺘﻔﻘﻮن ﻋﻠ‬‫ ﻋﻠ‬.‫ﻗﺎدم ﻣﻦ ﺑﻴﺌﺔ‬ ‫ اﻧﻬﻢ ﻳﺆﻣﻨﻮن‬.‫ اﻟﺴﻠﻮك ﻳﻤﻴﻠﻮن ﻧﺤﻮ ﺟﺎﻧﺐ رﻋﺎﻳﺔ اﻟﻄﺒﻴﻌﺔ ‐اﻟﺴﺆال‬‫واﻟﻤﻨﻈﺮﻳﻦ اﻟﻤﺘﻌﻠﻤﻴﻦ ﻋﻠ‬ that experience or learning is responsible for most of what babies become and that learning begins before the child leaves the uterus. Because learning theorists reject the notion that development comes primarily from within, they see it as a c ontinuous process -one without stages. ‫ ﻷن ﺗﻌﻠﻢ اﻟﻤﻨﻈﺮﻳﻦ ﻳﺮﻓﻀﻮن‬.‫ﻫﺬه اﻟﺘﺠﺮﺑﺔ أو اﻟﺘﻌﻠﻢ ﻣﺴﺆوﻟﺔ ﻋﻦ ﻣﻌﻈﻢ اﻷﻃﻔﺎل ﺗﺼﺒﺢ وﻳﺒﺪأ ﻫﺬا اﻟﺘﻌﻠﻢ ﻗﺒﻞ أن ﻳﻐﺎدر اﻟﻄﻔﻞ اﻟﺮﺣﻢ‬.‫واﺣﺪة ﺑﺪون ﻣﺮاﺣﻞ‬- continate ‫ ﻳﺮون أﻧﻬﺎ ﻋﻤﻠﻴﺔ‬، ‫ اﻟﻤﻘﺎم اﻷول ﻣﻦ اﻟﺪاﺧﻞ‬‫ ﻓ‬‫ﺮة أن اﻟﺘﻄﻮر ﻳﺄﺗ‬‫ﻓ‬ 4.Information -Processin g Theories Cognitive theories who take an information -processing approach see human beings as manipulators of symbols. People are believed to process information about the world much as another symbol ‫ ﻳﻌﺘﻘﺪ أن‬.‫ ﺗﺘﺨﺬ ﻧﻬﺞ ﻣﻌﺎﻟﺠﺔ اﻟﻤﻌﻠﻮﻣﺎت اﻟﺒﺸﺮ ﻛﻄﺎﺋﻠﻴﻦ ﻟﻠﺮﻣﻮز‬‫ اﻟﻨﻈﺮﻳﺎت اﻟﻤﻌﺮﻓﻴﺔ اﻟﺘ‬Grocessin G ‫ اﻟﻤﻌﻠﻮﻣﺎت ‐ﻧﻈﺮﻳﺎت‬.4 ‫اﻟﻨﺎس ﻣﻌﺎﻟﺠﺔ ﻣﻌﻠﻮﻣﺎت ﺣﻮل اﻟﻌﺎﻟﻢ ﻛﺮﻣﺰ آﺧﺮ‬ Page (4)  made by Echo https://t.me/xb5bot Page (5) Khadija, H.N. 5 manipulator, the computer does : both take information from t he outside world, register the information in symbolic form (called encoding)combine it with other information, store it, retrieve it, and ‫ﻞ رﻣﺰي‬‫ ﺷ‬‫ ﻗﻢ ﺑﺘﺴﺠﻴﻞ اﻟﻤﻌﻠﻮﻣﺎت ﻓ‬، ‫ ﺧﺎرج اﻟﻌﺎﻟﻢ‬T He ‫ ﻛﻼﻫﻤﺎ ﻳﺄﺧﺬ ﻣﻌﻠﻮﻣﺎت ﻣﻦ‬:‫ﻤﺒﻴﻮﺗﺮ‬‫ ﻳﻘﻮم اﻟ‬، ‫ ﻣﻨﺎور‬Khadija ، H.N. 5 ‫ وﺗﺨﺰﻳﻨﻬﺎ واﺳﺘﺮدادﻫﺎ و‬، ‫ ﺗﺮﻣﻴﺰ( اﻟﺠﻤﻊ ﺑﻴﻦ اﻟﻤﻌﻠﻮﻣﺎت اﻷﺧﺮى‬‫)ﻳﺴﻤ‬ send it back into the world in a decoded form using the precise language developed for computer science, researchers try to analyze the way people represent and manipulate information. The importance of play One of the most effective ways to learn about children and their ‫ ﻳﺤﺎول اﻟﺒﺎﺣﺜﻮن ﺗﺤﻠﻴﻞ‬، ‫ﻤﺒﻴﻮﺗﺮ‬‫ ﺗﻢ ﺗﻄﻮﻳﺮﻫﺎ ﻟﻌﻠﻮم اﻟ‬‫ﻞ ﻓﻚ اﻟﺘﺸﻔﻴﺮ ﺑﺎﺳﺘﺨﺪام اﻟﺪﻗﺔ اﻟﻠﻐﺔ اﻟﺘ‬‫ ﺷ‬‫ اﻟﻌﺎﻟﻢ ﻓ‬‫أرﺳﻠﻬﺎ ﻣﺮة أﺧﺮى إﻟ‬ ‫ اﻷﻃﻔﺎل و‬‫ أﻫﻤﻴﺔ اﻟﻠﻌﺐ واﺣﺪة ﻣﻦ أﻛﺜﺮ اﻟﻄﺮق ﻓﻌﺎﻟﻴﺔ ﻟﻠﺘﻌﺮف ﻋﻠ‬.‫ﻃﺮﻳﻘﺔ ﻳﻤﺜﻞ اﻟﻨﺎس اﻟﻤﻌﻠﻮﻣﺎت واﻟﺘﻼﻋﺐ ﺑﻬﺎ‬ development i s to observe them and interact with them in their natural setting ;the wor ld of play. Play makes an essential contribution to a child s development. Con sider all the ways that benefit children: *Physically. Activities such as running, climbing, jumping rope, and riding a tricycle help the large muscles of the back, arms, and le gs ‫ ﻳﺨﺪع ﻛﻞ ﻣﻦ‬.‫ ﺗﻄﻮر اﻟﻄﻔﻞ‬‫ ﻳﻘﺪم اﻟﻠﻌﺐ ﻣﺴﺎﻫﻤﺔ أﺳﺎﺳﻴﺔ ﻓ‬.‫ ﻣﻦ اﻟﻠﻌﺐ‬wor ld ‫ ﻃﺒﻴﻌﻴﺔ اﻹﻋﺪاد ؛‬‫اﻟﺘﻨﻤﻴﺔ ﻷراﻗﺒﻬﻢ واﻟﺘﻔﺎﻋﻞ ﻣﻌﻬﻢ ﻓ‬ ‫ أﻧﺸﻄﺔ ﻣﺜﻞ اﻟﺠﺮي واﻟﺘﺴﻠﻖ واﻟﺤﺒﻞ اﻟﻘﻔﺰ و رﻛﻮب دراﺟﺔ ﺛﻼﺛﻴﺔ اﻟﻌﺠﻼت ﺗﺴﺎﻋﺪ اﻟﻌﻀﻼت‬. ‫ *ﺟﺴﺪﻳﺎ‬:‫ ﺗﻔﻴﺪ اﻷﻃﻔﺎل‬‫اﻟﻄﺮق اﻟﺘ‬ ‫ اﻟﻈﻬﺮ واﻟﺬراع‬‫ﺒﻴﺮة ﻓ‬‫اﻟ‬ develop. Strength and balance improve as a result. Activities such as putting puzzles together, finger painting, and stringing beads help develop control of the small muscles. *Intellectually. A toy or game does not have to be (educational) to promote intellectual development. Simple play activities such as ‫ ﺗﻄﻮﻳﺮ اﻟﺴﻴﻄﺮة ﻋﻠ‬.‫ واﻟﺨﺮز اﻟﻤﺘﻄﻮرة‬، ‫ ورﺳﻢ اﻷﺻﺎﺑﻊ‬، ‫ﺎ‬‫ أﻧﺸﻄﺔ ﻣﺜﻞ وﺿﻊ اﻷﻟﻐﺎز ﻣﻌ‬.‫ اﻟﻘﻮة واﻟﺘﻮازن ﺗﺘﺤﺴﻦ ﻧﺘﻴﺠﺔ ﻟﺬﻟﻚ‬.‫ﻳﻄﻮر‬ ‫ أﻧﺸﻄﺔ اﻟﻠﻌﺐ اﻟﺒﺴﻴﻄﺔ ﻣﺜﻞ‬.‫ﺮﻳﺔ‬‫ﻮن ﻟﻌﺒﺔ أو ﻟﻌﺒﺔ )ﺗﻌﻠﻴﻤﻴﺔ( ﺗﻌﺰﻳﺰ اﻟﺘﻨﻤﻴﺔ اﻟﻔ‬‫ ﻻ ﻳﺠﺐ أن ﺗ‬.‫ﺮﻳﺎ‬‫ *ﻓ‬.‫اﻟﻌﻀﻼت اﻟﺼﻐﻴﺮة‬ singing nursery rhymes, stacking blocks, and sorting through a box of buttons, provide experience in gathering, organizing, and using information about the world. ‫ اﻟﺘﺠﻤﻊ واﻟﺘﻨﻈﻴﻢ واﻻﺳﺘﺨﺪام‬‫ وﺗﻮﻓﻴﺮ اﻟﺨﺒﺮة ﻓ‬، ‫ واﻟﻔﺮز ﻣﻦ ﺧﻼل ﺻﻨﺪوق ﻣﻦ اﻷزرار‬، ‫ وﻛﺘﻞ اﻟﺘﺮاص‬، ‫ اﻟﺤﻀﺎﻧﺔ‬‫ﻏﻨﺎء ﻗﻮاﻓ‬.‫ﻣﻌﻠﻮﻣﺎت ﻋﻦ اﻟﻌﺎﻟﻢ‬ Page (5)  made by Echo https://t.me/xb5bot Page (6) Khadija, H.N. 6 *Emotionally. Play can help childr en work through life s challenges and problems. For example, acting out the role of a parent, a fire fighter, or a jungle explorer can diminish the frustrations of being a ‫ ﻳﺘﺼﺮف‬، ‫ ﺳﺒﻴﻞ اﻟﻤﺜﺎل‬‫ ﻋﻠ‬.‫ اﻟﻌﻤﻞ ﻣﻦ ﺧﻼل ﺗﺤﺪﻳﺎت اﻟﺤﻴﺎة واﻟﻤﺸﺎﻛﻞ‬‫ﻦ أن ﻳﺴﺎﻋﺪ اﻟﻠﻌﺐ ﻓ‬‫ ﻳﻤ‬.‫ *ﻋﺎﻃﻔﻴﺎ‬Khadija ، H.N. 6 ‫ﺸﻒ اﻟﻐﺎﺑﺔ ﻣﻦ إﺣﺒﺎط ﻛﻮﻧﻚ أ‬‫ أو ﻣﺴﺘ‬، ‫ﻦ أن ﻳﻘﻠﻞ اﻟﻤﻘﺎﺗﻞ‬‫ ﺣﺮﻳﻖ ﻳﻤ‬، ‫دور اﻟﻮاﻟﺪ‬ small person in a big world. *Socially. As children grow, they progress from playing alone to playing beside one another. Gradually, they l earn to play together and to get along with others -sharing and taking turns. Leadership, friendly competition, and cooperation are some of the valuable soci al skills that ‫ ﺗﺪرﻳﺠﻴﺎ‬.‫ اﻟﻠﻌﺐ ﺑﺠﺎﻧﺐ ﺑﻌﻀﻬﺎ اﻟﺒﻌﺾ‬‫ ﻳﺘﻘﺪﻣﻮن ﻣﻦ اﻟﻠﻌﺐ ﺑﻤﻔﺮدﻫﻢ إﻟ‬، ‫ ﻣﻊ ﻧﻤﻮ اﻷﻃﻔﺎل‬.‫ *اﺟﺘﻤﺎﻋﻴﺎ‬.‫ ﻋﺎﻟﻢ ﻛﺒﻴﺮ‬‫ﺷﺨﺺ ﺻﻐﻴﺮ ﻓ‬ ‫ ﺑﻌﺾ‬‫ واﻟﺘﻌﺎون ﻫ‬، ‫ ودﻳﺔ اﻟﻤﻨﺎﻓﺴﺔ‬، ‫ اﻟﻘﻴﺎدة‬.‫ ﺟﻨﺐ ﻣﻊ اﻵﺧﺮﻳﻦ ‐اﻟﻤﺸﺎرﻛﺔ وﺗﻨﺎوب‬‫ ﺟﻨﺒﺎ إﻟ‬‫ﺴﺒﻮن ﻟﻠﻌﺐ ﻣﻌﺎ و ﻟﻠﺤﺼﻮل ﻋﻠ‬‫ ﻳ‬، ‫اﻟﻤﻬﺎرات اﻻﺟﺘﻤﺎﻋﻴﺔ اﻟﻘﻴﻤﺔ اﻟﺘ‬ children learn through play..‫ﻳﺘﻌﻠﻢ اﻷﻃﻔﺎل ﻣﻦ ﺧﻼل اﻟﻠﻌﺐ‬ Page (6)  made by Echo https://t.me/xb5bot Page (7) Khadija, H.N. 7 Chapter Two The Meaning of Socialization ‫ اﻟﺘﻨﺸﺌﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ‬‫ ﻣﻌﻨ‬‫ اﻟﻔﺼﻞ اﻟﺜﺎﻧ‬Khadija ، H.N. 7 Social psychologists use the term socialization to refer to the process by which the child acquires the customs, values, standards and concepts t hat concern the group. Through which he depends on himself in satisfying his psychological needs and recognizing what responsibility has meant, and how does he bear in order to be able to adjust to others through his life. This means that it is process o f social ‫ اﻟﺠﻤﺎرك واﻟﻘﻴﻢ‬‫ ﻳﺤﺼﻞ ﺑﻬﺎ اﻟﻄﻔﻞ ﻋﻠ‬‫ اﻟﻌﻤﻠﻴﺔ اﻟﺘ‬‫ﻳﺴﺘﺨﺪم ﻋﻠﻤﺎء اﻟﻨﻔﺲ اﻻﺟﺘﻤﺎﻋﻴﻮن ﻣﺼﻄﻠﺢ اﻟﺘﻨﺸﺌﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻺﺷﺎرة إﻟ‬ ، ‫ اﻟﻤﺴﺆوﻟﻴﺔ‬‫ ﻣﺎ ﺗﻌﻨ‬‫ ﺗﻠﺒﻴﺔ اﺣﺘﻴﺎﺟﺎﺗﻪ اﻟﻨﻔﺴﻴﺔ واﻟﺘﻌﺮف ﻋﻠ‬‫ ﻧﻔﺴﻪ ﻓ‬‫ اﻟﺬي ﻳﻌﺘﻤﺪ ﻋﻠ‬.‫واﻟﻤﻌﺎﻳﻴﺮ و اﻟﻤﻔﺎﻫﻴﻢ ر ﻗﺒﻌﺔ ﺗﻬﺘﻢ اﻟﻤﺠﻤﻮﻋﺔ‬ ‫ أﻧﻬﺎ ﻋﻤﻠﻴﺔ اﺟﺘﻤﺎﻋﻴﺔ‬‫ ﻫﺬا ﻳﻌﻨ‬.‫ﻴﻒ ﻣﻊ اﻵﺧﺮﻳﻦ ﺧﻼل ﺣﻴﺎﺗﻪ‬‫ ذﻟﻚ ﺗ‬‫ا ﻋﻠ‬‫ﻮن ﻗﺎدر‬‫وﻛﻴﻒ ﻳﺘﺤﻤﻠﻪ ﻣﻦ أﺟﻞ أن ﻳ‬ formation of human personality. It can also be defined as follows: - It is a biological being s transformation into social being. The newborn converts from being of biological needs into a being of new motives and needs which have social ori gin. ‫ ال ﻳﺤﻮل اﻷﻃﻔﺎل ﺣﺪﻳﺜ‬.‫ ﻛﺎﺋﻦ اﺟﺘﻤﺎﻋ‬‫ إﻟ‬‫ ‐ إﻧﻪ ﺗﺤﻮل ﺑﻴﻮﻟﻮﺟ‬:‫ اﻟﻨﺤﻮ اﻟﺘﺎﻟ‬‫ﺎ ﺗﻌﺮﻳﻔﻪ ﻋﻠ‬‫ﻦ أﻳﻀ‬‫ ﻳﻤ‬.‫ﻴﻞ ﺷﺨﺼﻴﺔ اﻹﻧﺴﺎن‬‫ﺗﺸ‬.