Poster Presentation World Association for Mental Health 2000 Montreal, QC, Canada THE 6 COMMUNICATION SECTORS OF THE NEWBORN’S 6 SELF GILLES RACICOT, MD, FRCPC Objective: Verify the normal learning characteristics of the newborn 6 Self, according to the 6 communication sectors of his 9 months development stage. Method: 1)The 6 communication sectors and their Self, parts of all development stages that I have found when treating children for mental diseases; they appear in the infant in the ontogenetic order of 1 ½ month intervals: affective, corporal, logical, «genesic», of immaterial values and of integration; 2) 10 newborns were chosen at random to study each communication sector and interviewed at home with one or both parents. THE AFFECTIVE SELF’S DEVELOPMENT SECTOR 0 to 1 ½ month The affective Self is the first one to appear in all development stages. The affective Self is fundamentally made of presence, of duality, of attachment and of motivation. This Self puts the newborn in presence of a one dimensional world by opening all aspects of his mind through his senses. During the first one and a half month, the newborn learns his organism senses and his mind presence, first by getting acquainted with his own Self, secondly in foreseeing the needs of the five coming Self, so that he can later accomplish his role of motivation toward them. Having only a body of presence, the newborn acts on automatism for his basic needs. So, he does not make an effort to eliminate his bowel, the parents have to check frequently if he is soiled. He searches for the nipple with his mouth. He does not touch the skin by himself, but he accepts the skin contact of other people.
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In the first seven to ten days of life, the newborn becomes conscious of his own affective Self. He shows intense and scrutineer eyes. He turns his eyes toward the person who speaks to him. He stares at objects. During the second week, the newborn anticipates the corporal sector where he will have to learn how his organism functions. He searches for comfort. So, if the room temperature is too hot, he moans and squirms until the parent takes off some of his clothes; after being in the same position for a certain time, he moans and squirms until the parent changes his position; if the water of the bath is too cold, he cries; he is more interested in what’s happening inside his bowel; he sleeps relaxed with his arms stretched out like a cross, instead of having his fists clenched in his face. He reacts more to the sounds of the voice of a person and he follows the person with his eyes, without turning his head. He has an introspective look when he fixes certain details with his eyes, especially the single line of border objects like venetian blinds. He searches for constant human presence and he can already learn to manipulate the soft parent, thus when he falls asleep in the hands of his parent, he wakes up and cries as soon as the parent puts him in his crib. During the third week, the newborn anticipates the logical sector where he will have to learn his organism’s functioning. He yells a little louder. Now, he sleeps more during the day if the parents let him cry when being put to bed. He cries only when he has colic pains. He turns his head to look around him and he stares at objets for long periods of time. He moves his mouth as if he was trying to speak. During the fourth week, the newborn anticipates the genesic sector where he will have to learn human relations inside the family circle. He produces an angel’s smile when asleep and a social smile when awake ; he also smiles when being teased. Sometimes, he cries tears. He intervenes when the parents talk between themselves. He reacts more to the presence of people and he is more attentive when someone speaks to him. Being more alert and alive, he sleeps less during the day. He enjoys his bath. During the fifth week, the newborn anticipates the immaterial values sector where he will have to learn human relations outside the family circle. He refuses to sleep on the couch or in his bed during the day, but he sleeps well and peaceful in his car seat, in his carriage, in his hammock or
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in his swing. He goes to sleep faster in the above positions than in his parent’s arms ; he fights sleep and he cries because he is overtired. He emits more sounds, like a single «ha» during a deep expiration, he moves his mouth as for talking. He stares at straight lines that are drawn on tissues or made by streamline objects like a venetian blind ; he keeps his eyes steady when looking at a chessboard. During the sixth week, the newborn anticipates his integration sector where he will have to learn how to govern the five other Self. He is more determined, he knows more what he wants, he gets impatient and he cries when the parent stops feeding to make him burp, he cries to be put in the swing. When looking at the powered carrousel, he does not anticipate the coming of the next object, he keeps his eyes fixed. He becomes conscious of certain rituals, he stops crying and squirming when he gets undressed for his daily bath or when a parent puts a bib under his chin before feeding him. THE CORPORAL SELF’S DEVELOPMENT SECTOR 1 ½ to 3 months In the corporal sector, the newborn develops his corporal Self. This Self makes him discover his organism’s functions, in other words he searches to know what is the use of his body’s different attributes, what are the uses of his five senses, etc. Physical environment consciousness When the infant wakes up, he becomes conscious of his physical environment, he looks all around him, he emits sounds for two to three minutes, than he cries to call his parents. Light and shadow The sources of light fascinates him. He constantly turns his eyes and his head toward the source of light as plants do toward the sun ; his eyes are also turned on by a moving shadow, not by a stable shadow. Now, his eyes are moving constantly when he looks at a chessboard, but they remain stable when he looks at a black and white target. Anticipation and identification of the corporal rhythms The anticipation is a part of the ritual identification.
