Abstract
Changes in adaptive behaviors along childhoods are accompanied by physiological changes that are significantly associated with the implications of the environment and maternal nurture practices. It is essential to establish the correlation between the acquisition of adaptive skills according to maternal breeding skill fulls and changes in the sensory-neuro-endocrine systems in children, for the promotion of breeding practices that may improve the early experience. The purpose of present article is to revise some of the recent advances in developmental, behavioral and stress sciences in order to surpass the old dichotomies between nature and nurture, learning and instinct, genes and experience, in order to provide a comprehensive explanation of development as a result of the interactions of social environmental factors related to parent-child interactions. Since these behaviours can be favorably modified, important implications may be achieved for the design of improved interventions, thus providing important information to conceptualize the individual profile of risk and resilience of a children in his or her environment. Thus, they are essential to establish the correlation between the acquisition of adaptive skills according to maternal parenting practices and changes in the sensory-neuro-endocrine systems in childhood, in order to improve their earlier experiences.
References
Alexander, R. M. y Reynolds, M. R. (2020). Intelligence and Adaptive Behavior: A Meta-Analysis. School Psychology Review, 49(2), 85–110, https://doi.org/10.1080/2372966X.2020.1717374
Altman, J. S. y Mills, B. C. (1990). Caregiver behaviours and adaptive behavior development of very young children in home care and daycare. Early Child Development and Care, 62, 87–96. https://doi.org/10.1080/0300443900620106
Arnsten A. F. (2009). Stress signalling pathways that impair prefrontal cortex structure and function. Nature reviews. Neuroscience, 10(6), 410–422. https://doi.org/10.1038/nrn2648
Blair, C. y Raver, C. C. (2014). Closing the achievement gap through modification of neurocognitive and neuroendocrine function: results from a cluster randomized controlled trial of an innovative approach to the education of children in kindergarten. PloS one, 9(11), e112393. https://doi.org/10.1371/journal.pone.0112393
Blumberg, M. S., Freeman, J. H. y Robinson, S. R. (2010). Oxford Handbook of Developmental Behavioral Neuroscience. Oxford University Press https://doi.org/10.1093/oxfordhb/9780195314731.001.0001.
Bottaccioli, A. G. y Bottaccioli, F. (2023). Los estados psíquicos se traducen en moléculas biológicas: las consecuencias para la medicina y la psicología. Pinelatinoamericana, 3(1), 54–89. https://revistas.unc.edu.ar/index.php/pinelatam/article/view/40624.
Bowlby, J. (1977). The Making and Breaking of Affectional Bonds: I. Aetiology and Psychopathology in the Light of Attachment Theory. British Journal of Psychiatry, 130(3), 201–210. https://doi.org/10.1192/bjp.130.3.201
Bowlby J. (1982). Attachment and loss: retrospect and prospect. The American journal of orthopsychiatry, 52(4), 664–678. https://doi.org/10.1111/j.1939-0025.1982.tb01456.x.