‫ ﻟﻬﺎ ﺟﻴﻦ أوري اﻻﺟﺘﻤﺎﻋ‬‫ ﻛﺎﺋﻦ ﺟﺪﻳﺪ اﻟﺪواﻓﻊ واﻻﺣﺘﻴﺎﺟﺎت اﻟﺘ‬‫اﻟﻮﻻدة ﻣﻦ ﻛﻮﻧﻬﻢ ذوي اﻻﺣﺘﻴﺎﺟﺎت اﻟﺒﻴﻮﻟﻮﺟﻴﺔ إﻟ‬ - It is a social learning process through which individual learns by social interaction his social roles and assimilates and acquires social standards that restrict these roles. He acquires psychological attitudes and learns how conducts in a social manne r the group and society accept. ‫ﺴﺐ اﻻﺟﺘﻤﺎﻋﻴﺔ‬‫ أدواره اﻻﺟﺘﻤﺎﻋﻴﺔ وﻳﺴﺘﻮﻋﺐ وﻳ‬‫‐ إﻧﻬﺎ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻢ اﺟﺘﻤﺎﻋﻴﺔ ﻳﺘﻌﻠﻢ ﻣﻦ ﺧﻼﻟﻬﺎ اﻟﻔﺮد ﺑﻮاﺳﻄﺔ اﻟﺘﻔﺎﻋﻞ اﻻﺟﺘﻤﺎﻋ‬.‫ ﻣﺠﻤﻮﻋﺔ اﺟﺘﻤﺎﻋﻴﺔ ﻟﻠﻤﺠﻤﻮﻋﺔ واﻟﻤﺠﺘﻤﻊ ﻳﻘﺒﻞ‬‫ﺘﺴﺐ ﻣﻮاﻗﻒ ﻧﻔﺴﻴﺔ وﻳﺘﻌﻠﻢ ﻛﻴﻒ ﻳﺘﺼﺮف ﻓ‬‫ ﻳ‬.‫ ﺗﻘﻴﺪ ﻫﺬه اﻷدوار‬‫اﻟﻤﻌﺎﻳﻴﺮ اﻟﺘ‬ Page (7)  made by Echo https://t.me/xb5bot Page (8) Khadija, H.N. 8 Characteristics of Socialization -It is a process of growth through which the individual transforms from ‫ ﺧﺼﺎﺋﺺ اﻟﺘﻨﺸﺌﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ ‐إﻧﻬﺎ ﻋﻤﻠﻴﺔ ﻧﻤﻮ ﻳﺘﺤﻮل ﻣﻦ ﺧﻼﻟﻬﺎ اﻟﻔﺮد‬Khadija ، H.N. 8 a person depends on other into a person depends on himself. -It is a continuous process begins at the beginning of individual s life and finishes with its end. -It is a dynamic process involving interaction and change. ‫ ‐إﻧﻬﺎ ﻋﻤﻠﻴﺔ‬.‫ ﺑﻨﻬﺎﻳﺘﻪ‬‫ ﺑﺪاﻳﺔ ﺣﻴﺎة اﻟﻔﺮد وﻳﻨﺘﻬ‬‫ ‐إﻧﻬﺎ ﻋﻤﻠﻴﺔ ﻣﺴﺘﻤﺮة ﺗﺒﺪأ ﻓ‬.‫ ﻧﻔﺴﻪ‬‫ ﺷﺨﺺ ﻳﻌﺘﻤﺪ ﻋﻠ‬‫ اﻵﺧﺮ ﻓ‬‫ﻳﻌﺘﻤﺪ اﻟﺸﺨﺺ ﻋﻠ‬.‫ﻴﺔ ﺗﺘﻀﻤﻦ اﻟﺘﻔﺎﻋﻞ واﻟﺘﻐﻴﻴﺮ‬‫دﻳﻨﺎﻣﻴ‬ -It differs in degree from one culture to anther. -It is influenced by previous experiences individual has encountered and their relation with current situations..‫ واﺟﻬﻬﺎ اﻟﻔﺮد وﻋﻼﻗﺘﻬﺎ ﻣﻊ اﻟﻤﻮاﻗﻒ اﻟﺤﺎﻟﻴﺔ‬‫ﻳﺘﺄﺛﺮ ﺑﺎﻟﺘﺠﺎرب اﻟﺴﺎﺑﻘﺔ اﻟﺘ‬-.Anther ‫‐ﻳﺨﺘﻠﻒ ﺑﺪرﺟﺔ ﻣﻦ ﺛﻘﺎﻓﺔ واﺣﺪة إﻟ‬ The Aims of Socialization 1. The essential aim of socialization is the formation of personality and child s self concept b y satisfying his primary needs in the way that he can find a kind of adjustment and adaptation to others from one side and to the demands of culture in which he lives from the other side. ‫ ﺑﺎﺣﺘﻴﺎﺟﺎﺗﻪ‬‫ﻴﻞ اﻟﺸﺨﺼﻴﺔ و ﻣﻔﻬﻮم اﻟﻄﻔﻞ اﻟﺬي ﻳﻔ‬‫ ﻣﻦ اﻟﺘﻨﺸﺌﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ ﻫﻮ ﺗﺸ‬‫ اﻟﻬﺪف اﻷﺳﺎﺳ‬.1 ‫أﻫﺪاف اﻟﺘﻨﺸﺌﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ ﻣﻄﺎﻟﺐ اﻟﺜﻘﺎﻓﺔ اﻟﺘ‬‫ﻴﻒ ﻣﻊ اﻵﺧﺮﻳﻦ ﻣﻦ ﺟﺎﻧﺐ واﺣﺪ وإﻟ‬‫ﺎ ﻣﻦ اﻟﺘﻌﺪﻳﻞ واﻟﺘ‬‫ﻦ أن ﺗﺠﺪ ﻧﻮﻋ‬‫ ﺑﻬﺎ ﻳﻤ‬‫ ﻳﻔ‬‫اﻷﺳﺎﺳﻴﺔ ﺑﺎﻟﻄﺮﻳﻘﺔ اﻟﺘ‬.‫ﻳﻌﻴﺶ ﻓﻴﻬﺎ ﻣﻦ اﻟﺠﺎﻧﺐ اﻵﺧﺮ‬ 2. To help the individual to depend on himself and making his own vision in all matters, and habituate himself on solving problems by himself accompanied by parents supervision. ‫ ﺣﻞ اﻟﻤﺸﺎﻛﻞ ﻧﻔﺴﻪ ﺑﺮﻓﻘﺔ اﻹﺷﺮاف ﻋﻠ‬‫ وﺗﻌﻮد ﻧﻔﺴﻪ ﻋﻠ‬، ‫ ﻛﻞ اﻷﻣﻮر‬‫ ﻧﻔﺴﻪ وﺻﻨﻌﻪ اﻟﺮؤﻳﺔ ﻓ‬‫ اﻻﻋﺘﻤﺎد ﻋﻠ‬‫ ﻟﻤﺴﺎﻋﺪة اﻟﻔﺮد ﻋﻠ‬.2.‫اﻟﻮاﻟﺪﻳﻦ‬ Page (8)  made by Echo https://t.me/xb5bot Page (9) Khadija, H.N. 9 3. Making several concepts and moral values to the person, such as emphasis on positive self -concept especially in first years of his life. The family has a role in developing conscience because the parents ‫ وﺧﺎﺻﺔ ﻓ‬‫ ﻣﻔﻬﻮم اﻟﺬات اﻹﻳﺠﺎﺑ‬‫ ﻣﺜﻞ اﻟﺘﺮﻛﻴﺰ ﻋﻠ‬، ‫ ﺻﻨﻊ اﻟﻌﺪﻳﺪ ﻣﻦ اﻟﻤﻔﺎﻫﻴﻢ واﻟﻘﻴﻢ اﻷﺧﻼﻗﻴﺔ ﻟﻠﺸﺨﺺ‬.Khadija ، H.N. 9 3 ‫ ﺗﻄﻮﻳﺮ اﻟﻀﻤﻴﺮ ﻷن اﻟﻮاﻟﺪﻳﻦ‬‫ اﻷﺳﺮة ﻟﻬﺎ دور ﻓ‬.‫ ﻣﻦ ﺣﻴﺎﺗﻪ‬‫اﻟﺴﻨﻮات اﻷوﻟ‬ have an important role to be a goo d example to teach their children the religious and moral values. 4. Achieving the psychological security. To live in environment empty of psychological problems and disorders, the parents must not let their children share their problems, but they must ex clude them from their ‫ ﺑﻴﺌﺔ ﻓﺎرﻏﺔ ﻣﻦ‬‫ ﻟﻠﻌﻴﺶ ﻓ‬.‫ ﺗﺤﻘﻴﻖ اﻷﻣﻦ اﻟﻨﻔﺴ‬.4.‫ ﻟﺘﻌﻠﻴﻢ أﻃﻔﺎﻟﻬﻢ اﻟﻘﻴﻢ اﻟﺪﻳﻨﻴﺔ واﻷﺧﻼﻗﻴﺔ‬goo d ‫ ﻋﻠ‬‫ﻮن ﻣﺜﺎ‬‫ﻟﺪﻳﻚ دور ﻣﻬﻢ ﻟﺘ‬ ‫ﻦ ﻳﺠﺐ ﻋﻠﻴﻬﻢ أن ﻳﺮﺑﻮا ﺑﻬﻢ ﻣﻦ‬‫ ﻟ‬، ‫ ﻳﺠﺐ أﻻ ﻳﺴﻤﺢ ﻟﻠﻮاﻟﺪﻳﻦ ﻳﺘﻘﺎﺳﻢ اﻷﻃﻔﺎل ﻣﺸﺎﻛﻠﻬﻢ‬، ‫اﻟﻤﺸﺎﻛﻞ اﻟﻨﻔﺴﻴﺔ واﻻﺿﻄﺮاﺑﺎت‬ marital conflicts, because the child considers himself as a reason for these problems an d consequently puts all lamentation on himself..‫ ﻧﻔﺴﻪ‬‫ ﻳﻀﻊ ﻛﻞ اﻟﺮﺛﺎء ﻋﻠ‬D ‫ﻼت‬‫ﺎ ل ﻫﺬه اﻟﻤﺸ‬‫ ﻷن اﻟﻄﻔﻞ ﻳﻌﺘﺒﺮ ﻧﻔﺴﻪ ﺳﺒﺒ‬، ‫اﻟﻨﺰاﻋﺎت اﻟﺰوﺟﻴﺔ‬ Page (9)  made by Echo https://t.me/xb5bot Page (10) Khadija, H.N. 10 Chapter Three Relationship Between Cultures Socialization and Behavior ‫ اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ اﻟﻌﻼﻗﺔ ﺑﻴﻦ اﻟﺜﻘﺎﻓﺎت اﻟﺘﻨﺸﺌﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ واﻟﺴﻠﻮك‬Khadija ، H.N. 10 The way a cultural group thinks about children determines the way adults interact with children, the kinds of environments that are developed for children, and the nature of expectations that will exist for children s behavior. The most important factor to keep in mind is that adults living in a certain culture who are responsible for childre n will structure the child s environment in response to their own conception of ‫ ﺗﻢ ﺗﻄﻮﻳﺮه‬‫ ﻫ‬‫ وأﻧﻮاع اﻟﺒﻴﺌﺎت اﻟﺘ‬، ‫ اﻷﻃﻔﺎل ﺗﺤﺪد ﻃﺮﻳﻘﺔ ﺗﻔﺎﻋﻞ اﻟﺒﺎﻟﻐﻴﻦ ﻣﻊ اﻷﻃﻔﺎل‬‫ﺮ ﺑﻬﺎ اﻟﻤﺠﻤﻮﻋﺔ اﻟﺜﻘﺎﻓﻴﺔ ﻓ‬‫ ﺗﻔ‬‫اﻟﻄﺮﻳﻘﺔ اﻟﺘ‬ ‫ اﻻﻋﺘﺒﺎر ﻫﻮ ذﻟﻚ اﻟﺒﺎﻟﻐﻴﻦ اﻟﺬﻳﻦ‬‫ اﻟﻌﺎﻣﻞ اﻷﻛﺜﺮ أﻫﻤﻴﺔ اﻟﺬي ﻳﺠﺐ وﺿﻌﻪ ﻓ‬.‫ وﻃﺒﻴﻌﺔ اﻟﺘﻮﻗﻌﺎت اﻟﻤﻮﺟﻮدة ﺳﻠﻮك اﻷﻃﻔﺎل‬، ‫ﻟﻸﻃﻔﺎل‬ ‫ﻞ ﺑﻴﺌﺔ اﻟﻄﻔﻞ اﺳﺘﺠﺎﺑﺔ ﻟﻤﻔﻬﻮﻣﻬﻢ اﻟﺨﺎص‬‫ ﺛﻘﺎﻓﺔ ﻣﻌﻴﻨﺔ ﻣﺴﺆوﻟﻮن ﻋﻦ إرادة اﻟﻄﻔﻞ ﻫﻴ‬‫ﻳﻌﻴﺸﻮن ﻓ‬ the child nature. Cultures who view children as miniature are likely to expect children to share in the work of the household as well as to participate in the play activities of the community. In contrast cultures whose adults see children as developing persons are more likely to set aside special activities designed for children mo vies, children s television programs, children s responsibilities. Cultures whose adults ‫ ﻋﻤﻞ اﻷﺳﺮة وﻛﺬﻟﻚ‬‫ اﻷﻃﻔﺎل ﻣﺼﻐﺮة ﻧﺘﻮﻗﻊ أن ﻳﺸﺎرك اﻷﻃﻔﺎل ﻓ‬‫ ﺗﻨﻈﺮ إﻟ‬‫ﻮن اﻟﺜﻘﺎﻓﺎت اﻟﺘ‬‫ ﻣﻦ اﻟﻤﺤﺘﻤﻞ أن ﺗ‬.‫ﻃﺒﻴﻌﺔ اﻟﻄﻔﻞ‬ ‫ اﻟﻤﻘﺎﺑﻞ اﻟﺜﻘﺎﻓﺎت اﻟﺬﻳﻦ ﻳﺮون أن اﻷﻃﻔﺎل ﻫﻢ اﻷﺷﺨﺎص اﻟﻨﺎﻣﻴﻮن أﻛﺜﺮ ﻋﺮﺿﺔ ﻟﻠﺮﻗﺎﺑﺔ ﺟﺎﻧﺒﺎ‬‫ ﻓ‬.‫ أﻧﺸﻄﺔ ﻟﻌﺐ اﻟﻤﺠﺘﻤﻊ‬‫اﻟﻤﺸﺎرﻛﺔ ﻓ‬ ‫ اﻟﺒﺎﻟﻐﻴﻦ‬‫ اﻟﺜﻘﺎﻓﺎت اﻟﺘ‬.‫ ﻣﺴﺆوﻟﻴﺎت اﻷﻃﻔﺎل‬، ‫أﻧﺸﻄﺔ ﺧﺎﺻﺔ ﻣﺼﻤﻤﺔ ﻟﻸﻃﻔﺎل اﻟﺒﺮاﻣﺞ اﻟﺘﻠﻔﺰﻳﻮﻧﻴﺔ‬ view children as inherently good are likely to be more accepting of the activities children undertake. Cultures whose adults view children as inherently sinful are mo re likely to guide children s activities and to limit their freedom to initiate or explore. Therefore , there are dramatic differences among cultures in the ways young children are reared. In rural Guatemala the infant spends his time in a dark hu t with ‫ ﻳﻨﻈﺮ إﻟﻴﻬﺎ اﻟﺒﺎﻟﻐﻴﻦ‬‫ اﻟﺜﻘﺎﻓﺎت اﻟﺘ‬.