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In this sector, the newborn learns to identify and memorize the preceding signs of routine events of the day. After being placed on the changing table, he knows it is for a diaper change and when he hears the running water at the right time of the day, he gets excited because he knows it is time for his bath ; he is more regular with the time of his feeding. He follows with his eyes and his head the object that turns above him on the carrousel until it disappears from his visual field, then he turns his head right away to look at the next one; he smiles and emits sounds, sometimes he succeeds touching the flying objects with his arms outstretched. Corporal participation In this sector, the newborn develops his corporal tonus. He learns to stiffen his neck muscles in order to control his head when being lift up. He lifts up his legs for a diaper change. He makes an effort to eliminate his bowel. If he wants to sit when lying on his back, on the legs of an adult who puts tension on his hands, he stiffens the muscles of his neck and back, then he pulls on the hands of the adult, otherwise he stays limp or he throws himself backward. He may now put his hands on the breast of his mother or on the bottle. The corporal Self has almost no control of the movements of his arms and legs; at this time of his development, he does not know how to open his hands to grab an object because he is searching for the nature of the function, not the nature of the functioning. He grabs his rattle only by chance, he does not know what to do with it, he may hit his head with it. He likes to be stimulated with sounds and exaggerated mimics, to be tickled or kissed. When he is taken by surprise, he blinks or pouts by the sudden presence of a person, he may jump and cry if surprised by a sudden noise.
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Corporal communication and language The infant expresses himself through a corporal language. He moans to get immediate presence or to call his mother who is in another room. He gets excited when he sees his father coming back from work, but only if he is kind to him. He gets excited and he smiles when somebody speaks to him; when he is tired, he moans differently, he wriggles and he rubs his nose and his eyes. He cries loudly and he sheds tears when he is hungry, he is more patient if it is bath time; he manifests his contentment with satisfying sounds during feeding; when he is fed up with the bottle he pushes the nipple with his tongue or he may tighten his lips for refusal, if he does not want the breast anymore he shakes his head sideways or throws his head backward. He likes to rub his nose on the chest of persons, probably in order to identify their personal odor. He shows a humorous half smile. With archaic language, he is now able to converse by listening to a person and answer by a single modulated «ha» through a prolonged expiration; he gives out odd sounds similar to those of animals like sheep, of birds like owls, or kitchen sounds such as blenders, etc. He likes to listen to music, to songs reproducing animal calls. Dreams The infant may modulate his «ha» during his sleep, sometimes he shows a happy smile or frowns as if he was unhappy, sometimes he laughs or he moans. Other times, he wakes up after a nightmare due to fears suffered during the day or fears transmitted by a parent. THE LOGICAL SELF’S DEVELOPMENT SECTOR 3 to 4 ½ months In this development sector, the infant through his logical Self learns his organism’s functioning, thus he learns how to manipulate different parts of his body like his hands and arms as working tools, like his tongue and his vocal cords as communication instruments. Hands as gross working tools The infant discovers his hands during the first few weeks of the logical sector, he observes them for long periods of time; then discovering his fingers, he spreads and moves them around. After that investigation period, he tries and succeeds to seize objects by opening and closing his hands. He learns also to push away things that he does not want around him; sometimes he gets mad if