Bradley, R. H., Whiteside, L., Mundfrom, D. J., Blevins-Knabe, B., Casey, P. H., Caldwell, B. M., Kelleher, K. H., Pope, S. y Barrett, K. (1995). Home environment and adaptive social behavior among premature, low birth weight children: alternative models of environmental action. Journal of pediatric psychology, 20(3), 347–362. https://doi.org/10.1093/jpepsy/20.3.347
Camacho-Cruz J, Castañeda-Gutiérrez LD, Serna-Ramírez AJ, Garavito-Acuña AM, Gordillo-Guerrero NA, Rodríguez-Muñoz KV, Espitia-Esquivel DL, Cedano-Nova AL, Martínez-Valero S, Méndez-Benítez LA, Nieto-Aldana JN, Rodríguez-Martínez MA. (2021). Apego infantil: implicaciones clínicas, neurobiológicas y genéticas. Pediatría, 54(4), 135–145. https://doi.org/10.14295/rp.v54i4.335
Carneiro, P., Cunha, F., y Heckman, J. J. (2003). Interpreting the evidence of family influence on child development. The economics of early childhood development: lessons for economic Policy. https://www.researchgate.net/profile/James-Heckman-2/publication/246514464_Interpreting_the_Evidence_of_Family_Influence_on_Child_Development/links/546b9d680cf2f5eb18092280/Interpreting-the-Evidence-of-Family-Influence-on-Child-Development.pdf
Cólica, P. R. (2021). Conductas emocionales y estrés. Pinelatinoamericana, 1(1), 12–17. https://revistas.unc.edu.ar/index.php/pinelatam/article/view/36036
Copeland, A., Korja, R., Nolvi, S., Rajasilta, O., Pulli, E. P., Kumpulainen, V., Silver, E., Saukko, E., Hakanen, H., Holmberg, E., Kataja, E. L., Häkkinen, S., Parkkola, R., Lähdesmäki, T., Karlsson, L., Karlsson, H. y Tuulari, J. J. (2022). Maternal sensitivity at the age of 8 months associates with local connectivity of the medial prefrontal cortex in children at 5 years of age. Frontiers in neuroscience, 16, 920995. https://doi.org/10.3389/fnins.2022.920995.
Darbeda, S., Falissard, B., Orri, M., Barry, C., Melchior, M., Chauvin, P. y Vandentorren, S. (2018). Adaptive Behavior of Sheltered Homeless Children in the French ENFAMS Survey. American journal of public health, 108(4), 503–510. https://doi.org/10.2105/AJPH.2017.304255.
Elliott, A. E. y Packard, M. G. (2008). Intra-amygdala anxiogenic drug infusion prior to retrieval biases rats towards the use of habit memory. Neurobiology of learning and memory, 90(4), 616–623. https://doi.org/10.1016/j.nlm.2008.06.012.
Fuster, J. M., (1989). The prefrontal cortex: anatomy, physiology and neuropsychology of the frontal lobe. (2da. ed.) New York: Raven Press.
Gagliardi, M. (2024). The role of developmental caregiving programming in modulating our affiliation tendency and the vulnerability to social anxiety and eating disorders. Frontiers in psychology, 14, 1259415. https://doi.org/10.3389/fpsyg.2023.1259415.
Gaitán Gómenz, O. L. y Aristizábal Hoyos, G. P. (2016) Corteza prefrontal: sustrato de las funciones mentales superiores. Revista CuidArte, 5(9), 45-66. http://dx.doi.org/10.22201/fesi.23958979e.2016.5.9.69123
Godoy, L. D., Rossignoli, M. T., Delfino-Pereira, P., Garcia-Cairasco, N. y de Lima Umeoka, E. H. (2018). A Comprehensive Overview on Stress Neurobiology: Basic Concepts and Clinical Implications. Frontiers in behavioral neuroscience, 12, 127. https://doi.org/10.3389/fnbeh.2018.00127.
Heckman, J. J. (2000). Policies to foster human capital. Research in economics, 54(1), 3-56. https://doi.org/10.1006/reec.1999.0225.
Heckman J. J. (2006). Skill formation and the economics of investing in disadvantaged children. Science (New York, N.Y.), 312(5782), 1900–1902. https://doi.org/10.1126/science.1128898.
Hyde, L. W., Gard, A. M., Tomlinson, R. C., Burt, S. A., Mitchell, C. y Monk, C. S. (2020). An ecological approach to understanding the developing brain: Examples linking poverty, parenting, neighborhoods, and the brain. The American psychologist, 75(9), 1245–1259. https://doi.org/10.1037/amp0000741.
Kolb, B. y Gibb, R. (2011). Brain plasticity and behaviour in the developing brain. Journal of the Canadian Academy of Child and Adolescent Psychiatry = Journal de l'Academie canadienne de psychiatrie de l'enfant et de l'adolescent, 20(4), 265–276.