‫ ﻳﺘﻌﻬﺪ ﺑﻬﺎ اﻷﻃﻔﺎل‬‫ اﻷﻧﺸﻄﺔ اﻟﺘ‬‫ اﻷﻃﻔﺎل ﺟﻴﺪًا ﺑﻄﺒﻴﻌﺘﻬﻢ أﻛﺜﺮ ﻗﺒﻮ‬‫ﻮن اﻟﻨﻈﺮ ﻓ‬‫ﻣﻦ اﻟﻤﺮﺟﺢ أن ﻳ‬ ‫ ﻫﻨﺎك‬، ‫ ﻟﺬﻟﻚ‬.‫ﺸﺎف‬‫ اﻟﺒﺪء أو اﻻﺳﺘ‬‫ أﻧﺸﻄﺔ اﻷﻃﻔﺎل و اﻟﺤﺪ ﻣﻦ ﺣﺮﻳﺘﻬﻢ ﻓ‬‫اﻷﻃﻔﺎل ﻣﻦ اﻟﻤﺤﺘﻤﻞ أن ﺗﻮﺟﻪ اﻟﺨﺎﻃﺌﻴﻦ ﺑﻄﺒﻴﻌﺘﻬﻢ إﻟ‬ ‫ ﻇﻼم‬‫ اﻟﺮﺿﻴﻊ وﻗﺘﻪ ﻓ‬‫ ﻳﻘﻀ‬، ‫ رﻳﻒ ﻏﻮاﺗﻴﻤﺎﻻ‬‫ ﻓ‬.‫ ﻳﺘﻢ ﺑﻬﺎ ﺗﺮﺑﻴﺔ اﻷﻃﻔﺎل اﻟﺼﻐﺎر‬‫ اﻟﻄﺮق اﻟﺘ‬‫ اﻻﺧﺘﻼﻓﺎت ﺑﻴﻦ اﻟﺜﻘﺎﻓﺎت ﻓ‬‫دراﻣﺎﺗﻴ‬ ‫ﻣﻊ‬ no toys for the first ten or eleven months. In a nursery in Czechoslovakia the infant is in a cot in a large room with 25 other infants. ‫ أﺧﺮى‬25 ‫ ﻏﺮﻓﺔ ﻛﺒﻴﺮة ﻣﻊ‬‫ ﺳﺮﻳﺮ ﻓ‬‫ﻮﺳﻠﻮﻓﺎﻛﻴﺎ اﻟﺮﺿﻴﻊ ﻓ‬‫ ﺗﺸﻴ‬‫ ﺣﻀﺎﻧﺔ ﻓ‬‫ ﻓ‬.‫ا‬‫ﻻ ﺗﻮﺟﺪ أﻟﻌﺎب ﺧﻼل اﻟﻌﺸﺮة أو أﺣﺪ ﻋﺸﺮ ﺷﻬﺮ‬.‫اﻟﺮﺿﻊ‬ Page (10)  made by Echo https://t.me/xb5bot Page (11) Khadija, H.N. 11 The values and skills older children learn also vary with cultures. Guatemalan children learn to weave cloths and plant corn. Children in northern India learn very early to be respectful and obedient and ‫ ﻳﺘﻌﻠﻢ اﻷﻃﻔﺎل اﻟﻐﻮاﺗﻴﻤﺎﻟﻴﻴﻦ ﻧﺴﺞ‬.‫ﺎ ﻣﻊ اﻟﺜﻘﺎﻓﺎت‬‫ ﻳﺘﻌﻠﻤﻬﺎ اﻷﻃﻔﺎل اﻷﻛﺒﺮ ﺳﻨﺎً أﻳﻀ‬‫ ﺗﺨﺘﻠﻒ اﻟﻘﻴﻢ واﻟﻤﻬﺎرات اﻟﺘ‬Khadija ، H.N. 11 ‫ﻮن ﻣﺤﺘﺮﻣﺔ وﻃﺎﻋﺔ و‬‫ا ﺟﺪًا ﻟﺘ‬‫ﺮ‬‫ ﺗﺘﻌﻠﻢ ﺷﻤﺎل اﻟﻬﻨﺪ ﻣﺒ‬‫ اﻷﻃﻔﺎل ﻓ‬.‫اﻟﻤﻼﺑﺲ وزراﻋﺔ اﻟﺬرة‬ therefore , children in India are quiet compared with the boisterousness of the American. But despite these differences there are also similarities in dev elopment. Language, reasoning, and laughter develop in similar ways and at similar time, suggesting that there are some basic characteristics of human beings that develop in any environment where humans care for children and teach them values. Differential conditions ‫ﺎ أوﺟﻪ‬‫ ﻫﻨﺎك أﻳﻀ‬، ‫ اﻟﺮﻏﻢ ﻣﻦ ﻫﺬه اﻻﺧﺘﻼﻓﺎت‬‫ﻦ ﻋﻠ‬‫ وﻟ‬.‫ اﻟﻬﻨﺪ ﻫﺎدﺋﻮن ﻣﻘﺎرﻧﺔ ﻣﻊ اﻟﺼﺨﻮر ﻣﻦ اﻷﻣﺮﻳ‬‫ ﻓﺈن اﻷﻃﻔﺎل ﻓ‬، ‫ﻟﺬﻟﻚ‬ ‫ أن ﻫﻨﺎك ﺑﻌﺾ اﻷﺳﺎس‬‫ ﻣﻤﺎ ﻳﺸﻴﺮ إﻟ‬، ‫ وﻗﺖ ﻣﻤﺎﺛﻞ‬‫ ﻣﻤﺎﺛﻠﺔ ﻃﺮق وﻓ‬‫ ﺗﺘﻄﻮر اﻟﻠﻐﺔ واﻟﻤﻨﻄﻖ واﻟﻀﺤﻚ ﻓ‬.‫ اﻟﺘﻨﻤﻴﺔ‬‫ﺗﺸﺎﺑﻪ ﻓ‬ ‫ اﻟﻈﺮوف اﻟﺘﻔﺎﺿﻠﻴﺔ‬.‫ أي ﺑﻴﺌﺔ ﺣﻴﺚ ﻳﻬﺘﻢ اﻟﺒﺸﺮ ﺑﺎﻷﻃﻔﺎل وﻳﻌﻠﻤﻮﻧﻬﻢ اﻟﻘﻴﻢ‬‫ﺧﺼﺎﺋﺺ اﻟﺒﺸﺮ اﻟﺬﻳﻦ ﻳﺘﻄﻮرون ﻓ‬ of rearing seem to produce major differences among children during the first five years of life and again after adolescence. Children around the world appear to be most similar between ( 5 and 12) years of age. This is reasona ble, for the social play of children is remarkably similar across the world, and age mates have a strong influence on one another at that time. ‫ ﻳﺒﺪو أن‬.‫ ﻣﻦ اﻟﺤﻴﺎة وﻣﺮة ​​أﺧﺮى ﺑﻌﺪ اﻟﻤﺮاﻫﻘﺔ‬‫ﻳﺒﺪو أن اﻟﺘﺮﺑﻴﺔ ﺗﻨﺘﺞ اﺧﺘﻼﻓﺎت ﻛﺒﻴﺮة ﺑﻴﻦ اﻷﻃﻔﺎل أﺛﻨﺎء اﻟﺴﻨﻮات اﻟﺨﻤﺲ اﻷوﻟ‬ ‫ ﻟـ اﻷﻃﻔﺎل ﻣﺘﺸﺎﺑﻬﻮن‬‫ اﻟﻠﻌﺐ اﻻﺟﺘﻤﺎﻋ‬‫ ﻫﺬا ﻫﻮ اﻟﺴﺒﺐ ﻓ‬.‫( ﺳﻨﻮات ﻣﻦ اﻟﻌﻤﺮ‬12 ‫ و‬5) ‫ ﺟﻤﻴﻊ أﻧﺤﺎء اﻟﻌﺎﻟﻢ ﻣﺘﺸﺎﺑﻬﻮن ﺑﻴﻦ‬‫اﻷﻃﻔﺎل ﻓ‬.‫ ذﻟﻚ اﻟﻮﻗﺖ‬‫ ﺑﻌﻀﻬﻢ اﻟﺒﻌﺾ ﻓ‬‫ اﻟﻌﻤﺮ ﺗﺄﺛﻴﺮ ﻗﻮي ﻋﻠ‬‫ وﻳﺮﺗﻔﻊ زﻣﻼﺋﻪ ﻓ‬، ‫ ﺟﻤﻴﻊ أﻧﺤﺎء اﻟﻌﺎﻟﻢ‬‫ﻞ ﻣﻠﺤﻮظ ﻓ‬‫ﺑﺸ‬ The differences in maternal behavior seem to come from different attitudes about the infant. Mothers in so me cultures see their children as dependent and therefore need to be taught how to become independent in contrast to mothers in other cultures who see their children as independent and need to be tamed to become more dependent on their parents. ‫ ﻳﺮون أﻃﻔﺎﻟﻬﻦ ﺗﻌﺘﻤﺪ وﺑﺎﻟﺘﺎﻟ‬‫ اﻟﺜﻘﺎﻓﺎت ﻟ‬‫ اﻷﻣﻬﺎت ﻓ‬.‫ ﻣﻦ ﻣﺨﺘﻠﻒ ﻣﻮاﻗﻒ ﺣﻮل اﻟﺮﺿﻴﻊ‬‫ ﺳﻠﻮك اﻷم ﺗﺄﺗ‬‫ﻳﺒﺪو أن اﻻﺧﺘﻼﻓﺎت ﻓ‬ ‫ ﺗﺮوﻳﺾ‬‫ ﺗﺮى أﻃﻔﺎﻟﻬﻦ ﻣﺜﻞ ﻣﺴﺘﻘﻞ وﻳﺤﺘﺎج إﻟ‬‫ اﻟﺜﻘﺎﻓﺎت اﻷﺧﺮى اﻟﺘ‬‫ﺲ اﻷﻣﻬﺎت ﻓ‬‫ ﻋ‬‫ﻳﺠﺐ ﺗﻌﻠﻴﻤﻬﻢ ﻛﻴﻒ ﺗﺼﺒﺢ ﻣﺴﺘﻘﻠﺔ ﻋﻠ‬.‫ آﺑﺎء‬‫ا ﻋﻠ‬‫ﻟﻴﺼﺒﺢ أﻛﺜﺮ اﻋﺘﻤﺎد‬ Page (11)  made by Echo https://t.me/xb5bot Page (12) Khadija, H.N. 12 The Dif ferent Cultural Variables that Affects Socialization One of the most important variables that affect the process of socialization are the parents, because they are direct socializing agents. ‫ ﻋﻤﻠﻴﺔ اﻟﺘﻨﺸﺌﺔ‬‫ ﺗﺆﺛﺮ ﻋﻠ‬‫ اﻟﺘﻨﺸﺌﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ أﺣﺪ أﻫﻢ اﻟﻤﺘﻐﻴﺮات اﻟﺘ‬‫ ﺗﺆﺛﺮ ﻋﻠ‬‫ اﻟﻤﺘﻐﻴﺮات اﻟﺜﻘﺎﻓﻴﺔ اﻟﻤﺨﺘﻠﻔﺔ اﻟﺘ‬Khadija ، H.N. 12.‫ ﻷﻧﻬﻢ ﻋﻤﻼء اﺟﺘﻤﺎﻋﻴﻮن ﻣﺒﺎﺷﺮون‬، ‫ اﻟﻮاﻟﺪﻳﻦ‬‫اﻻﺟﺘﻤﺎﻋﻴﺔ ﻫ‬ Their role lies in their determination, which of the child s behavior will be considered acceptable and therefore worthy reward, reinforcement and encouragement. 1.These social expectancies vary from one culture to another. 2.Parents from different cultures teach their chil dren in quite different ‫ ﻫﺬه اﻟﺘﻮﻗﻌﺎت‬.1.‫ ﺟﺪﻳﺮة ﺑﺎﻟﺘﻌﺰﻳﺰ واﻟﺘﺸﺠﻴﻊ‬‫ﺎﻓﺄة ﻣﻘﺒﻮﻟﺔ وﺑﺎﻟﺘﺎﻟ‬‫ أي ﻣﻦ ﺳﻠﻮك اﻟﻄﻔﻞ ﺳﻴﻔﻌﻞ ﺗﻌﺘﺒﺮ ﻣ‬، ‫ ﺗﺼﻤﻴﻤﻬﻢ‬‫ﻤﻦ دورﻫﻢ ﻓ‬‫ﻳ‬ ‫ﺎ‬‫ ﻣﺨﺘﻠﻒ ﺗﻤﺎﻣ‬Chil Dren ‫ ﻳﻌﻠﻤﻮن ﻣﻦ اﻟﺜﻘﺎﻓﺎت اﻟﻤﺨﺘﻠﻔﺔ أن‬.2.‫ أﺧﺮى‬‫اﻻﺟﺘﻤﺎﻋﻴﺔ ﺗﺨﺘﻠﻒ ﻣﻦ ﺛﻘﺎﻓﺔ إﻟ‬ fashion and the learning environment varies across cultures. 3.Various sections of society use some what different child -rearing practices, even within a particular social group there may be changes from one generation to the ne xt, or even from one decade to the next. ‫ داﺧﻞ‬‫ ﺣﺘ‬، ‫ ﺗﺴﺘﺨﺪم أﻗﺴﺎم اﻟﻤﺠﺘﻤﻊ ﺑﻌﺾ ﻣﺎ ﻳﺨﺘﻠﻒ ﺑﻴﻦ اﻷﻃﻔﺎل اﻟﻤﻤﺎرﺳﺎت‬.3.‫اﻟﻤﻮﺿﺔ وﺑﻴﺌﺔ اﻟﺘﻌﻠﻢ ﺗﺨﺘﻠﻒ ﻋﺒﺮ اﻟﺜﻘﺎﻓﺎت‬.‫ آﺧﺮ‬‫ ﻣﻦ ﻋﻘﺪ إﻟ‬‫ أو ﺣﺘ‬، NE XT ‫ﻮن ﻫﻨﺎك ﺗﻐﻴﻴﺮات ﻣﻦ ﺟﻴﻞ واﺣﺪ إﻟ‬‫ﻣﺠﻤﻮﻋﺔ اﺟﺘﻤﺎﻋﻴﺔ ﻣﻌﻴﻨﺔ ﻗﺪ ﺗ‬ 4.Other variables that affect the process of socialization as the child grows older are his peers, teachers, and other members of the Community. 5.A child s teacher may also influence him in ways that are lar gely beyond the control of parents. ‫ ﻗﺪ ﻳﺆﺛﺮ ﻋﻠﻴﻪ‬.5.‫ ﻣﺠﺘﻤﻊ‬‫ﺒﺮ ﻫﻮ أﻗﺮاﻧﻪ وﻣﻌﻠﻤﻴﻪ وأﻋﻀﺎء آﺧﺮﻳﻦ ﻓ‬‫ ﻋﻤﻠﻴﺔ اﻟﺘﻨﺸﺌﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ ﻛﻄﻔﻞ ﻳ‬‫ ﻣﺘﻐﻴﺮات أﺧﺮى ﺗﺆﺛﺮ ﻋﻠ‬.4.‫ اﻵﺑﺎء‬‫ﻣﺪرس اﻟﻄﻔﻞ ﺑﻄﺮق ﻏﺎﻣﻀﺔ ﻣﺎ وراء اﻟﺴﻴﻄﺮة ﻋﻠ‬ 6.Researchers have found that children were indeed influenced by teacher s personality and behavior..‫ وﺟﺪ اﻟﺒﺎﺣﺜﻮن أن اﻷﻃﻔﺎل ﺗﺄﺛﺮوا ﺑﺎﻟﻔﻌﻞ ﺷﺨﺼﻴﺔ اﻟﻤﻌﻠﻢ وﺳﻠﻮﻛﻪ‬.6 Page (12)  made by Echo https://t.me/xb5bot Page (13) Khadija, H.N. 13 7.An important element in socialization is the child s relationship with his peers. If the standard between home an d community conflicts then the child will have to adapt to that situation by behaving in two ‫ إذا ﻛﺎن اﻟﻤﻌﻴﺎر ﺑﻴﻦ اﻟﻤﻨﺰل ﻳﺘﻌﺎرض ﻣﺠﺘﻤﻊ‬.‫ اﻟﺘﻨﺸﺌﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ ﻫﻮ ﻋﻼﻗﺔ اﻟﻄﻔﻞ ﻣﻊ أﻗﺮاﻧﻪ‬‫ ﻋﻨﺼﺮ ﻣﻬﻢ ﻓ‬.Khadija ، H.N. 13 7 ‫ اﺛﻨﻴﻦ‬‫ﻴﻒ ﻣﻊ ﻫﺬا اﻟﻤﻮﻗﻒ ﻣﻦ ﺧﻼل اﻟﺘﺼﺮف ﻓ‬‫ اﻟﻄﻔﻞ اﻟﺘ‬‫ ﺳﻴﺘﻌﻴﻦ ﻋﻠ‬.D different kinds of behavioral patterns one suitable for his life at home a different one with his peers..