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he pushes away inadvertently the object that he wants. He tries to grab everything within reach, as one might expect he puts them in his mouth. He learns also to grab objects with his two hands, observing the movement of his hands and adjusting them to the dimension of the object. Influences of the logical Self on the affective and the corporal communication In the fourth week of this sector, he succeeds to grab things offered by a person by stretching his arms and opening his hands. At this time, he learns how to be picked up by extending only his forearms. He knows what he wants, after being for a while in the same place he moans to solicit attention and he continues to moan until the parent after several tries puts him in his own selected site. If he does not want something, he pushes it with his hands, he cries or he moans. If he wakes up in a bad mood or if he is tired, the parents should be firm, he must be put back to bed. The infant lives in fusion with the person who holds him, so if an other person tries to speak to him, he smiles and he hides his face on the person who holds him. Influence of the logical Self on the verbal communication It is really around three months and a half that the infant starts to babble after a short period of silence where he stops emitting his single modulated «ha». He learns how to identify vowels. He produces different sounds with his mouth and he likes to practice them and to listen to them. He repeats some «ha, ha, ha» during long periods of time using many tonal variations; he calls his parents by changing the tone of his voice. To seek his parent attention during day or to call from his bed he uses interjections like brief and harsh «ha!, he!, aïe! (in french)», when he hears the parents response he answers with a «ha, ha, ha»; when a parent passes between him and the television, many infants say «aïe!» or «he!», meaning get out of my way. He pronounces some «ha» using different intonations in order to express his different moods – of pleasure – of satisfaction – of anger – of tiredness. If he wants to be moved to a different place, he may cry, give a piercing cry, growl with brief «hun» or «hun, hun, hun», and he does not stop until being satisfied. If he is tired, he gets mad or he cries. He prattles to his carousel or to objects, usually with two to four fingers in his mouth.
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It is in that sector that the infant discovers that he can shout, sometimes he practices shouting during periods lasting fifteen minutes; he enjoys shouting in interaction with an other member of the family and he waits for a response. He shouts to get attention from others or just for the pleasure of shouting. He has bursts of laughter when a member of the family talks to him in a very nice way. Influence of the logical Self on the corporal sector The infant reaches his oral phase apogee in the logical sector, he puts everything that he can grab in his mouth, he sucks other people’s cheek, chin or hands. The infant growls if he does not know what to do with an object, if he can’t catch it or push it away, if he can’t put it in his mouth, if he puts one part of a too long object in his mouth and the other part in his eye. When resting at home in an half inclined position in his seat, the infant who wants to sit up tries normally to do it by pushing forward his head and his chest, certain infants try to sit up by pulling with their hands at clothes on their chest. If he wants to stand up on his feet when being held under the arms he stiffens his legs muscles, if he does not want to stand up he keeps his muscles limp. He finds out by himself his favorite sleeping position. He recognizes the bottle, he shouts when he sees it, he gets angry and he cries if he does not get it soon enough; after drinking for a certain time, he pushes the bottle away and he looks at it, then he drinks some more with the parent’s aid. Many infants are able to find their pacifier in their bed, they put it in their mouth, sometimes on the wrong side. If he feels too warm in his bed, he throws off his bedclothes. He gets angry when strapped in his car seat. Sense of humour If after a big smile the parent voluntary turns his back on the infant who babbles to him, the latter finds that very funny and he laughs. When his parents cough, he finds it funny and he replies by coughing. He practices to cough, he listens to himself and he finds it funny. If one parent imitates his cough, he is surprised, he looks at his parent and he laughs. He reacts to peek-a-boo by laughing.