Miller, E. K. y Cohen, J. D. (2001). An integrative theory of prefrontal cortex function. Annual review of neuroscience, 24, 167–202. https://doi.org/10.1146/annurev.neuro.24.1.167
Mingo Ranea, M. L. (2022). Experiencias sensoriales tempranas y neurodesarrollo psiconeuroendocrinoinmunológico. Pinelatinoamericana, 2(1), 5–16. https://revistas.unc.edu.ar/index.php/pinelatam/article/view/36948.
Naveed, S., Saboor, S. y Zeshan, M. (2020). An Overview of Attachment Patterns: Psychology, Neurobiology, and Clinical Implications. Journal of psychosocial nursing and mental health services, 58(8), 18–22. https://doi.org/10.3928/02793695-20200717-01
Orschanski, E. (2021). La gestación humana bajo el enfoque de la Pediatría amplia. Pinelatinoamericana, 1(1), 18–25. https://revistas.unc.edu.ar/index.php/pinelatam/article/view/36156.
Perry, R. E., Blair, C. y Sullivan, R. M. (2017). Neurobiology of infant attachment: attachment despite adversity and parental programming of emotionality. Current opinion in psychology, 17, 1–6. https://doi.org/10.1016/j.copsyc.2017.04.022.
Rinaldi, C. M. y Howe, N. (2012). Mothers’ and fathers’ parenting styles and associations with toddlers’ externalizing, internalizing, and adaptive behaviors. Early Childhood Research Quarterly, 27(2), 266-273. https://doi.org/10.1016/j.ecresq.2011.08.001.
Schalock, R. L., Luckasson, R., y Tassé, M. J. (2021). Discapacidad intelectual: definición, diagnóstico, clasificación y sistemas de apoyo. (12. ed.) Hogrefe: Asociación Americana sobre Discapacidades Intelectuales y del Desarrollo.
Sun, K., Li, Y., Zhai, Z., Yin, H., Liang, S., Zhai, F., Cui, Y. y Zhang, G. (2024). Effects of transcutaneous auricular vagus nerve stimulation and exploration of brain network mechanisms in children with high-functioning autism spectrum disorder: study protocol for a randomized controlled trial. Frontiers in psychiatry, 15, 1337101. https://doi.org/10.3389/fpsyt.2024.1337101.
Tirapu Ustárroz J., García Molina A., Luna Lario P., Verdejo García A., Ríos Lago M. (2012). Corteza prefrontal, funciones ejecutivas y regulación de la conducta. En J. Tirapu Ustárroz, A. García Molina, M. Ríos Lago y A. Ardila Ardila. (Coord.) Neuropsicología de la corteza prefrontal, las funciones ejecutivas y regulación de la conducta. (pp. 87-120). Viguera.
Tomás, B. (2021). Estrategias para favorecer el proceso de enseñanzas-aprendizaje en niños con trastornos del neurodesarrollo desde el Modelo Sentido ́s. Integrando estrategias de integración sensorial, análisis conductual aplicado y la psiconeuroinmunoendocrinologia clínica como principal medicina del estrés. En R. Monroy (Coord.) Manual práctico de educación para docentes (pp. 397-443). Psylicom Ediciones
Warren, S. F., Brady, N., Fleming, K. K., y Hahn, L. J. (2017). The Longitudinal Effects of Parenting on Adaptive Behavior in Children with Fragile X Syndrome. Journal of autism and developmental disorders, 47(3), 768–784. https://doi.org/10.1007/s10803-016-2999-7.
Zheng, S., LeWinn, K., Ceja, T., Hanna-Attisha, M., O'Connell, L. y Bishop, S. (2021). Adaptive Behavior as an Alternative Outcome to Intelligence Quotient in Studies of Children at Risk: A Study of Preschool-Aged Children in Flint, MI, USA. Frontiers in psychology, 12, 692330. https://doi.org/10.3389/fpsyg.2021.692330.
![Creative Commons License](http://i.creativecommons.org/l/by-nc/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright (c) 2024 Pinelatinoamericana