‫ اﻟﻤﻨﺰل أ واﺣﺪ ﻣﺨﺘﻠﻒ ﻣﻊ أﻗﺮاﻧﻪ‬‫أﻧﻮاع ﻣﺨﺘﻠﻔﺔ ﻣﻦ اﻷﻧﻤﺎط اﻟﺴﻠﻮﻛﻴﺔ واﺣﺪة ﻣﻨﺎﺳﺒﺔ ﻟﺤﻴﺎﺗﻪ ﻓ‬ Page (13)  made by Echo https://t.me/xb5bot Page (14) Khadija, H.N. 14 Chapter F our Psychology of Pregnancy Infant Indulgence and Maternal Warmth ‫ اﻟﻔﺼﻞ اﻟﺮاﺑﻊ ﻋﻠﻢ اﻟﻨﻔﺲ ﻣﻦ اﻟﺤﻤﻞ ﺗﺴﺎﻫﻞ اﻟﺮﺿﻊ ودفء اﻷم‬Khadija ، H.N. 14 Down through the ages in various cultures there has been many superstitions connected with pregnancy. Many of these are false, but one thing is certain that pregnancy and child birth have profound em otional meanings to the mother. A mother is likely to respond to these experiences in her own individual way while showing a continuation of tendencies and traits that were established before her ‫ء واﺣﺪ‬‫ﻦ ﻫﻨﺎك ﺷ‬‫ وﻟ‬، ‫ اﻟﻌﺪﻳﺪ ﻣﻦ ﻫﺬه ﺧﺎﻃﺌﺔ‬.‫ﺜﻴﺮ اﻟﺨﺮاﻓﺎت اﻟﻤﺮﺗﺒﻄﺔ ﺑﺎﻟﺤﻤﻞ‬‫ ﻛﺎن ﻫﻨﺎك اﻟ‬، ‫ اﻟﺜﻘﺎﻓﺎت اﻟﻤﺨﺘﻠﻔﺔ‬‫ﻋﺒﺮ اﻟﻌﺼﻮر ﻓ‬ ‫ ﻣﻦ اﻟﻤﺤﺘﻤﻞ أن ﺗﺴﺘﺠﻴﺐ اﻷم ﻫﺬه اﻟﺘﺠﺎرب ﺑﻄﺮﻳﻘﺘﻬﺎ اﻟﻔﺮدﻳﺔ أﺛﻨﺎء‬.‫ ﻟﻸم‬otional ‫ﻣﺆﻛﺪ أن اﻟﺤﻤﻞ ووﻻدة اﻟﻄﻔﻞ ﻋﻤﻴﻘﺎن ﻣﻌﺎﻧ‬ ‫ ﺗﻢ إﻧﺸﺎؤﻫﺎ أﻣﺎﻣﻬﺎ‬‫إﻇﻬﺎر ﻣﻠﻒ اﺳﺘﻤﺮار اﻟﻤﻴﻮل واﻟﺴﻤﺎت اﻟﺘ‬ motherhood began. Pregnancy may give added intensity or a ne w emphasis to emotional tendencies that already exist, but even if a woman happily waiting for being a mother , she is a realistic person with healthy attitudes towards herself and the others. Her pregnancy will be a trait for her, If there are financial p roblems, heavy duties in the home, or any complication that may lead to emotional stress, these ‫ ﻟﻮ اﻣﺮأة ﺗﻨﺘﻈﺮ‬‫ﻦ ﺣﺘ‬‫ وﻟ‬، ‫ اﻟﻤﻴﻮل اﻟﻌﺎﻃﻔﻴﺔ اﻟﻤﻮﺟﻮدة ﺑﺎﻟﻔﻌﻞ‬‫ اﻟﺘﺮﻛﻴﺰ ﻋﻠ‬NE W ‫ اﻟﺤﻤﻞ ﺷﺪة إﺿﺎﻓﻴﺔ أو‬‫ ﻗﺪ ﻳﻌﻄ‬.‫ﺑﺪأت اﻷﻣﻮﻣﺔ‬ ‫ إذا ﻛﺎﻧﺖ ﻫﻨﺎك ﻣﻮاد‬، ‫ﻮن ﺳﻤﺔ ﻟﻬﺎ‬‫ ﺣﻤﻠﻬﺎ ﺳﺘ‬.‫ ﻣﻊ اﻟﻤﻮاﻗﻒ اﻟﺼﺤﻴﺔ ﺗﺠﺎه ﻧﻔﺴﻬﺎ واﻵﺧﺮﻳﻦ‬‫ إﻧﻬﺎ ﺷﺨﺺ واﻗﻌ‬، ‫ﺎ‬‫ﻮن أﻣ‬‫ﺑﺴﻌﺎدة أن ﺗ‬ ‫ ﻫﺬه‬، ‫ اﻟﻀﻐﻂ اﻟﻌﺎﻃﻔ‬‫ أو أي ﻣﻀﺎﻋﻔﺎت ﻗﺪ ﺗﺆدي إﻟ‬، ‫ اﻟﻤﻨﺰل‬‫ واﺟﺒﺎت ﺛﻘﻴﻠﺔ ﻓ‬، ‫ﻣﺎﻟﻴﺔ‬ would certainly affect both the structural and the behavioral characteristics of the offspring. Since the upset mother would be pumping adrenalin into her own s ystem,i t means that the fetus in experiencing a state similar to his mother s upset state. Prolonged nervous and emotional disturbance of the mother during later months of pregnancy seems to be related directly to early feeding difficulties and ystem ‫ﻮن ﺿﺦ اﻷدرﻳﻨﺎﻟﻴﻦ ﻓ‬‫ﻮن اﻷم اﻟﻤﻀﻄﺮﺑﺔ ﺳﺘ‬‫ ﻣﻨﺬ أن ﺗ‬.‫ﻠﻴﺔ واﻟﺴﻠﻮﻛﻴﺔ ﺧﺼﺎﺋﺺ ذرﻳﺔ‬‫ ﻛﻞ ﻣﻦ اﻟﻬﻴ‬‫ﺑﺎﻟﺘﺄﻛﻴﺪ ﺳﻴﺆﺛﺮ ﻋﻠ‬ ‫ ﻟﻸم ﺧﻼل‬‫ واﻟﻌﺎﻃﻔ‬‫ ﻓﺘﺮة ﻃﻮﻳﻠﺔ اﻻﺿﻄﺮاب اﻟﻌﺼﺒ‬.‫ ﺗﺠﺮﺑﺔ دوﻟﺔ ﻣﻤﺎﺛﻠﺔ ﻟﺤﺎﻟﺔ واﻟﺪﺗﻪ اﻟﻤﻨﺰﻋﺠﺔ‬‫ أن اﻟﺠﻨﻴﻦ ﻓ‬‫ ﻳﻌﻨ‬، ‫اﻟﺨﺎص ﺑﻬﺎ‬ ‫ﺮة و‬‫اﻷﺷﻬﺮ اﻟﻼﺣﻘﺔ ﻣﻦ ﻳﺒﺪو أن اﻟﺤﻤﻞ ﻣﺮﺗﺒﻂ ﻣﺒﺎﺷﺮة ﺑﺼﻌﻮﺑﺎت اﻟﺘﻐﺬﻳﺔ اﻟﻤﺒ‬ to an irr itable nervous system in the infant..‫ اﻟﺮﺿﻴﻊ‬‫ اﻟﻘﺎﺑﻞ ﻟﻠﺘﻄﺒﻴﻖ ﻓ‬‫ اﻟﺠﻬﺎز اﻟﻌﺼﺒ‬‫إﻟ‬ Page (14)  made by Echo https://t.me/xb5bot Page (15) Khadija, H.N. 15 Maternal Warmth Perhaps the clearest evidence of the effects of experiences on care taking and maternal warmth is seen in the results of Harlow s ‫ ﻧﺘﺎﺋﺞ ﻫﺎرﻟﻮ‬‫ اﻟﺮﻋﺎﻳﺔ ﻳﻈﻬﺮ اﻻﺳﺘﻴﻼء ودفء اﻷم ﻓ‬‫ آﺛﺎر اﻟﺘﺠﺎرب ﻋﻠ‬‫ دفء اﻷم رﺑﻤﺎ أوﺿﺢ دﻟﻴﻞ ﻋﻠ‬Khadija ، H.N. 15 experiments on the so called motherless monkeys. This experiment illustrated that warmth is a variable of major importance in the operations of all the affecting systems. The study was by raising a female infant from day 15 on the warm surrogate for a period of four weeks. Like all good babies she quickly and compl etely became attached to her source of warmth, at end of this.‫ ﻋﻤﻠﻴﺎت ﺟﻤﻴﻊ اﻷﻧﻈﻤﺔ اﻟﻤﺆﺛﺮة‬‫ ﻫﺬه اﻟﺘﺠﺮﺑﺔ ﻳﻮﺿﺢ أن اﻟﺪفء ﻫﻮ ﻣﺘﻐﻴﺮ ذي أﻫﻤﻴﺔ ﻛﺒﻴﺮة ﻓ‬.‫ اﻟﻘﺮود ﺑﻼ أم‬‫ ﻣﺎ ﻳﺴﻤ‬‫ﺗﺠﺎرب ﻋﻠ‬ ‫ ﻣﺜﻞ ﻛﻞ اﻷﻃﻔﺎل اﻟﺠﻴﺪﻳﻦ ﺑﺴﺮﻋﺔ وأﺻﺒﺤﺖ‬.‫ اﻟﺪفء ﺑﺪﻳﻞ ﻟﻤﺪة أرﺑﻌﺔ أﺳﺎﺑﻴﻊ‬‫ ﻋﻠ‬15 ‫ﻛﺎﻧﺖ اﻟﺪراﺳﺔ ﻣﻦ ﺧﻼل ﺗﺮﺑﻴﺔ رﺿﻴﻊ ﻣﻦ ﻳﻮم‬ ‫ ﻧﻬﺎﻳﺔ ﻫﺬا‬‫ ﻓ‬، ‫ﻮى ﻣﺘﺼﻠﺔ ﺑﻤﺼﺪر اﻟﺪفء‬‫اﻟﺸ‬ four weeks it was decided that the little monkey had become s poiled enough, and so the warm surrogate was replace with cold version for one week. The infant noticed the switch within two minutes ,responding by sitting in a corner and making pitiful sounds. Throughout the week of bitter maternal cold the amount of surrogate contact fell drastically, in general the infant avoided the surrogate in her feeding, exploratory.‫ ﺑﺈﺻﺪار ﺑﺎرد اﺳﺒﻮع واﺣﺪ‬‫ ﺗﻢ اﺳﺘﺒﺪال اﻟﺒﺪﻳﻞ اﻟﺪاﻓ‬‫ وﺑﺎﻟﺘﺎﻟ‬، ‫ﻔﺎﻳﺔ‬‫ﺎ ﺑﻤﺎ ﻓﻴﻪ اﻟ‬‫أرﺑﻌﺔ أﺳﺎﺑﻴﻊ ﺗﻘﺮر أن اﻟﻘﺮد اﻟﺼﻐﻴﺮ أﺻﺒﺢ ﻣﺤﺠﻮ ﺑ‬ ‫ ﺧﻼل اﻻﺳﺒﻮع ﻣﻦ‬.‫ ﻟﻬﺎ‬‫ زاوﻳﺔ وﺻﻨﻊ أﺻﻮات ﻳﺮﺛ‬‫ وﻳﺴﺘﺠﻴﺐ ﻣﻦ ﺧﻼل اﻟﺠﻠﻮس ﻓ‬، ‫ ﻏﻀﻮن دﻗﻴﻘﺘﻴﻦ‬‫ﻻﺣﻆ اﻟﺮﺿﻴﻊ اﻟﻤﻔﺘﺎح ﻓ‬ ‫ﺸﺎﻓﻴﺔ‬‫ اﻻﺳﺘ‬، ‫ ﺗﻐﺬﻳﺘﻬﺎ‬‫ ﺗﺠﻨﺐ اﻟﺮﺿﻴﻊ اﻟﺒﺪﻳﻞ ﻓ‬، ‫ﻞ ﻋﺎم‬‫ ﺑﺸ‬، ‫ﻞ ﻛﺒﻴﺮ‬‫ ﺳﻘﻄﺖ ﻛﻤﻴﺔ اﻻﺗﺼﺎل اﻟﺒﺪﻳﻠﺔ ﺑﺸ‬، ‫ اﻟﻤﺮﻳﺮ‬‫اﻟﺒﺮد اﻷﻣﻮﻣ‬ and sleeping behavior. But w hen the surrogate was warmed again the infant clung lightly to its body. With a second infant the same procedure was maintained with four weeks cold surrogate, frequently, the surrogate was switched with warmth. This infant become cold towards the c old surrogate she even failed to approach the surrogate as warmly as the infant in the first case ‫ ﻧﻔﺲ اﻹﺟﺮاء‬‫ ﺗﻢ اﻟﺤﻔﺎظ ﻋﻠ‬‫ ﻣﻊ اﻟﺮﺿﻴﻊ اﻟﺜﺎﻧ‬.‫ﻦ ﻋﻨﺪﻣﺎ ﺗﻢ ﺗﺴﺨﻴﻦ اﻟﺒﺪﻳﻞ ﻣﺮة أﺧﺮى ﺗﺸﺒﺚ اﻟﺮﺿﻴﻊ ﺑﺨﻔﺔ ﺑﺠﺴﻤﻪ‬‫ وﻟ‬.‫وﺳﻠﻮك اﻟﻨﻮم‬ ‫ ﻓﺸﻞ‬‫ ﺣﺘ‬C ‫ا ﺗﺠﺎه اﻟﺒﺪﻳﻞ اﻟﻘﺪﻳﻢ‬‫ ﻫﺬا اﻟﺮﺿﻴﻊ ﻳﺼﺒﺢ ﺑﺎرد‬.‫ ﺗﻢ ﺗﺒﺪﻳﻞ اﻟﺒﺪﻳﻞ ﻣﻊ اﻟﺪفء‬، ‫ ﻛﺜﻴﺮ ﻣﻦ اﻷﺣﻴﺎن‬‫ ﻓ‬، ‫ﺑﺄرﺑﻌﺔ أﺳﺎﺑﻴﻊ ﺑﺎرد ﺑﺎرد‬ ‫ اﻟﺤﺎﻟﺔ اﻷوﻟ‬‫ اﻟﺘﻌﺎﻣﻞ ﻣﻊ اﻟﺒﺪﻳﻞ ﺑﺤﺮارة ﻣﺜﻞ اﻟﺮﺿﻴﻊ ﻓ‬‫ﻓ‬ when it was switched with warmth again. Apparently, being raised with a cold mother it rejected mothers in general, moreover, that infant when it became mothe r on her turn rejected her little infant and behaved coldly towards her infant. ‫ ذﻟﻚ اﻟﺮﺿﻴﻊ‬، ‫ ذﻟﻚ‬‫ ﻋﻼوة ﻋﻠ‬، ‫ﻞ ﻋﺎم‬‫ ﻣﻊ أم ﺑﺎردة رﻓﻀﺖ اﻷﻣﻬﺎت ﺑﺸ‬‫ ﺗﺮﺑ‬، ‫ ﻣﺎ ﻳﺒﺪو‬‫ ﻋﻠ‬.‫ﻋﻨﺪﻣﺎ ﺗﻢ ﺗﺒﺪﻳﻠﻬﺎ ﺑﺎﻟﺪفء ﻣﺮة أﺧﺮى‬.‫ دورﻫﺎ رﻓﺾ رﺿﻴﻌﻬﺎ اﻟﺼﻐﻴﺮ وﺗﺼﺮف ﺑﺒﺮود ﺗﺠﺎه رﺿﻴﻌﻬﺎ‬‫ﻋﻨﺪﻣﺎ أﺻﺒﺤﺖ ﻣﻮﺗﺶ ﻓ‬ Page (15)  made by Echo https://t.me/xb5bot Page (16) Khadija, H.N. 16 These studies suggest that first, the response of love depends on having received love during infancy. Secondly, the deprivation of love and contact with a single mother symbol causes a lasting emotional ‫ اﻟﺤﺮﻣﺎن ﻣﻦ‬، ً‫ ﺛﺎﻧﻴﺎ‬.‫ اﻟﺤﺐ أﺛﻨﺎء اﻟﻄﻔﻮﻟﺔ‬‫ ﺑﻌﺪ أن ﺗﻠﻘ‬‫ أن اﺳﺘﺠﺎﺑﺔ اﻟﺤﺐ ﺗﻌﺘﻤﺪ أوﻻ‬‫ ﺗﺸﻴﺮ ﻫﺬه اﻟﺪراﺳﺎت إﻟ‬Khadija ، H.N. 16 ‫ﺎ‬‫ﺎ داﺋﻤ‬‫اﻟﺤﺐ واﻻﺗﺼﺎل ﺑﺮﻣﺰ اﻷم اﻟﻮاﺣﺪ ﻳﺴﺒﺐ ﻋﺎﻃﻔﻴ‬ deficit, especially, in the area of being able to give love. Interpretations of Mother Love: Between the tradition Freudians and behaviorists, and comparative -experimentalists such as Harlow, offer three different theoretical perspectives on mother love. ‫ و اﻟﻤﻘﺎرﻧﺔ ‐اﻟﺨﺒﺮاء‬، ‫ ﺑﻴﻦ اﻟﺘﻘﺎﻟﻴﺪ ﻓﺮوﻳﺪﻳﻴﻦ واﻟﺴﻠﻮﻛﻴﺎت‬:‫ ﺗﻔﺴﻴﺮات اﻟﺤﺐ اﻷم‬.