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Time The infant lives in the immediate moment, but he identifies very well the precursor signs of daily routine events; he gets upset when the routine is broken. He identifies new routines after two to three repetitions. Space The infant follows with his eyes the parent who walks away up to four to six meter. He can see when the parent is in an other room and he smiles at him. Identity He looks at «himself» in the mirror and he smiles at his image, he thinks it is another infant, he looks alternatively at his image and at the parent who holds him. He is more independent and he plays alone for longer periods of time, especially when he comes in contact with a shiny magazine that he can crumple. He is more conscious of his environment. At the end of this sector, the infant has completed the three steps of his «pre-human» apprenticeship. THE GENESIC SELF’S DEVELOPMENT SECTOR 4 ½ to 6 months In the genesic sector, the infant develops, inside the family circle, a human Self similar to the Oedipus complex. It is in this sector that he learns to differentiate living beings from objects. He now reproduces his first archaic thought on the world origin, he becomes conscious of light and shadow: he turns his eyes toward the window when the parent passes in front of it, he sleeps better in half light during the day, he tries to catch still shadows. Influence of the genesic Self on the affective sector If both parents take care of him actively, he wants their simultaneous presence, he is unhappy if one parent makes him eat and the other one goes to an other room. He now needs limited presence, but he intervenes when he wants to be talked to, when he wants to get other toys, to have somebody play with him or sing close to him. He is more autonomous, he may stay alone
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during fifteen to thirty minutes, but he has to see one of his parents all the time. He is very curious about everything that goes on in the house. Influence of the genesic Self on the affective and corporal sector Now, he interacts with people instead of staring at them. When one parent arrives from work, he turns his head aside and he laughs as to provoke him. Often, if one of his parent speaks to him, he looks elsewhere, as being independent, but when the parent stops talking he looks at him and he babbles; also, he often turns his head aside when somebody wants to kiss him. If his parent turns his back on him, he babbles or he attracts his attention with a brief «ha» or «he», some infants do it by saying «ma» or «pa». If a parent looks at him when he is pitiful, he smiles and laughs, sometimes he cries and laughs at the same time. He tries to touch everything that is in the hands of his parents; he becomes thrilled when he sees the cup of coffee or the glass of the parent, he associates it to a bottle. He is easily distracted, he stops to eat or to drink when he sees his sibling playing in the same room as him, if he sees a pet going by, if his preferred video cassette is playing. Some infants attract a parent’s attention by banging on the nipple of the bottle when it is blocked, if the mother believes her baby is satisfied and takes the bottle away, he starts to cry to show her that he is still hungry, and she understands. When the parent approaches to kiss him, he opens his mouth to suck the nose or chin and he holds the cheeks with his two hands like a bottle. He has a good laugh when his parents kiss each other. He wiggles his legs when he is happy. He discovers his feet, the tools he will have to learn to use if he wants to follow his parents inside and outside the house. Influence of the genesic Self on all other sectors of communication How to familiarize The parents give him the time to familiarize with strangers coming to the home, the infant observes them intensively, he has nice manners but he stays prudent. On arriving some place else, he looks everywhere, he studies the people and the place for about fifteen minutes, then he is assured; when he goes into another room, he repeats the same process.
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Language He discovers his tongue, the tool of language, he sticks it out of his mouth, he touches it. He executes muscle movements of the lips and the mouth as if he was chewing gum, he puts the inferior lip in his mouth. The infant ceases to babbles or babbles less, he does not utilize vowels during the first weeks of the genesic sector; then he concentrates on the research of a new form of language by looking at his parents and listening to them; at the beginning of the fourth week, he starts to utilize consonants with words such as «ba, gui, gue, da, pa, ma, ta», he has now learned to move his tongue to pronounce consonants. The infant often stops playing to emit high-pitched sounds, mostly an «e», sometimes with eyes closed. Those infants who say «papa» or «mama», when the parent is absent, pronounce interrogatively the first syllable on a low note and the second syllable on a high note, if the parent is present they pronounce it the other way around, to manifest their security and their love senses. He finds his parent’s conversation more interesting than his toys, he looks at them and he listens, but he intervenes only if he finds that they are ignoring him. He knows when the parents are speaking about him. He provokes the conversation with small cries or soft sounds, sometimes he does it as he was doing before by using briefs «ha, hun, he, aïe». He opens his mouth wide when laughing. Identity In the genesic sector, the infant identifies his human familial Self, he differentiates human beings and animals from objects; he smiles and talks to people and animals, not to objects. He now makes the difference between food and objects, he opens his mouth only for food. Even if he does not see them, he identifies the voice of a family relative among many other people entering the house, he is attentive when he listens to a relative talking on the telephone. He stops crying when he sees through the window people doing activities and he becomes excited when he recognizes a relative.