‫ إﻋﻄﺎء اﻟﺤﺐ‬‫ ﻣﺠﺎل اﻟﻘﺪرة ﻋﻠ‬‫ ﻓ‬، ‫ ﺧﺎﺻﺔ‬، ‫اﻟﻌﺠﺰ‬.‫ ﺣﺐ اﻷم‬‫ ﻳﻘﺪﻣﻮن ﺛﻼﺛﺔ ﻣﺨﺘﻠﻔﻮن وﺟﻬﺎت ﻧﻈﺮ ﻧﻈﺮﻳﺔ ﻋﻠ‬، ‫ﻣﺜﻞ ﻫﺎرﻟﻮ‬ The Freudian view described by Lomas (1962)stated that maternal love may be based upon either (narcissism) or (masochism. Narcissism refers to extreme self -love, an intense egocentric concern with s elf. Frued suggested that the exaggerated pride of some parent s which is revealed in their inability to recognize faults in their children could be understood is extending the concept of narcissism. The argument is ‫ اﻟﻨﺮﺟﺴﻴﺔ ﻳﺸﻴﺮ‬.‫ )اﻟﻨﺮﺟﺴﻴﺔ( أو )اﻟﻤﺎﺳﻮﺷﻴﺔ‬‫( أن اﻷﻣﻬﺎت ﻗﺪ ﻳﻌﺘﻤﺪ اﻟﺤﺐ ﻋﻠ‬1962) ‫ وﺻﻔﻬﺎ ﻟﻮﻣﺎس‬‫ذﻛﺮت وﺟﻬﺔ ﻧﻈﺮ ﻓﺮوﻳﺪ اﻟﺘ‬ ‫ أن اﻟﻔﺨﺮ اﻟﻤﺒﺎﻟﻎ ﻓﻴﻪ ﻟﺒﻌﺾ اﻟﻮاﻟﺪﻳﻦ ﻫﻮ ﻛﺸﻔﺖ ﻓ‬Frued ‫ اﻗﺘﺮح‬.‫ وﻫﻮ ﻗﻠﻖ ﺷﺪﻳﺪ ﻣﺮﻛﺰي ﻣﻊ ق اﻟﻌﻔﺮﻳﺖ‬، ‫ ﻣﺤﺒﺔ اﻟﺬات اﻟﺸﺪﻳﺪة‬‫إﻟ‬ ‫ اﻟﺤﺠﺔ‬.‫ أﻃﻔﺎﻟﻬﻢ اﻟﻤﻔﻬﻮم ﻫﻮ ﺗﻤﺪﻳﺪ ﻣﻔﻬﻮم اﻟﻨﺮﺟﺴﻴﺔ‬‫ اﻷﺧﻄﺎء ﻓ‬‫ﻋﺠﺰﻫﻢ ﻋﻦ اﻟﺘﻌﺮف ﻋﻠ‬ particularly clear in the case of mother. Since they can see their children as part of themselves their narcissistic feelings can easily focus on their children, thus, according to this logic, when a mother lavishes excessive affection upon her child as she is early lavishing it upon herself. And this notion of maternal love can be employed to explain all the clichés about parents who try live their children s live for them. ‫ﻦ أن ﺗﺮﻛﺰ ﻣﺸﺎﻋﺮﻫﻢ اﻟﻨﺮﺟﺴﻴﺔ ﺑﺴﻬﻮﻟﺔ ﻋﻠ‬‫ ﻷﻧﻬﻢ ﻳﺴﺘﻄﻴﻌﻮن رؤﻳﺔ اﻷﻃﻔﺎل ﻛﺠﺰء ﻣﻦ أﻧﻔﺴﻬﻢ ﻳﻤ‬.‫ ﺣﺎﻟﺔ اﻷم‬‫ﻞ ﺧﺎص ﻓ‬‫واﺿﺢ ﺑﺸ‬ ‫ﺮة‬‫ﻦ اﺳﺘﺨﺪام ﻓ‬‫ وﻳﻤ‬.‫ﺮا ﻧﻔﺴﻬﺎ‬‫ ﻋﻨﺪﻣﺎ ﺗﺮﻓﻊ اﻷم اﻟﻤﻮدة اﻟﻤﻔﺮﻃﺔ ﻟﻄﻔﻠﻬﺎ ﻷﻧﻬﺎ ﺗﻔﺴﺪﻫﺎ ﻣﺒ‬، ‫ ﺣﺴﺐ ﻫﺬا اﻟﻤﻨﻄﻖ‬، ‫ وﺑﺎﻟﺘﺎﻟ‬، ‫أﻃﻔﺎﻟﻬﻢ‬.‫ﻠﻴﺸﻴﻬﺎت ﻋﻦ اﻵﺑﺎء اﻟﺬﻳﻦ ﻳﺤﺎوﻟﻮن اﻟﻌﻴﺶ أﻃﻔﺎﻟﻬﻢ ﻳﻌﻴﺸﻮن ﻣﻦ أﺟﻠﻬﻢ‬‫ﺣﺐ اﻷم ﻟﺸﺮح اﻟﺠﻤﻴﻊ اﻟ‬ Masochism, on the other hand, is commonly understood to mean the enjoyment of pain. However, masochism refers only to pleasure experienced from pain that is inflicted by a loved or idealized person. It is suggested that mothers accept the self -sacrifice and drudgery of ‫ اﻟﻤﺘﻌﺔ ﻣﻦ ذوي‬‫ ﺗﺸﻴﺮ اﻟﻤﺎﺳﻮﺷﻴﺔ ﻓﻘﻂ إﻟ‬، ‫ وﻣﻊ ذﻟﻚ‬.‫ اﻟﺘﻤﺘﻊ ﺑﺎﻷﻟﻢ‬‫ أﻧﻬﺎ ﺗﻌﻨ‬‫ ﻣﻦ اﻟﻤﻔﻬﻮم أﻧﻬﺎ ﺗﻌﻨ‬، ‫ ﻣﻦ ﻧﺎﺣﻴﺔ أﺧﺮى‬، ‫اﻟﻤﺎﺳﻮﺷﻴﺔ‬ ‫ﺌﺐ‬‫ ﻳﻘﺘﺮح أن اﻷﻣﻬﺎت ﻳﻘﺒﻠﻦ اﻟﺘﻀﺤﻴﺔ ﺑﺎﻟﺬات واﻟ‬‫ ﻫﻮ ‐ ﻫ‬.‫اﻟﺨﺒﺮة ﻣﻦ اﻷﻟﻢ اﻟﺬي ﻳﻨﺘﺞ ﻋﻨﻪ ﺷﺨﺺ ﻣﺤﺒﻮب أو ﻣﺜﺎﻟ‬ Page (16)  made by Echo https://t.me/xb5bot Page (17) Khadija, H.N. 17 infant care because of a masochistic impulse. They welcome all the difficulties of child rearing as opp ortunities to show their love for the idealized child. According to this notion one can explain other clichés. ‫ ﻹﻇﻬﺎر‬ortunities ‫ﻞ ﻣﺎ ﺻﻌﻮﺑﺎت ﺗﺮﺑﻴﺔ اﻷﻃﻔﺎل ﻣﺜﻞ‬‫ ﻳﺮﺣﺒﻮن ﺑ‬.‫ رﻋﺎﻳﺔ اﻟﺮﺿﻊ ﺑﺴﺒﺐ اﻟﺪاﻓﻊ اﻟﻤﺎﺳﻮﺷﻴﺔ‬Khadija ، H.N. 17.‫ﻦ ﻟﻠﻤﺮء أن ﻳﺸﺮح ﻛﻠﻴﺸﻴﻬﺎت أﺧﺮى‬‫ ﻳﻤ‬، ‫ﺮة‬‫ وﻓﻘًﺎ ﻟﻬﺬه اﻟﻔ‬.‫ﺣﺒﻬﻢ ل اﻟﻄﻔﻞ اﻟﻤﺜﺎﻟ‬ Such as the mother who scrubs floor to keep her son in an expensive fraternity. In short for the Freudian, mother love can be explained theoretic ally either on the basis of narcissism ,masochism , or some combination of both. A behavioristic explanation of mother love would appeal to principles of learning by conditioning and reinforcement. If a mother ‫ﻦ ﺷﺮح ﺣﺐ اﻷم‬‫ ﻳﻤ‬، ‫ ﻓﺮوﻳﺪﻳﺎن‬‫ ﺑﺎﺧﺘﺼﺎر ﺑﺎﻟﻨﺴﺒﺔ إﻟ‬.‫ اﺑﻨﻬﺎ ﺑﺎﻫﻆ اﻟﺜﻤﻦ اﻷﺧﻮة‬‫ ﺗﻨﻄﻠﻖ ﻣﻦ اﻷرﺿﻴﺔ ﻟﻠﺤﻔﺎظ ﻋﻠ‬‫ﻣﺜﻞ اﻷم اﻟﺘ‬ ‫ ﻟﻠﺤﺐ اﻷم أن ﻳﺮوق‬‫ ﻣﻦ ﺷﺄن اﻟﺘﻔﺴﻴﺮ اﻟﺴﻠﻮﻛ‬.‫ أﺳﺎس اﻟﻨﺮﺟﺴﻴﺔ أو اﻟﻤﺎﺳﻮﺷﻴﺔ أو ﺑﻌﻀﻬﺎ ﻣﺰﻳﺞ ﻣﻦ ﻛﻠﻴﻬﻤﺎ‬‫اﻟﺤﻠﻴﻒ اﻟﻨﻈﺮي إﻣﺎ ﻋﻠ‬ ‫ إذا ﻛﺎﻧﺖ اﻷم‬.‫ﻴﻴﻒ واﻟﺘﻌﺰﻳﺰ‬‫ﻣﺒﺎدئ اﻟﺘﻌﻠﻢ ﻣﻦ ﺧﻼل اﻟﺘ‬ has no built or instinct to show the affe ctionate behavior we call mother love, then it must be learned. And if it is learned ,then the conditioning and reinforcement principles governing all significant learning must come into play. Very briefly , the conditioning principle would operate through the medium of culture. As the young female grows up learning the sex - role approved by culture , she will acquire the standard ‫ﻴﻴﻒ‬‫ ﻓﺈن اﻟﺘ‬، ‫ وإذا ﺗﻢ ﺗﻌﻠﻤﻪ‬.‫ ﺛﻢ ﻳﺠﺐ أن ﻳﺘﻌﻠﻢ‬، ‫ اﻟﺬي ﻧﺴﻤﻴﻪ اﻷم اﻟﺤﺐ‬ctionate ‫ أو ﻏﺮﻳﺰة ﻹﻇﻬﺎر ﺳﻠﻮك‬‫ﻟﻴﺲ ﻟﺪﻳﻪ أي ﻣﺒﻨ‬ ‫ ﻛﻤﺎ‬.‫ﻴﻴﻒ ﻣﻦ ﺧﻼل وﺳﻂ اﻟﺜﻘﺎﻓﺔ‬‫ ﺳﻴﻌﻤﻞ ﻣﺒﺪأ اﻟﺘ‬، ‫ ﺑﺈﻳﺠﺎز ﺷﺪﻳﺪ‬.‫ اﻟﻠﻌﺐ‬‫ﻢ ﻛﻞ اﻟﺘﻌﻠﻢ اﻟﻬﺎم ﻳﺠﺐ ﺗﻌﺎل إﻟ‬‫ ﺗﺤ‬‫وﻣﺒﺎدئ اﻟﺘﻌﺰﻳﺰ اﻟﺘ‬ ‫ اﻟﻤﻌﻴﺎر‬‫ وﺳﻮف ﺗﺤﺼﻞ ﻋﻠ‬، ‫ﺒﺮ اﻹﻧﺎث اﻟﺸﺎﺑﺔ اﻟﺘﻌﻠﻢ اﻟﺠﻨﺲ ‐ اﻟﺪور اﻟﻤﻌﺘﻤﺪ ﻣﻦ ﻗﺒﻞ اﻟﺜﻘﺎﻓﺔ‬‫ﺗ‬ behavioral responses expected of mothers in her culture. By the time she is mature , her reaction to babies should be dominate d by an automatic feelings of affection if this is expected. The automatic quality of an affectionate response to babies should no more be taken as indicating as (instinct) than the automatic quality of any other conditioned response. ‫ اﻷﻃﻔﺎل ﻣﺸﺎﻋﺮ‬‫ ﻳﺠﺐ أن ﻳﻬﻴﻤﻦ رد ﻓﻌﻠﻬﺎ ﻋﻠ‬، ‫ ﺑﺤﻠﻮل اﻟﻮﻗﺖ إﻧﻬﺎ ﻧﺎﺿﺠﺔ‬.‫ ﺛﻘﺎﻓﺘﻬﺎ‬‫اﻻﺳﺘﺠﺎﺑﺎت اﻟﺴﻠﻮﻛﻴﺔ اﻟﻤﺘﻮﻗﻌﺔ ﻣﻦ اﻷﻣﻬﺎت ﻓ‬ ‫ )ﻏﺮﻳﺰة( ﻣﻦ اﻟﺠﻮدة اﻟﺘﻠﻘﺎﺋﻴﺔ‬‫ أن ﺗﺆﺧﺬ اﺳﺘﺠﺎﺑﺔ ﺣﻨﻮن ﻟﻸﻃﻔﺎل ﺗﺸﻴﺮ إﻟ‬‫ اﻟﺠﻮدة اﻟﺘﻠﻘﺎﺋﻴﺔ ﻻ ﻳﻨﺒﻐ‬.‫ﺎ‬‫اﻟﻤﻮدة اﻟﺘﻠﻘﺎﺋﻴﺔ إذا ﻛﺎن ﻫﺬا ﻣﺘﻮﻗﻌ‬.‫ﻷي ﺷﺨﺺ آﺧﺮ اﺳﺘﺠﺎﺑﺔ ﻣﺸﺮوﻃﺔ‬ Whatever aspects o f mother love cannot be accounted for according to the conditioning principl e for example, mothers reserve their strongest affection for their own children , can be explained according to the reinforcement principle. Mothers behave very affectionately ، ‫ ﺗﺤﺠﺰ اﻷﻣﻬﺎﺗﻬﻦ أﻗﻮى ﻣﻮدة ﻷﻃﻔﺎﻟﻬﻢ‬، ‫ ﺳﺒﻴﻞ اﻟﻤﺜﺎل‬‫ ﻋﻠ‬Principl e ‫ﻦ ﺣﺴﺎﺑﻬﺎ وﻓﻘًﺎ إﻟ‬‫ﻣﻬﻤﺎ ﻛﺎﻧﺖ ﺟﻮاﻧﺐ اﻟﺤﺐ اﻷم ﻻ ﻳﻤ‬ ‫ اﻷﻣﻬﺎت ﻳﺘﺼﺮﻓﻮن ﺑﻤﻮدة ﺷﺪﻳﺪة‬.‫ ﻣﺒﺪأ اﻟﺘﻌﺰﻳﺰ‬‫ﻦ ﺷﺮﺣﻬﺎ ﺣﺴﺐ إﻟ‬‫ﻳﻤ‬ Page (17)  made by Echo https://t.me/xb5bot Page (18) Khadija, H.N. 18 tow ard their children because such behavior is reinforced by rewards provided in their environment. The most obvio us rewards here are social. The approval and respect of significant persons such as husband, ‫ﺎﻓﺂت اﻟﻮﻻﻳﺎت‬‫ أﻛﺜﺮ ﻣ‬.‫ ﺑﻴﺌﺘﻬﻢ‬‫ﺎﻓﺂت ﻣﻨﺼﻮص ﻋﻠﻴﻪ ﻓ‬‫ ﺳﺤﺐ أﻃﻔﺎﻟﻬﻢ ﻷن ﻣﺜﻞ ﻫﺬا اﻟﺴﻠﻮك ﻣﻌﺰز ﺑﺎﻟﻤ‬Khadija ، H.N. 18 ، ‫ ﻣﻮاﻓﻘﺔ واﺣﺘﺮام اﻷﺷﺨﺎص اﻟﻤﻬﻤﻴﻦ ﻣﺜﻞ اﻟﺰوج‬.‫اﻟﻤﺘﺤﺪة ﻫﻨﺎ اﺟﺘﻤﺎﻋ‬ parents, and friends. And one should not forget the negative reinforcement and punishment that will be experienced by mothers who don’t show sufficient affection to their infants. Thorindyke s famous (la w of effect):rewards stamp in behavior, punishment s stamp out behavior, can be applied as well to materna l love as to any other behavior..‫ﺎﻓﻴﺔ ﻟﺮﺿﻌﻬﻢ‬‫ ﺳﺘﺨﺘﺒﺮﻫﺎ اﻷﻣﻬﺎت ﻻ ﺗﻈﻬﺮ اﻟﻤﻮدة اﻟ‬‫ اﻟﺘﻌﺰﻳﺰ واﻟﻌﻘﻮﺑﺔ اﻟﺘ‬‫ اﻟﻤﺮء اﻟﺴﻠﺒ‬‫ وﻳﺠﺐ أﻻ ﻳﻨﺴ‬.‫اﻵﺑﺎء واﻷﺻﺪﻗﺎء‬ ‫ ﺣﺐ اﻷم‬‫ﺎ ﻋﻠ‬‫ﻦ ﺗﻄﺒﻴﻘﻪ أﻳﻀ‬‫ ﻳﻤ‬، ‫ ﻋﻘﻮﺑﺔ اﻟﺼﻤﺖ اﻟﺴﻠﻮك‬، ‫ اﻟﺴﻠﻮك‬‫ﺎﻓﺂت ﺧﺘﻢ ﻓ‬‫ ﻣ‬:(La W of Effect) ‫ اﻟﺸﻬﻴﺮ‬Thorindyke s.‫ﺑﺎﻟﻨﺴﺒﺔ ﻷي ﺷﺨﺺ آﺧﺮ ﺳﻠﻮك‬ Harlow s experimental approach to mother love, is in the tradition of comparative psychology which seeks explanations for human behavior in the similar behavior of animals.Insofar as Harlow s findings apply to mother love per se, they indicate that it is not instinctive. The maternal behavior must be interpreted cautiously when thinking of human. However , the evidence available does not support ‫ اﻟﺴﻠﻮك‬‫ اﻟﺘﻘﻠﻴﺪ ﻋﻠﻢ اﻟﻨﻔﺲ اﻟﻤﻘﺎرن اﻟﺬي ﻳﺒﺤﺚ ﻋﻦ ﺗﻔﺴﻴﺮات ﻟﻠﺒﺸﺮ اﻟﺴﻠﻮك ﻓ‬‫ ﻫﻮ ﻓ‬، ‫ ﺗﺠﺎه اﻟﺤﺐ اﻷم‬‫ﻧﻬﺞ ﻫﺎرﻟﻮ اﻟﺘﺠﺮﻳﺒ‬ ‫ ﻳﺠﺐ ﺗﻔﺴﻴﺮ ﺳﻠﻮك اﻷم ﺑﺤﺬر‬.‫ أﻧﻪ ﻟﻴﺲ ﻛﺬﻟﻚ ﻏﺮﻳﺰة‬‫ ﺗﺸﻴﺮ إﻟ‬‫ ﻓﻬ‬، ‫ ﺣﺪ ذاﺗﻬﺎ‬‫ ﺣﺐ اﻷم ﻓ‬‫ ﺗﻨﻄﺒﻖ اﻟﻨﺘﺎﺋﺞ ﻋﻠ‬.‫اﻟﻤﻤﺎﺛﻞ ﻟﻠﺤﻴﻮاﻧﺎت‬ ‫ ﻓﺈن اﻷدﻟﺔ اﻟﻤﺘﺎﺣﺔ ﻻ ﺗﺪﻋﻢ‬، ‫ وﻣﻊ ذﻟﻚ‬.‫ اﻹﻧﺴﺎن‬‫ﻴﺮ ﻓ‬‫ﻋﻨﺪﻣﺎ اﻟﺘﻔ‬ any simple instinct theory..‫أي ﻧﻈﺮﻳﺔ ﻏﺮﻳﺰة ﺑﺴﻴﻄﺔ‬ Page (18)  made by Echo https://t.me/xb5bot Page (19) Khadija, H.N. 19 Chapter Five Learning in Infancy ‫ اﻟﻄﻔﻮﻟﺔ‬‫ اﻟﻔﺼﻞ اﻟﺨﺎﻣﺲ اﻟﺘﻌﻠﻢ ﻓ‬Khadija ، H.N. 19 A quantity of research evidence confirms that the infant begins learning through conditioning and /or reinforcement very early in life. Some studies even show that fetus can be conditioned to respond within womb. For example most mother kno w that during the last months of pregnancy their unborn child will respond to loud noises with kicking or some other movements, but such stimulation as ‫ أن ﺑﻌﺾ‬‫ ﺣﺘ‬.‫ﺮ ﺟﺪا ﻣﻦ اﻟﺤﻴﺎة‬‫ وﻗﺖ ﻣﺒ‬‫أو اﻟﺘﻌﺰﻳﺰ ﻓ‬/ ‫ﻴﻴﻒ و‬‫ﺗﺆﻛﺪ ﻛﻤﻴﺔ ﻣﻦ اﻷدﻟﺔ اﻟﺒﺤﺜﻴﺔ أن اﻟﺮﺿﻴﻊ ﻳﺒﺪأ اﻟﺘﻌﻠﻢ ﻣﻦ ﺧﻼل اﻟﺘ‬ ‫ ﻳﻌﺮف ﻣﻌﻈﻢ اﻷم ذﻟﻚ ﺧﻼل آﺧﺮ ﺷﻬﻮر ﻣﻦ‬، ‫ ﺳﺒﻴﻞ اﻟﻤﺜﺎل‬‫ ﻋﻠ‬.‫ﻮن ﻣﺸﺮوﻃًﺎ ﻟﻠﺮد داﺧﻞ اﻟﺮﺣﻢ‬‫ﻦ أن ﻳ‬‫اﻟﺪراﺳﺎت ﺗﺒﻴﻦ أن اﻟﺠﻨﻴﻦ ﻳﻤ‬ ‫ﻦ ﻣﺜﻞ ﻫﺬا اﻟﺘﺤﻔﻴﺰ‬‫ وﻟ‬، ‫اﻟﺤﻤﻞ ﺳﻮف ﻳﺴﺘﺠﻴﺐ ﻃﻔﻠﻬﻢ اﻟﺬي ﻟﻢ ﻳﻮﻟﺪ ﺑﻌﺪ ﻟﻠﻀﻮﺿﺎء اﻟﺼﺎﺧﺒﺔ ﻣﻊ اﻟﺮﻛﻞ أو ﺑﻌﺾ اﻟﺤﺮﻛﺎت اﻷﺧﺮى‬ moderate vibration on the stomach does not produce movement. Spelt (1948) demonstrated intrauterine cond itioning by pairing a loud noise (the unconditioned stimulus) with vibration against mother s abdomen(the conditioned stimulus). After 15+20 trials, the fetus would respond to the vibration as he originally did to the noise. The prenatal learning evid ence is also relevant to Otto Rnk s theory ‫( أﻇﻬﺮت داﺧﻞ اﻟﺮﺣﻢ ﻣﻦ ﺧﻼل إﻗﺮان ﺿﻮﺿﺎء ﻋﺎﻟﻴﺔ )اﻟﺘﺤﻔﻴﺰ ﻏﻴﺮ‬1948) ‫ ﻫﺠﺎء‬.‫ اﻟﻤﻌﺪة ﻻ ﻳﻨﺘﺞ ﺣﺮﻛﺔ‬‫اﻻﻫﺘﺰاز اﻟﻤﻌﺘﺪل ﻋﻠ‬ ‫ اﻷﺻﻞ‬‫ اﻻﻫﺘﺰاز ﻛﻤﺎ ﻓﻌﻞ ﻓ‬‫ ﻓﺈن اﻟﺠﻨﻴﻦ اﻟﺮد ﻋﻠ‬، ‫ ﺗﺠﺮﺑﺔ‬20+15 ‫ ﺑﻌﺪ‬.(‫ اﻟﺒﻄﻦ )اﻟﺤﺎﻓﺰ اﻟﻤﺸﺮوط‬s ‫اﻟﻤﺸﺮوط( ﻣﻊ اﻻﻫﺘﺰاز ﺿﺪ اﻷم‬ Otto RNK S ‫ﺎ ﺑﻨﻈﺮﻳﺔ‬‫ وﺛﻴﻖ اﻟﺼﻠﺔ أﻳﻀ‬Ence Evid Learning Ence ‫ إن‬.‫ﻟﻠﻀﻮﺿﺎء‬ of the birth trauma. An early follower of Freud, Rank suggested that birth is a traumatic experience for everyone , and that person s subsequent personality development depends upon how well he copes with this tr auma. But while it is possible to form hypotheses based on this notion (children of mothers having greater difficulty giving birth should have greater personality problems),it is not possible to test such ‫ ﻳﻌﺘﻤﺪ ﺗﻨﻤﻴﺔ‬s ‫ وﻫﺬا اﻟﺸﺨﺺ‬، ‫ ﺗﺠﺮﺑﺔ ﻣﺆﻟﻤﺔ ﻟﻠﺠﻤﻴﻊ‬‫ اﻗﺘﺮح رﺗﺒﺔ ذﻟﻚ اﻟﻮﻻدة ﻫ‬، ‫ﺮ ﻣﻦ ﻓﺮوﻳﺪ‬‫ وﻗﺖ ﻣﺒ‬‫ أﺗﺒﺎع ﻓ‬.‫ﻣﻦ ﺻﺪﻣﺔ اﻟﻮﻻدة‬ ‫ﺮة )أﻃﻔﺎل‬‫ ﻫﺬه اﻟﻔ‬‫ﻮﻳﻦ ﻓﺮﺿﻴﺎت ﺑﻨﺎء‬‫ﻦ ﺗ‬‫ اﻟﺮﻏﻢ ﻣﻦ أﻧﻪ ﻣﻦ اﻟﻤﻤ‬‫ﻦ ﻋﻠ‬‫ وﻟ‬.tr auma ‫ ﻣﺪى ﻧﺠﺎﺣﻪ ﻣﻊ ﻫﺬا‬‫اﻟﺸﺨﺼﻴﺔ اﻟﻼﺣﻘﺔ ﻋﻠ‬ ‫ﻦ اﺧﺘﺒﺎر ﻣﺜﻞ ﻫﺬا‬‫ ﻻ ﻳﻤ‬، (‫ﻮن ﻟﺪﻳﻪ ﻣﺸﺎﻛﻞ ﺷﺨﺼﻴﺔ أﻛﺒﺮ‬‫ اﻟﻮﻻدة ﻳﺠﺐ أن ﻳ‬‫اﻷﻣﻬﺎت ﻳﻮاﺟﻬﻮن ﺻﻌﻮﺑﺔ أﻛﺒﺮ ﻓ‬ hypotheses because too many other uncontrollable fa ctors enter the picture. There are many different kinds and degrees of difficulty in children, and these may have many different lasting effects on both the ‫ ﻫﻨﺎك اﻟﻌﺪﻳﺪ ﻣﻦ اﻷﻧﻮاع ودرﺟﺎت اﻟﺼﻌﻮﺑﺔ اﻟﻤﺨﺘﻠﻔﺔ اﻷﻃﻔﺎل‬.‫ﻦ اﻟﺴﻴﻄﺮة ﻋﻠﻴﻬﺎ ﺗﺪﺧﻞ ﺻﻮرة‬‫ ﻻ ﻳﻤ‬ctors ‫ﺜﻴﺮ ﻣﻦ‬‫اﻟﻔﺮﺿﻴﺎت ﻷن اﻟ‬ ‫ ﻛﻞ ﻣﻦ‬‫ﻮن ﻟﻬﻢ اﻟﻌﺪﻳﺪ ﻣﻦ اﻵﺛﺎر اﻟﺪاﺋﻤﺔ اﻟﻤﺨﺘﻠﻔﺔ ﻋﻠ‬‫ وﻗﺪ ﻳ‬، Page (19)  made by Echo https://t.me/xb5bot Page (20) Khadija, H.N. 20 child and the mother. Altogether then ,apart from its theoretical status as a phenomenon with inter esting implications ,the fact of prenatal learning does not lead to any clear statements about personality ‫ ﺣﻘﻴﻘﺔ ﻣﺎ ﻗﺒﻞ اﻟﻮﻻدة‬، ‫ ﺑﺼﺮف اﻟﻨﻈﺮ ﻋﻦ ﺣﺎﻟﺘﻬﺎ اﻟﻨﻈﺮﻳﺔ ﻛﻈﺎﻫﺮة ذات آﺛﺎر ﻣﺘﺪاﺧﻠﺔ‬، ‫ ﺑﻌﺪ ذﻟﻚ‬.‫ اﻟﻄﻔﻞ واﻷم‬Khadija ، H.N. 20 ‫ أي ﺑﻴﺎﻧﺎت واﺿﺤﺔ ﻋﻦ اﻟﺸﺨﺼﻴﺔ‬‫اﻟﺘﻌﻠﻢ ﻻ ﻳﺆدي إﻟ‬ development. The case is very different when postnatal learning is examined. The following discussion of infant learning is organized around th ree different critical events or situations that occur during the first (8) months: feeding, weaning and toilet training.Dullards and Miller (1950) referred to these as (critical training situation). All three require ‫ اﻷﺣﺪاث أو اﻟﻤﻮاﻗﻒ‬Ree ‫ ال ﺑﻌﺪ ﻣﻨﺎﻗﺸﺔ ﺗﻌﻠﻢ اﻟﺮﺿﻊ ﻳﺘﻢ ﺗﻨﻈﻴﻤﻬﺎ ﺣﻮل‬.‫ﺎ ﻋﻨﺪ ﻓﺤﺺ ﺗﻌﻠﻢ ﻣﺎ ﺑﻌﺪ اﻟﻮﻻدة‬‫ ﺗﺨﺘﻠﻒ اﻟﺤﺎﻟﺔ ﺗﻤﺎﻣ‬.‫ﺗﻄﻮﻳﺮ‬ ‫( أﺷﺎر‬Miller (1950 ‫ و‬Dullards.‫ اﻟﻤﺮﺣﺎض‬‫ اﻟﻔﻄﺎم واﻟﺘﺪرﻳﺐ ﻋﻠ‬، ‫ اﻟﺘﻐﺬﻳﺔ‬:‫( أﺷﻬﺮ‬8) ‫ ﺗﺤﺪث ﺧﻼل اﻷول‬‫اﻟﺤﺮﺟﺔ اﻟﻤﺨﺘﻠﻔﺔ اﻟﺘ‬ ‫ ﻛﻞ اﻟﺜﻼﺛﺔ ﻳﺘﻄﻠﺐ‬.(‫ ﻫﺬه ﺑﺎﺳﻢ )وﺿﻊ اﻟﺘﺪرﻳﺐ اﻟﺤﺮج‬‫إﻟ‬ significant learning may have serious consequences for personality. Feeding Feeding in the very young infant is often ignored as a learning phenomenon because the sucking response is instinctive. But recent work demonstrates that from birth the infant can exert significant ‫ﺎ ﻣﺎ ﻳﺘﻢ ﺗﺠﺎﻫﻞ اﻟﺘﻐﺬﻳﺔ ﻋﻨﺪ اﻟﺮﺿﻴﻊ اﻟﺼﻐﻴﺮ ﺟﺪًا ﻛﺘﻌﻠﻢ ﻇﺎﻫﺮة ﻷن‬‫ ﺗﻐﺬﻳﺔ ﻏﺎﻟﺒ‬.‫ﻮن ﻟﻪ ﻋﻮاﻗﺐ وﺧﻴﻤﺔ ﻟﻠﺸﺨﺼﻴﺔ‬‫ﺒﻴﺮ ﻗﺪ ﻳ‬‫اﻟﺘﻌﻠﻢ اﻟ‬ ‫ا‬‫ﻦ أن ﻳﻤﺎرس اﻟﺮﺿﻴﻊ ﻛﺒﻴﺮ‬‫ﻦ ﺣﺪﻳﺜﺔ ﻳﻮﺿﺢ اﻟﻌﻤﻞ أﻧﻪ ﻣﻨﺬ اﻟﻮﻻدة ﻳﻤ‬‫ ﻟ‬.‫ ﻏﺮﻳﺰﻳﺔ‬‫اﺳﺘﺠﺎﺑﺔ اﻟﻤﺺ ﻫ‬ control ove r the head movements that play an important role in his nursing. Papousek(1967), and Siqueland and Lipsitt (1966), showed that head movements can be successfully conditioned in infants when the procedure is started as early as three days after birth. Gunt her (1961) indicated the practical side of this and similar infants abilities in a description of the difficulties exhibited by neonates learning to nurse ، (Lipsitt (1966 ‫ و‬Siqueland ‫ و‬، (1967) ‫ أﻇﻬﺮ ﺑﺎﺑﻮزﻳﻚ‬. ‫ اﻟﺘﻤﺮﻳﺾ‬‫ﺎ ﻓ‬‫ا ﻣﻬﻤ‬‫ ﺗﻠﻌﺐ دور‬‫ ﺣﺮﻛﺎت اﻟﺮأس اﻟﺘ‬‫اﻟﺴﻴﻄﺮة ﻋﻠ‬ (1961) ‫ ﻟﻬﺎ‬.