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Identification of name In the last week of the genesic sector, the infant recognizes his name, he looks immediately at person that pronounces his name. He recognizes also the names of his relatives and of his pet. When somebody asks him «where is papa?» or «where is X?», he looks at the right person, but possessing already a strong will he looks at the person only if he wants to. Lecture of physiognomy The infant is more expressive. Without producing any sounds, he imitates facial expressions like the person who is looking at him: he mimics a intense look or smile, he opens his eyes wide, he frowns. Sometimes he is flabbergasted. In doubt, he adjusts his reactions to his parent. If a stranger speaks to him, he looks at his parent to know how to react. When his sibling cries because he hurt himself, the infant looks at his parent with uncertainty because the sibling often pretends to have pain, he cries if the mother looks worried. He finds it very funny that his mother makes him kiss his teddy bear, but he does not appreciate the situation when the mother kisses the teddy bear instead of him. Songs and music During the last weeks of the genesic sector, the infant learns to produce a very beautiful love song analogous to bird songs. To produce this song, he repeatedly emits a sustained and melodious «ha», sometimes for over ten minutes periods, he starts his «ha» after a deep breath and he sustains it until the end of a profound expiration; he concentrates a lot when producing his song and he savours it. This song is the testimony of our past, of our archaic human love song. He enjoys to play tam-tam by hitting the table or the floor with his hand, or with his rattle and other objects. He now has a personality. THE IMMATERIAL VALUES SELF’S DEVELOPMENT SECTOR From 6 to 7 ½ months In the sector of immaterial values, the infant develops another human Self that teaches him how to deal with the outside world. Everything that appears strange or new fascinates him. Now, he refuses to sleep when he ventures outside the house, he becomes cautious with strangers. He develops his fine motor skills in all his development sectors.
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Influence of the immaterial values Self on the affective and corporal sector Intrigued by the non conventional The infant is intrigued by details of appearances. He may stare at a person for five minutes if that person has a beard, if his father wears tinted lenses, if his mother is in curlers or wears a barrette. He becomes timid with strangers, so the parents don’t approach them too fast with the infant in their arms; he pouts in front of relatives that he meets less frequently. During receptions at home, he wants to see everything and he refuses to sleep even if he is overtired. He discovers familiar objects as a novelty, because he can now see some details and differences in objects such as papa’s cup of coffee versus his plastic glass, the adult dishes as opposed to his bowl, his parent’s food versus his own food. He now wants to eat the same food as his parents and to drink from the same containers; his intense glance causes some parents to feel uncomfortable when eating something in front of him of meal times; he tries to grab other peoples food with his hands, to catch the newspaper on the table by pulling on the tablecloth and he gets angry if he does not succeed. Now, instead of looking at his teaspoon with his mouth wide open during his meal, he looks all around like a weasel, so he needs various stimulus by his parent like driving the car into the garage, etc. He does not only want to listen on the telephone, he grabs it or he plays with the wire. He twists on all sides to grab things around him during diaper changes. Influence of the immaterial values Self on the logical sector Hands and fine motor skill The infant discovers anew his hands and fingers, he examines them during long periods of time by opening and closing them. At the beginning of this sector, most infants play with their fingers on the other hand and pull on them as it was not part of themselves. After that, the infant plays differently for a long time with his toys, he examines them intensely and he manipulates them on all angles to refine his analysis. He now sees small details. He is able to delicately seize and manipulate jewels and varied objects, thus he seizes the rim of a plastic dish and he turns it upside down or the other way round; he picks up with the tips of his fingers dust on the floor or tiny pieces of food on the table; he pulls on small threads sticking out of clothes or lace. He transfers objects very rapidly from one hand to the other. He is more precise and quick to seize things with his hand.