‫ﺮ ﺑﻌﺪ ﺛﻼﺛﺔ أﻳﺎم ﻣﻦ اﻟﻮﻻدة‬‫ وﻗﺖ ﻣﺒ‬‫ﻮن ﺣﺮﻛﺎت اﻟﺮأس ﻣﺸﺮوﻃﺔ ﺑﻨﺠﺎح ﻋﻨﺪ اﻟﺮﺿﻊ ﻋﻨﺪﻣﺎ ﺑﺪأ اﻹﺟﺮاء ﻓ‬‫ﻦ أن ﺗ‬‫ﻳﻤ‬ ‫ اﻟﻮﻻدة ﺗﻌﻠﻢ اﻟﻤﻤﺮﺿﺔ‬‫ أﻇﻬﺮﻫﺎ ﺣﺪﻳﺜ‬‫ وﺻﻒ ﻟﻠﺼﻌﻮﺑﺎت اﻟﺘ‬‫ ﻣﻦ ﻫﺬا وﻗﺪرات اﻟﺮﺿﻊ اﻟﻤﻤﺎﺛﻠﺔ ﻓ‬‫ اﻟﺠﺎﻧﺐ اﻟﻌﻤﻠ‬‫أﺷﺎر إﻟ‬ at the breast. One particularly nasty problem can lead an infant of only 4 or 5 days to deliberately avoid the breast. This occurs when his upper lip curls upward during nursing in such a way that the lip blocks his nose, and therefore impedes or blocks breathing. ‫ﻮن اﻟﺠﺰء‬‫ ﻳﺤﺪث ﻫﺬا ﻋﻨﺪﻣﺎ ﻳ‬.‫ أﻳﺎم ﻟﺘﺠﻨﺐ اﻟﺜﺪي ﻋﻤﺪا‬5 ‫ أو‬4 ‫ﺎ ﻓﻘﻂ‬‫ﻠﺔ واﺣﺪة ﺳﻴﺌﺔ ﻟﻠﻐﺎﻳﺔ أن ﺗﻘﻮد رﺿﻴﻌ‬‫ﻦ ﻟﻤﺸ‬‫ ﻳﻤ‬.‫ اﻟﺜﺪي‬‫ﻓ‬.‫ ﻳﻌﻮق أو ﻛﺘﻞ اﻟﺘﻨﻔﺲ‬‫ وﺑﺎﻟﺘﺎﻟ‬، ‫ أﺛﻨﺎء اﻟﺘﻤﺮﻳﺾ ﺑﻄﺮﻳﻘﺔ ﺗﻤﻨﻊ اﻟﺸﻔﺔ ﻟﻪ اﻷﻧﻒ‬‫اﻟﻌﻠﻮي ﻣﻦ ﺗﺠﻌﻴﺪ اﻟﺸﻔﺎه ﻷﻋﻠ‬ Page (20)  made by Echo https://t.me/xb5bot Page (21) Khadija, H.N. 21 According to Gunther , babies who have had this anoxia experience in their first sever al tries at nursing will actively fight against being put to the breast by turning their heads away and (boxing) with their fists. ‫ اﻟﺘﻤﺮﻳﺾ ﺳﻮف ﻳﺤﺎرب‬‫ أول ﻣﺤﺎوﻻﺗﻬﻢ ﻓ‬‫ ﻫﺬه ﻓ‬anoxia ‫ اﻷﻃﻔﺎل اﻟﺬﻳﻦ ﻟﺪﻳﻬﻢ ﺗﺠﺮﺑﺔ‬، Gunther ‫ وﻓﻘًﺎ لـ‬Khadija ، H.N. 21.‫ اﻟﺜﺪي ﻋﻦ ﻃﺮﻳﻖ إﺑﻌﺎد رؤوﺳﻬﻢ و )اﻟﻤﻼﻛﻤﺔ( ﺑﻘﺒﻀﺎﺗﻬﻢ‬‫ﺑﻨﺸﺎط ﺿﺪ وﺿﻌﻪ إﻟ‬ The experience is also very upsetting to mothers who have no notion why their babies are rejecting them. The child s use of his tongue, lips, and mouth plays a very important part in his early ventures in life representing not only a means for food or a kind of striving for sensuous pleasure , but a device through which he explores the world in which he lives. This fact has been emphasized ‫ اﺳﺘﺨﺪام اﻟﻄﻔﻞ ﻟﺴﺎﻧﻪ وﺷﻔﺎﻫﻪ وﻓﻤﻪ ﻳﻠﻌﺐ‬.‫ﺮة ﻟﻤﺎذا ﻳﺮﻓﺾ أﻃﻔﺎﻟﻬﻢ ﻟﻬﻢ‬‫ ﻟﻴﺲ ﻟﺪﻳﻬﻦ ﻓ‬‫ﺎ ﻣﺰﻋﺠﺔ ﻟﻠﻐﺎﻳﺔ ﻟﻸﻣﻬﺎت اﻟﻼﺋ‬‫اﻟﺘﺠﺮﺑﺔ أﻳﻀ‬ ‫ﻦ اﻟﺠﻬﺎز‬‫ وﻟ‬، ‫ ﻣﻦ أﺟﻞ اﻟﻤﺘﻌﺔ اﻟﺤﺴﻴﺔ‬‫ اﻟﺤﻴﺎة ﻻ ﻳﻤﺜﻞ ﻓﻘﻂ وﺳﻴﻠﺔ ﻟﻠﻄﻌﺎم أو ﻧﻮع ﻣﻦ اﻟﺴﻌ‬‫ﺮة ﻓ‬‫ ﻣﺸﺎرﻳﻌﻪ اﻟﻤﺒ‬‫ﺎ ﺟﺪًا ﺟﺰء ﻓ‬‫ﻣﻬﻤ‬ ‫ ﻫﺬه اﻟﺤﻘﻴﻘﺔ‬‫ ﺗﻢ اﻟﺘﺄﻛﻴﺪ ﻋﻠ‬.‫ﺸﻒ اﻟﻌﺎﻟﻢ اﻟﺬي ﻳﻌﻴﺶ ﻓﻴﻪ‬‫ﻣﻦ ﺧﻼﻟﻪ ﻳﺴﺘ‬ by many observers including Piaget. A young child s lips ,tongue and mouth serves much the same function as his eyes and ears.An infant explores, tests the taste, temperature, hardness, and softness of things with his lips and teeth. This exploration may include mouthing bits of earth, paper, crayons etc. The importance of sucking and mouthing receives added emphasis ‫ﺸﻒ‬‫ رﺿﻴﻊ ﻳﺴﺘ‬.‫ ﻟﺴﺎن و ﻳﺨﺪم اﻟﻔﻢ ﻧﻔﺲ وﻇﻴﻔﺔ ﻋﻴﻨﻴﻪ وآذاﻧﻪ‬، ‫ ﺷﻔﺎه ﻃﻔﻞ ﺻﻐﻴﺮ‬.‫ ذﻟﻚ ﺑﻴﺎﺟﻴﻪ‬‫ﻣﻦ ﻗﺒﻞ اﻟﻌﺪﻳﺪ ﻣﻦ اﻟﻤﺮاﻗﺒﻴﻦ ﺑﻤﺎ ﻓ‬ ‫ اﻟﻮرق‬، ‫ﺸﺎف أﺟﺰاء اﻟﻔﻢ ﻣﻦ اﻷرض‬‫ ﻗﺪ ﻳﺸﻤﻞ ﻫﺬا اﻻﺳﺘ‬.‫وﻳﺨﺘﺒﺮ اﻟﺬوق ودرﺟﺔ اﻟﺤﺮارة واﻟﺼﻼﺑﺔ وﻧﻌﻮﻣﺔ اﻷﺷﻴﺎء ﻣﻊ ﺷﻔﺘﻴﻪ وأﺳﻨﺎﻧﻪ‬ ‫ اﻟﺘﺄﻛﻴﺪ اﻹﺿﺎﻓ‬‫ ذﻟﻚ أﻫﻤﻴﺔ اﻻﻣﺘﺼﺎص واﻟﺘﺮﻛﻴﺰ ﻋﻠ‬‫ اﻟﻄﺒﺎﺷﻴﺮ اﻟﻤﻠﻮن وﻣﺎ إﻟ‬، in Freud s and Sullivan s views. In Sullivan s account the oral area is a passage for interpersonal contact that are of supreme importance in the child s early life. In embracing his mother the child achieves an intimate and for him important contact with his mother. Do llard and Miler (1950) noted two general theoretical implications of infant feeding experience for later personality. It can first of all set ‫ اﻟﺤﻴﺎة‬‫ اﻟﻤﻨﻄﻘﺔ اﻟﺸﻔﻮﻳﺔ ﻣﺮور اﻻﺗﺼﺎل ﺑﻴﻦ اﻷﺷﺨﺎص ذوي اﻷﻫﻤﻴﺔ اﻟﻌﻠﻴﺎ ﻓ‬، ‫ ﺣﺴﺎب ﺳﻮﻟﻴﻔﺎن‬‫ ﻓ‬.‫ آراء ﻓﺮوﻳﺪ إس وﺳﻮﻟﻴﻔﺎن‬‫ﻓ‬ ‫( ﺗﺪاﻋﻴﺘﻴﻦ‬Miler (1950 ‫ و‬Do Llard ‫ أﻻﺣﻆ‬.‫ ﻳﺤﻘﻖ اﻟﻄﻔﻞ ﺣﻤﻴﻤﺔ وﻟﻪ اﺗﺼﺎل ﻣﻬﻢ ﻣﻊ واﻟﺪﺗﻪ‬، ‫ اﺣﺘﻀﺎن واﻟﺪﺗﻪ‬‫ ﻓ‬.‫ﺮة ﻟﻠﻄﻔﻞ‬‫اﻟﻤﺒ‬ ‫ء ﻣﺠﻤﻮﻋﺔ‬‫ وﻗﺒﻞ ﻛﻞ ﺷ‬‫ﻨﻪ أوﻻ‬‫ ﻳﻤ‬.‫ﻧﻈﺮﻳﺘﻴﻦ ﻋﺎﻣﺘﻴﻦ ﻣﻦ ﺗﺠﺮﺑﺔ ﺗﻐﺬﻳﺔ اﻟﺮﺿﻊ ﻟﻠﺸﺨﺼﻴﺔ اﻟﻼﺣﻘﺔ‬ a pattern leading toward either self reliant independence or apathy. They went to suggest that when an infant s hunger is regularly allowed to build up to an intense level, he can learn that a moder ate need always tends to become intense, and this could explain how some ‫ﺴﻤﺢ ﻟﻪ‬‫ﻮن ﺟﻮع اﻟﺮﺿﻴﻊ ﺑﺎﻧﺘﻈﺎم ﺑﺎﻧﺘﻈﺎم ﻳ‬‫ اﻗﺘﺮاح أﻧﻪ ﻋﻨﺪﻣﺎ ﻳ‬‫ ذﻫﺒﻮا إﻟ‬.‫ اﻟﺬات أو اﻟﻼﻣﺒﺎﻻة‬‫ﻧﻤﻂ ﻳﺆدي إﻣﺎ اﻻﺳﺘﻘﻼل اﻟﻤﻌﺘﻤﺪ ﻋﻠ‬ ‫ﻦ أن ﻳﻔﺴﺮ ﻛﻴﻒ‬‫ وﻫﺬا ﻳﻤ‬، ‫ﺜﻔﺔ‬‫ أن ﺗﺼﺒﺢ ﻣ‬‫ﺎ إﻟ‬‫ﻨﻪ أن ﻳﺘﻌﻠﻢ أن اﻟﻮﺳﻴﻠﺔ أﻛﻠﺖ ﺗﺤﺘﺎج داﺋﻤ‬‫ ﻳﻤ‬، ‫ﺜﻒ‬‫ ﻣﺴﺘﻮى ﻣ‬‫ﺑﺎﻟﺘﺮاﻛﻢ إﻟ‬ Page (21)  made by Echo https://t.me/xb5bot Page (22) Khadija, H.N. 22 children learn to give extreme reaction in many situations. If hunger is only satisfied when it is intense enough to provoke extreme activity by the infant, then only his extreme rea ctions are being rewarded. He thus ‫ﺜﻔًﺎ ﺑﻤﺎ‬‫ﻮن ﻣ‬‫ إذا ﻛﺎن اﻟﺠﻮع راضٍ ﻓﻘﻂ ﻋﻨﺪﻣﺎ ﻳ‬.‫ اﻟﻌﺪﻳﺪ ﻣﻦ اﻟﻤﻮاﻗﻒ‬‫ ﻳﺘﻌﻠﻢ اﻷﻃﻔﺎل إﻋﻄﺎء رد ﻓﻌﻞ ﺷﺪﻳﺪ ﻓ‬Khadija ، H.N. 22 ‫ﺬا‬‫ ﻫ‬.‫ﺎﻓﺄﺗﻪ اﻟﻤﺪﻗﻊ ﻓﻘﻂ‬‫ ﺛﻢ ﻳﺘﻢ ﻣ‬، ‫ ﻹﺛﺎرة اﻟﻨﺸﺎط اﻟﺸﺪﻳﺪ اﻟﺮﺿﻴﻊ‬‫ﻔ‬‫ﻳ‬ learns to overreact to moderate need. Weaning There is a great significance attributed to the weaning process. It s timing and the practices used in weaning a child. For both child and mother weaning time could be a difficult time, a mother who has been ‫ إﻧﻪ اﻟﺘﻮﻗﻴﺖ واﻟﻤﻤﺎرﺳﺎت اﻟﻤﺴﺘﺨﺪﻣﺔ‬.‫ ﻋﻤﻠﻴﺔ اﻟﻔﻄﺎم‬‫ اﻟﻔﻄﺎم ﻫﻨﺎك أﻫﻤﻴﺔ ﻛﺒﻴﺮة ﺗﻨﺴﺐ إﻟ‬.‫ رد ﻓﻌﻞ اﻟﺤﺎﺟﺔ اﻟﻤﻌﺘﺪﻟﺔ‬‫ﻳﺘﻌﻠﻢ اﻟﻤﺒﺎﻟﻐﺔ ﻓ‬ ‫ وأم ﻛﺎﻧﺖ‬، ‫ﺎ‬‫ﻮن وﻗﺖ اﻟﻔﻄﺎم اﻷم وﻗﺘًﺎ ﺻﻌﺒ‬‫ﻦ أن ﻳ‬‫ﻞ ﻣﻦ اﻟﻄﻔﻞ و ﻳﻤ‬‫ ﻟ‬.‫ ﻓﻄﺎم اﻟﻄﻔﻞ‬‫ﻓ‬ nursing may feel let down and depress ed after weaning the baby, the feeling springs from losing some of her closeness to the baby. As for the child , the time of nursing is a precious time it supplies him with comfort, warmth and security through the close relationship with his mother. Weani ng should be done gradually and with much understanding to the child, the manner should still be acceptable and ‫ أﻣﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻞ‬.‫ اﻟﺸﻌﻮر ﺑﺎﻟﻴﻨﺎﺑﻴﻊ ﻣﻦ ﻓﻘﺪان ﺑﻌﺾ ﻗﺮﺑﻬﺎ ﻣﻦ اﻟﻄﻔﻞ‬، ‫ﻗﺪ ﺗﺸﻌﺮ اﻟﺘﻤﺮﻳﺾ ﺑﺎﻻﻧﺨﻔﺎض واﻻﻛﺘﺌﺎب ﺑﻌﺪ ﻓﻄﺎم اﻟﻄﻔﻞ‬ weani ‫ ﻳﺠﺐ أن ﻳﺘﻢ‬. ‫ وﻗﺖ اﻟﺘﻤﺮﻳﺾ ﻫﻮ وﻗﺖ ﺛﻤﻴﻦ اﻟﺬي ﻳﺰوده ﺑﻪ اﻟﺮاﺣﺔ واﻟﺪفء واﻷﻣﻦ ﻣﻦ ﺧﻼل اﻟﻌﻼﻗﺔ اﻟﻮﺛﻴﻘﺔ ﻣﻌﻪ اﻷم‬، ‫اﻟﻄﻔﻞ‬ ‫ ﻳﺠﺐ أن ﺗﻈﻞ اﻟﻄﺮﻳﻘﺔ ﻣﻘﺒﻮﻟﺔ و‬، ‫ﺜﻴﺮ ﻓﻬﻢ ﻟﻠﻄﻔﻞ‬‫ ﺗﺪرﻳﺠﻴﺎ وﻣﻊ اﻟ‬ng warm in both cases whether switching to bottle feeding or to solid food. Finding in a large scale longitudinal study by Heinstein (1963) showed no conclusive differences between long term effects of bottle or breast feeding. Boys who were breast fed for a long period by cold mothers seemed more likely than any other group to experience adjustment problems. This indicates that late weaning would not hinder problems, ‫ ﻧﻄﺎق‬‫ دراﺳﺔ ﻃﻮﻟﻴﺔ ﻋﻠ‬‫ أﻇﻬﺮت اﻻﻛﺘﺸﺎف ﻓ‬.