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Language and fine motor skill The infant develops also his fine language motor skill. To do so, the infant stops saying many worlds like «pa, pa, pa» or «ma, ma, ma» around the third week of this sector; then for two to three weeks he looks at the mouth of the person who speaks or sings, he listens to the words of persons talking together. When he starts speaking again, he articulates his words more clearly, he pronounces new words and he emits many new sounds. The infant plays a lot in the parent’s mouth, probably trying to see the words as if they were objects. Influence of the immaterial values Self on the genesic sector The infant never takes off his boots outside the house or when he is in his carriage, but he takes them off when entering home or the car; the reason for this behaviour is that the car in the human mind represents an inside space analogous to the house. He enjoys listening to parent’s songs, he replies by singing. He kisses those who show him how to kiss. Now, to give a kiss, he pushes his head forward with his mouth wide open or he grabs the cheeks, the hair or the ears of the parent to bring him closer. When the parent holds him in his arms, he slaps gently and tenderly either his back, his hands or his face. Immaterial values Self As the immaterial values Self is particularly oriented toward the knowledge of what is going on outside the family circle, the infant develops a profound desire to venture in the outside world; only to see his outside clothes on the table, he gets excited. He is attracted by novelties. If he looks at some children television program, he turns often toward his parents to check their reaction. He is excited by sounds, by flashing colored lights, jewels, buttons and zippers; when looking at an object, he get excited and he smiles if somebody tells him «it is beautiful». Outside the house, he refuses now to sleep in his carriage, in the sled, even in the car, he has to be seated because he wants to see everything, he babbles. He enjoys being strolled around stores, he looks all around, he babbles, he tries to grab things; even if it is nap time, he rubs his eyes but he does not sleep. When going to another house, he refuses also to sleep. He knows that a person is going out when the person says «bye, bye». Interdiction notion
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The infant understand the notions «no, no, no» and «don’t touch», but he does not care, he looks seriously at his parent, he gives him a beautiful smile, then he does what he had intended to do; if the parent puts him in an other place, he manifests his disagreement by stiffening himself and grunting; the parent must then distract him. After slapping his parent in the face, he understands the notion «no, gently, gently, gently», he looks at his parent, then he becomes tender and gentle, he pats the face of the parent, many give a seductive kiss by approaching their head. With the acquisition of his fine motor skills, he discovers the presence of people’s facial senses, he sees one’s sense organ at a time and he tries to seize it as if it was an object. Manipulation Many infants slow their feeding when the mother is under pressure or has an appointment. Many infants use a diversion method to keep their mothers near them; when the mother brings the infant to the baby-sitter, he does not stop talking to his mother until she is gone. Some infants utilize passive resistance means when they don’t want to go to the baby-sitter house, they open their hands widely when the mother tries to put on the sleeves of their sweater and their coat. Creativity The infant constantly tries out in new ways, such as making noise by banging with different objects to produce different sounds; he manipulates and examines object on all angles. He discovers that he can turn himself when being placed on certain moving toys. He prefers to play with toys than listening to music; he may learn to displace the balls of an abacus or to press on a horn. Music The infant sings when listening to music and he follows the rhythm by jerking forward and backward. He shows preferences for certain music, he shouts when the music stops to have it put back on.
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Sense of humour He looks mischievous by looking sideways. He takes pleasure in snatching the cap or the glasses of people, pulling on the ears or the hair of his parents or siblings, yelling to be looked at. He likes to imitate sibling’s funny faces instead of freezing, he clowns around. Identity In this development sector, the infant takes possession of a human Self who makes him learn how to deal with the outside world, with external matters; also, this Self makes him discover and practice varied fine skills for language, for motor movements, for music and dance, for better relations with other people, etc. THE INTEGRATION SELF’S DEVELOPMENT SECTOR From 7 ½ to 9 months In the integration sector, the infant develops his integration Self. This Self possesses the following capacities toward the five other Self, – distancing from them – listening to their different needs – settling their problems – supervising them – leading them, thus he acts as a manager who tries to respond equitably to the basic needs of the five other Self acting out only one of them at a time. The infant through this Self looks for peace and harmony for himself and for the other Self, also with other people. Therefore the infant appears independent, autonomous and powerful, he concentrates well on his own actions instead of being undisciplined as before. His autonomy includes all his communication sectors, he is well everywhere. Influences of the integration Self on the affective Self The infant is now motivated, he knows what he wants and he is capable. He now requires less presence; he rarely moans to be talked to, to have somebody take his mind off things or to play with him; he almost always calls his parents for a good reason: to relieve his thirst, to get a toy, to be moved some place else. Attachment The infant continues to manifest a good attachment toward his parents and he wants the presence of both. He may present some attachment for certain objects without having an affective dependency; he likes to rediscover his familiar objects, those repetitive rediscoveries give him
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security in his spatiotemporal environment and let him form his memories. When the infant is rarely looked after by a woman, the parent must keep the baby in his arms for a few minutes to permit him a smooth affective transfer. He is happy when the caregiver arrives, he is happy everywhere. Influences of the integration Self on the corporal Self He prefers going by himself to play with the toys attached to the chair where he was sitting before, thus he feels more freedom in his actions. He accepts to sit in a chair in front of the patio door to see his sibling playing outside with his friends, he sends them signs with his hands, he talks to them believing he is heard, he cries if he does not see them anymore. Influences of the integration Self on the logical Self Concentration If the infant is concentrated on playing when his parents come home from work, he stops his action momentarily, he looks at his parent and he continues on his play; before the integration sector, he was immediately making his way toward his parent. The infant concentrates well on his actions and he knows what he is doing, now he examines his toys with a single look, without turning them on all sides, and he put them in his mouth: he has memorized all the one dimensional aspects of things. Logistic Until nine months of age, the infant can’t work simultaneously with both sides of his brain, he gets his bearing from a single alignment, from a single desire, from a single thought. Consequently, he seizes an object with one hand and he drops it to pick up another object with the same hand; when he wants to work with his free hand, he forgets the work being done by the other hand, so he drops the thing from the other hand. Language The infant, as a manager, takes time to reflect before doing something and he speaks to himself. He speaks when looking at an object and he continues to speak with the object in his mouth. He provokes the communication as he was doing before, with briefs and harsh «ha, he or aïe», sometimes with a prolonged and guttural «ha» or with a high pitch «ha»; he calls his parent by saying «pa, pa, pa» or «ma, ma, ma»; when he hurts himself in a fall, he plaintively calls his mother between two sobs by saying «ma, ma, ma».
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He stops his play to listen to people’s conversation, he looks at them and he intervenes in the discussion if nobody takes notice of him; people often must increase the tone of their voice to be audible; one way to stop him talking is by giving him a biscuit or a new object. Vocabulary At nine months, the infant pronounces between five to ten words composed of one or two identical syllables. To the great surprise of his parents, he may also pronounce only once, a word of two different syllables, these words, learned by rote, are frequently pronounced by the parents. Influences of the integration Self on the genesic Self The infant refuses to sleep elsewhere, except if he is in his own playpen. He imitates the parent clearing his throat, the «hum» of satisfaction of his siblings, the facial expressions of others like sticking out his tongue, etc. He babbles a lot and he has burst of laughter with the family members. He cuddles like a little cat, he leans his cheek on the parent’s cheek or shoulder. He does not try anymore to fix or catch moving lights and shadows, he realized that they are out of reach. He pursues dogs and cats, he tries to catch their tail. The infant enjoys to sit on his parents lap when alone with them, but as soon as a third person enters the house he plays alone on the floor; the integrator Self diverts his attention on an other activity in order to liberate the parents. He says «bye, bye» accompanied by a movement of the forearm and the hand. He slaps his hands when we say «bravo!». Influences of the integration Self on the immaterial values Self Concentration The infant has unloaded his past feverishness, he observes and has a good behavior when he finds himself some place else as in a restaurant. Notion of interdiction He demonstrates more determination because his inner Self (manager) makes him think that he is the one to decide, so if we say «no» when he tries to touch something, he stops instantly, but he tries again three times, then he simulates going some place else and he touches the forbidden object.