‫ اﻟﻄﻌﺎم اﻟﺼﻠﺐ‬‫ ﺗﻐﺬﻳﺔ اﻟﺰﺟﺎﺟﺔ أو إﻟ‬‫ ﻛﻠﺘﺎ اﻟﺤﺎﻟﺘﻴﻦ ﺳﻮاء ﻛﺎن اﻟﺘﺤﻮل إﻟ‬‫ ﻓ‬‫داﻓ‬ ‫ اﻷوﻻد اﻟﺬﻳﻦ ﺗﻢ‬.‫( ﻻ ﺗﻮﺟﺪ اﺧﺘﻼﻓﺎت ﻗﺎﻃﻌﺔ ﺑﻴﻦ اﻵﺛﺎر اﻟﻄﻮﻳﻠﺔ اﻷﺟﻞ ﻟﻠﺰﺟﺎﺟﺔ أو اﻟﺜﺪي اﻟﺘﻐﺬﻳﺔ‬1963) ‫واﺳﻊ ﻣﻦ ﻗﺒﻞ ﻫﻴﻨﺸﺘﺎﻳﻦ‬ ‫ أن‬‫ ﻫﺬا ﻳﺸﻴﺮ إﻟ‬.‫ﻴﻒ ﻣﺸﺎﻛﻞ‬‫ﺗﻐﺬﻳﺘﻬﻢ ﻟﻠﺜﺪﻳﻴﻦ ﻟﻔﺘﺮة ﻃﻮﻳﻠﺔ ﻣﻦ ﻗﺒﻞ اﻷﻣﻬﺎت اﻟﺒﺎرد ﺑﺪا أﻛﺜﺮ ﻋﺮﺿﺔ ﻣﻦ أي ﻣﺠﻤﻮﻋﺔ أﺧﺮى ﻟﺘﺠﺮﺑﺔ اﻟﺘ‬ ، ‫اﻟﻔﻄﺎم اﻟﻤﺘﺄﺧﺮ ﻟﻦ ﻳﻌﻴﻖ اﻟﻤﺸﺎﻛﻞ‬ as well as early weaning should not necessarily cause problems, the crucial factor will remain around the attitude manner itself. Weaning is therefore a critical event in infancy because it demands a drastic change in the adjustme nt pattern relevant to feeding. If weaning ‫ ﻟﺬﻟﻚ ﻳﻌﺪ‬.‫ اﻟﻌﺎﻣﻞ اﻟﺤﺎﺳﻢ ﺣﻮل ﻃﺮﻳﻘﺔ اﻟﻤﻮﻗﻒ ﻧﻔﺴﻪ‬‫ ﺳﻮف ﻳﺒﻘ‬، ‫ ﺑﺎﻟﻀﺮورة أن ﻳﺴﺒﺐ ﻣﺸﺎﻛﻞ‬‫ﺮ ﻻ ﻳﻨﺒﻐ‬‫ اﻟﻔﻄﺎم اﻟﻤﺒ‬‫ﺑﺎﻹﺿﺎﻓﺔ إﻟ‬ ‫ إذا اﻟﻔﻄﺎم‬.‫ ذات اﻟﺼﻠﺔ ﺑﺎﻟﺘﻐﺬﻳﺔ‬nt ‫ ﻧﻤﻂ ﺿﺒﻂ‬‫ اﻟﻄﻔﻮﻟﺔ ﻷﻧﻪ ﻳﺘﻄﻠﺐ أ ﺗﻐﻴﻴﺮ ﺟﺬري ﻓ‬‫ﺎ ﻓ‬‫اﻟﻔﻄﺎم ﺣﺪﺛًﺎ ﻣﻬﻤ‬ Page (22)  made by Echo https://t.me/xb5bot Page (23) Khadija, H.N. 23 is not carried properly so as to minimize the infant s frustration, it can easily lead to the personality problems in connection with feeding. Dollard and Miller therefore suggested that the infant who refuses ‫ ﻣﺸﺎﻛﻞ اﻟﺸﺨﺼﻴﺔ ﻓﻴﻤﺎ‬‫ﻨﻪ ذﻟﻚ ﺗﺆدي ﺑﺴﻬﻮﻟﺔ إﻟ‬‫ ﻳﻤ‬، ‫ ﻳﻘﻠﻞ ﻣﻦ إﺣﺒﺎط اﻟﺮﺿﻴﻊ‬‫ﻞ ﺻﺤﻴﺢ ﺣﺘ‬‫ ﻻ ﻳﺘﻢ ﺣﻤﻠﻪ ﺑﺸ‬Khadija ، H.N. 23 ‫ أن اﻟﺮﺿﻴﻊ اﻟﺬي ﻳﺮﻓﺾ‬Miller ‫ و‬Dollard ‫ ﻟﺬﻟﻚ اﻗﺘﺮح‬.‫ﻳﺘﻌﻠﻖ ﺑﺎﻟﺘﻐﺬﻳﺔ‬ new food until he gets very hungry may finally accept it, but he is then liable to eat too quickly , or overeat. Application of the stimulus generation principle enables Dollard and Miller to see the mother as the first representative of society , the sam e logic allows weaning to be seen as the first representative of novel situations. The child who has not suffered excessive difficulty during weaning is likely to be fearful ‫ ﺗﻨﺎول‬‫ أو اﻹﻓﺮاط ﻓ‬، ‫ﻨﻪ ﺑﻌﺪ ذﻟﻚ ﻋﺮﺿﺔ ﻟﺘﻨﺎول اﻟﻄﻌﺎم ﺑﺴﺮﻋﺔ ﻛﺒﻴﺮة‬‫ ﻟ‬، ‫ا‬‫ ﻳﺸﻌﺮ ﺑﺎﻟﺠﻮع اﻟﺸﺪﻳﺪ ﻗﺪ ﻳﻘﺒﻠﻪ أﺧﻴﺮ‬‫ﻃﻌﺎم ﺟﺪﻳﺪ ﺣﺘ‬ Sam E Logic ‫ ﻳﺴﻤﺢ‬، ‫ ﻣﻦ رؤﻳﺔ اﻷم ك اﻟﻤﻤﺜﻞ اﻷول ﻟﻠﻤﺠﺘﻤﻊ‬Miller ‫ و‬Dollard ‫ﻦ‬‫ ﺗﻄﺒﻴﻖ اﻟﺘﺤﻔﻴﺰ ﻣﺒﺪأ اﻟﺘﻮﻟﻴﺪ ﻳﻤ‬.‫اﻟﻄﻌﺎم‬ ‫ﻮن ﻫﻨﺎك ﺻﻌﻮﺑﺔ ﻣﻔﺮﻃﺔ أﺛﻨﺎء اﻟﻔﻄﺎم ﻣﻦ‬‫ اﻟﻄﻔﻞ اﻟﺬي ﻟﺪﻳﻪ ﻣﻦ اﻟﻤﺤﺘﻤﻞ أن ﺗ‬.‫ أﻧﻪ اﻟﻤﻤﺜﻞ اﻷول ﻟﺤﺎﻻت ﺟﺪﻳﺪة‬‫ﻨﻈﺮ إﻟﻴﻪ ﻋﻠ‬‫ﺑﺎﻟﻔﻄﺎم ﻳ‬ ‫ﻮن ﺧﺎﺋﻔﺔ‬‫اﻟﻤﺤﺘﻤﻞ أن ﺗ‬ of new situation than the child s who has. Toilet Training An infant lack s nervous mechanism for voluntary control on his muscles. But in the course o f maturation there is a change , and with the process of training the child learns to control himself. At the end of ‫ ﻋﻠ‬‫ﻢ اﻟﻄﻮﻋ‬‫ آﻟﻴﺔ ﻋﺼﺒﻴﺔ ﻟﻠﺘﺤ‬‫ اﺳﺘﻌﻤﺎل اﻟﻤﺮﺣﺎض ﻃﻔﻞ ﻳﻔﺘﻘﺮ إﻟ‬‫ اﻟﺘﺪرﻳﺐ ﻋﻠ‬.‫ﻣﻦ اﻟﻮﺿﻊ اﻟﺠﺪﻳﺪ ﻣﻦ اﻟﻄﻔﻞ اﻟﺬي ﻟﺪﻳﻪ‬ ‫ ﻧﻬﺎﻳﺔ‬‫ ﻓ‬.‫ ﻧﻔﺴﻪ‬‫ وﻣﻊ ﻋﻤﻠﻴﺔ ﺗﺪرﻳﺐ اﻟﻄﻔﻞ ﻳﺘﻌﻠﻢ اﻟﺴﻴﻄﺮة ﻋﻠ‬، ‫ ﺳﻴﺎق اﻟﻨﻀﺞ ﻫﻨﺎك ﺗﻐﻴﻴﺮ‬‫ﻦ ﻓ‬‫ وﻟ‬.‫اﻟﻌﻀﻼت‬ the third year a child is expected to achieve this control, if this does not happen then either he has an exception or some disorder is at hand. The disorder may arise from experiencing anxiety too often, such an anxiety of being punished because of failing to achieve a standard which impossible for the child. When a nxiety is experienced too often a sort of defense mechanism is used to ward of anxiety. Whenever childhood ‫ﻮن ﻟﺪﻳﻪ اﺳﺘﺜﻨﺎء أو ﺑﻌﺾ‬‫ إذا ﻟﻢ ﻳﺤﺪث ذﻟﻚ ﻳﺤﺪث ﺛﻢ إﻣﺎ أن ﻳ‬، ‫ اﻟﺴﻨﺔ اﻟﺜﺎﻟﺜﺔ ﻣﻦ اﻟﻤﺘﻮﻗﻊ أن ﻳﺤﻘﻖ اﻟﻄﻔﻞ ﻫﺬا اﻟﺴﻴﻄﺮة‬‫ﻓ‬ ‫ ﻣﺜﻞ ﻫﺬا اﻟﻘﻠﻖ ﻣﻦ اﻟﻌﻘﺎب ﺑﺴﺒﺐ اﻟﻔﺸﻞ‬، ‫ ﻛﺜﻴﺮ ﻣﻦ اﻷﺣﻴﺎن‬‫ ال ﻗﺪ ﻳﻨﺸﺄ اﻻﺿﻄﺮاب ﻣﻦ ﺗﺠﺮﺑﺔ اﻟﻘﻠﻖ ﻓ‬.‫ ﻣﺘﻨﺎول اﻟﻴﺪ‬‫اﻻﺿﻄﺮاب ﻓ‬ ‫ ﻛﻠﻤﺎ‬.‫ ﻛﺜﻴﺮ ﻣﻦ اﻷﺣﻴﺎن ﻣﻦ اﻟﻨﻮع ﻳﺘﻢ اﺳﺘﺨﺪام آﻟﻴﺔ اﻟﺪﻓﺎع ﻟﺠﻨﺎح اﻟﻘﻠﻖ‬‫ ﻋﻨﺪﻣﺎ ﻳﺘﻢ ﺧﺒﺮة ﻓ‬.‫ اﻟﻄﻔﻞ‬‫ ﺗﺤﻘﻴﻖ ﻣﻌﻴﺎر ﻫﻮ ﻣﺴﺘﺤﻴﻞ ﻋﻠ‬‫ﻓ‬ ‫ﻃﻔﻮﻟﺔ‬ conflict is r epressed rather than resolved by means o f sublimation, some distortion of personality take place. If , during childhood , social pressur es are excessive , the individual has to use defensive mechanism in a massive way then the a large part of his personality remains Pressur ‫ اﻻﺟﺘﻤﺎﻋﻴﺔ‬، ‫ ﺧﻼل اﻟﻄﻔﻮﻟﺔ‬، ‫ إذا‬.‫ ﺑﻌﺾ ﺗﺸﻮﻳﻪ اﻟﺸﺨﺼﻴﺔ ﻳﺤﺪث‬، ‫ ﻣﻦ ﺣﻠﻪ ﻋﻦ ﻃﺮﻳﻖ اﻟﺘﺴﺎﻣ‬‫ﻳﺘﻢ ﺗﻌﺎرض اﻟﺼﺮاع ﺑﺪﻻ‬ ‫ ﺟﺰء ﻛﺒﻴﺮ ﻣﻦ ﺷﺨﺼﻴﺘﻪ‬‫ ﻳﺒﻘ‬، ‫ اﻟﻔﺮد اﺳﺘﺨﺪام آﻟﻴﺔ دﻓﺎﻋﻴﺔ ﺑﻄﺮﻳﻘﺔ ﺿﺨﻤﺔ‬‫ ﻳﺠﺐ ﻋﻠ‬، ‫ ﻣﻔﺮط‬ES Page (23)  made by Echo https://t.me/xb5bot Page (24) Khadija, H.N. 24 infantile. Children vary in the timing of their ability to assume control due to their rate of maturation but also to the kin d of encouragement th ey get. To punish a child is a way of rejection him because he might ‫ أﻗﺎرب‬‫ﺎ إﻟ‬‫ﻦ أﻳﻀ‬‫ ﺗﺤﻤﻞ اﻟﺴﻴﻄﺮة ﺑﺴﺒﺐ ﻣﻌﺪل اﻟﻨﻀﺞ وﻟ‬‫ ﺗﻮﻗﻴﺖ ﻗﺪرﺗﻬﻢ ﻋﻠ‬‫ ﻳﺨﺘﻠﻒ اﻷﻃﻔﺎل ﻓ‬.‫ اﻟﻄﻔﻮﻟﺔ‬Khadija ، H.N. 24 ‫ﻮن‬‫ إن ﻣﻌﺎﻗﺒﺔ اﻟﻄﻔﻞ ﻫﻮ وﺳﻴﻠﺔ ﻟﺮﻓﻀﻪ ﻷﻧﻪ ﻗﺪ ﻳ‬.‫اﻟﺘﺸﺠﻴﻊ اﺣﺼﻞ ﻋﻠ‬ be still too young to achieve the standard his parents want him to achieve..‫ﻻ ﻳﺰال أﺻﻐﺮ ﻣﻦ أن ﻳﺤﻘﻖ اﻟﻤﻌﻴﺎر اﻟﺬي ﻳﺮﻳﺪه واﻟﺪﻳﻪ ﻳﺤﻘﻖ‬ Page (24)  made by Echo https://t.me/xb5bot Page (25) Khadija, H.N. 25 Chapter Six Aggression Aggression is usually defined as the behavior in which the individual ‫ﻮن ﻓﻴﻪ اﻟﻔﺮد‬‫ أﻧﻪ اﻟﺴﻠﻮك اﻟﺬي ﻳ‬‫ اﻟﻔﺼﻞ اﻟﺴﺎدس ﻋﺪوان ﻋﺎدة ﻣﺎ ﻳﺘﻢ ﺗﻌﺮﻳﻒ اﻟﻌﺪوان ﻋﻠ‬Khadija ، H.N. 25 verbally or physically attacks some other person or object in his environment. Aggression ta kes various forms of problem behavior including antisocial attitudes, alienation, and delinquency may also represent aggressiv e behavior. Aggression may also take the form of a generalized adverse reaction to the environment without being specially ‫ ذﻟﻚ ﻗﺪ ﺗﻤﺜﻞ‬‫ﻠﺔ ﺑﻤﺎ ﻓ‬‫ﺎل ﻣﺨﺘﻠﻔﺔ ﻣﻦ ﺳﻠﻮك اﻟﻤﺸ‬‫ اﻟﻌﺪوان ﺗﺎ ﻛﻴﺲ أﺷ‬.‫ ﺑﻴﺌﺔ‬‫ﺎ أو ﻛﺎﺋﻨًﺎ آﺧﺮ ﻓ‬‫ﺎ ﺷﺨﺼ‬‫ﺎ أو ﺟﺴﺪﻳ‬‫ﻳﻬﺎﺟﻢ ﺷﻔﻬﻴ‬ ‫ ﻣﻌﻤﻢ‬‫ﻞ أ رد ﻓﻌﻞ ﺳﻠﺒ‬‫ﺎ ﺷ‬‫ ﻗﺪ ﻳﺘﺨﺬ اﻟﻌﺪوان أﻳﻀ‬.‫ اﻟﺴﻠﻮك‬Aggressiv e ‫ﺎ‬‫ واﻟﺠﻨﻮح أﻳﻀ‬، ‫ اﻻﻏﺘﺮاب‬، ‫اﻟﻤﻮاﻗﻒ اﻟﻤﻌﺎدﻳﺔ ﻟﻠﻤﺠﺘﻤﻊ‬ ‫ﺎ‬‫ﻮن ﺧﺎﺻ‬‫ اﻟﺒﻴﺌﺔ دون أن ﺗ‬‫ﻋﻠ‬ directed against any o ne person or object.Thus, aggression is a negative or socially maladjustive act. A person displaying aggressio n tends to have difficulties in controlling his own temper and often overtly or covertly fearful of the consequences his aggression may arouse. Aggression needs a specific object such as a minority group, a aggressio n ‫ ﺷﺨﺺ ﻳﻌﺮض‬.‫ أو اﺟﺘﻤﺎﻋ‬‫ أو ﺧﻮاص ﺳﻠﺒ‬‫ اﻟﻌﺪوان ﻫﻮ أ ﻓﻌﻞ ﺳﻠﺒ‬، ‫ﺬا‬‫ وﻫ‬.‫ﻣﻮﺟﻪ ﺿﺪ أي ﺷﺨﺺ أو ﻛﺎﺋﻦ‬ ‫ ﻳﺤﺘﺎج اﻟﻌﺪوان‬.‫ ﻗﺪ ﻋﺪواﻧﻪ ﺗﺠﻨﺐ‬‫ أو ﺧﺎﺋﻒ ﻣﻦ اﻟﻌﻮاﻗﺐ اﻟﺘ‬‫ﻞ ﻋﻠﻨ‬‫ﺎ ﺑﺸ‬‫ أﻋﺼﺎﺑﻪ وﻏﺎﻟﺒ?