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He is more adventurous, many have found the way to open the doors of cupboards and rummage in them; when he produces no sound, it’s time to check what he is doing. Vibration of compassion If a child starts to cry, he says «ha» accompanied by an interrogative glance to his parent, then he adjusts his mood to the vibratory state of his parent; he cries if he feels that the parent is worried because the child hurt himself, but he laughs if the parent does not worry because it is a quarrel between children. If a child cries in a public place, he stares at the child, he observes him only because he feels the indifference of his parent. Humour The infant imitates, he frowns, he flirts with his eyes, he sends a blowing kiss, he simulates coughing or a pout, he sniffs like a dog, he laughs at his own sneezes, etc. The integrator Self Concentration The infant demonstrates a good perseverance in his actions, he concentrates well. The concentration is the best indicator sign of the integrator Self’s presence. He may play for a long time with the same object, even if it is the post on his highchair. His parent has to call him a few times before looking at him when he plays with his siblings or when he is too concentrated on a play. Autonomy The infant who can move around explores all rooms instead of sticking by his parents, but the few who can’t move around get angry at their powerlessness. If the mother calls him when he rummages in the garbage can of the bathroom, he stays silent, sometimes he comes back if the mother goes to see him and scolds him gently, most of the time he obeys when she puts the garbage back in the bin and says «come on now». He grumbles when he does not see his parent leave the room where he is alone, the parent has to show his presence, because the infant at this age cannot oriented himself by sound. Comments: This approach follows the course of thought of the neurobiologist Edelman who has developed the neuronal group selection theory (NGST) where he says that different parallel maps of neurons inside the brain are communicating between themselves, although in absence of
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different Self. Nevertheless, many observations authorize me to think that each of the human 6 Self possesses his own specific sites in the brain, his own communication pathways, his own memory banks and above all his own personal, social or universal feelings that constitute the most important part of all human beings. As the infant, during this first nine months stage, lives in a one dimensional world, he perceives himself on a single line, he learns only with a single input or a single output at a time. I observed that each Self of the infant is basically composed of three «small» «selves», a «him» situated in one hemisphere, a «himself» situated in the other hemisphere, and an observer the «he» who is the «him» or the «himself» at the time of observation; only one of the three «selves» is in action at one moment. When the infant does echolalia, saying «pa, pa, pa», the «himself» could be the first one to pronounces the first «pa», then the «him» repeats the second «pa» and the himself responds with the third «pa»; the «him» may also start the first «pa», and so on the other way around. Conclusion: I observed à typical behavior for each infant’s Self and their correspondent communication sector. Program outcomes These 6 main brain communication sectors could bring an explanation of the presence of the 6 different layers of cells in the gray matter, these layers could correspond to the different neuronal communication networks of the 6 human Self. As the philosopher Danto says, the structure of human representations throughout all development stages have been sought by almost all philosophers. The present approach opens the way to a logical explanation of normal mental representations throughout all development stages. It gives also access to more accessible observation norms for the parents, the searchers and the therapists, so they can detect in time children’s development deficiencies.
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References 1 Danto Arthur C., «Connections to the World, The basic Concepts of Philosophy», University of California Press, 1989. 2 Edelman Gerard M., «Biologie de la conscience», Éditions Odile Jacob, septembre 1992. 3 Fox Mervyn A. and Mohoney William J., «Children with School Problems», «A Physician’s Manual», Canadian Paediatric Society, 1998. 4 Lafontaine R., Lessoil B., avec la participation de Racicot G., «Êtes-vous auditif ou visuel?», Les nouvelles Éditions Marabout, Verviers (Belgique), 1984. 5 Lafontaine, R., Lessoil B., «Êtes-vous auditif ou visuel?», Éditions Quebecor (Montréal), 1996. 6 Racicot G., «Laissez-moi devenir», Éditions Stanké, Montréal, 1986. 7 Racicot G., «L’homosexualité, thérapie par restructuration informationnelle du cerveau», Éditions Nouveau Module, (Canada) 1991. 8 Racicot G., «Maladie de Alzheimer, trouble d’identité inné chez l’adulte et déficit d’attention chez l’enfant, un diagnostic précoce», (Canada), 1997. 9 Racicot G., «Diagram of the 6 Bilateral Prefrontal Lobes Imbalances in Mental Diseases (Poster Presentation)», Paediatrics and Child Health, the Journal of the Canadian Paediatric Society, May/June 2000, Volume 5, Supplement A.
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