Montagner H
Psychophysiologie et psychopathologie du développement, UMR CNRS 5573, 146, rue Léo-Saignat, 33076 Bordeaux, France.
Gynecol Obstet Fertil. 2004 Jun;32(6):525-39. doi: 10.1016/j.gyobfe.2004.04.010.
Following the introduction dealing with the scientific sources which influenced John Bowlby in his elaborating the theory of attachment, the present article relates some of the major advances Bowlby's theory gave rise to and facilitated in fundamental research, clinical practice and the drawing up of new concepts. The main part of the article is devoted to the concept of core-competency. Indeed, this concept permits to take into account in a combined manner individual development, processes of attachment, and behaviour adjustments, from birth throughout infancy. Core-competencies are organisational nuclei that allow every child to associate, combine, cluster and integrate various pieces of information of the surrounding world by making them compatible with his idiosyncrasies, be they innate or acquired as the days go by, be they biological or psychological. Five core-competencies have emerged from studies about mother-child interactions, from experimental research on the interactions between young children and from ethological observations of groups of children under controlled conditions: sustained visual attention, desire for interaction, affiliative behaviour, imitation and the structured organisation of gestures. The theory of attachment, the data of fundamental research, in particular those concerning core-competencies, and clinical observation lead to a new perspective for interpreting child constructions. The rooting of the child in a secure attachment, the non-thwarted genesis of his/her time organisation and of his/her bio-psychological rhythms, the possibilities given to him/her to appropriate space and its various dimensions, allow him/her to settle in affective security. Hence he/she can release his/her emotions and affects and make his/her core-competencies legible and functional. Conditions are then fulfilled for him/her to release his latent cognitive processes, master his/her cognitive acquisitions and structure his/her imagination.
在介绍了影响约翰·鲍尔比阐述依恋理论的科学渊源之后，本文阐述了鲍尔比理论在基础研究、临床实践以及新概念的形成方面所引发并推动的一些重大进展。文章的主要部分致力于核心能力的概念。事实上，这一概念能够综合考虑从出生到整个婴儿期的个体发展、依恋过程和行为调整。核心能力是组织核心，它使每个孩子能够通过使周围世界的各种信息与自身特质相匹配，从而将这些信息关联、组合、聚类和整合起来，这些特质无论是先天的还是随着时间推移后天获得的，无论是生理的还是心理的。通过对母婴互动的研究、对幼儿之间互动的实验研究以及在可控条件下对儿童群体的行为学观察，已经得出了五种核心能力：持续视觉注意力、互动欲望、亲和行为、模仿以及手势的结构化组织。依恋理论、基础研究的数据，特别是与核心能力相关的数据，以及临床观察为解读儿童的成长过程带来了新的视角。孩子在安全依恋中的扎根、其时间组织和生物心理节律的正常发展、他/她对空间及其各个维度的适应能力，使他/她能够在情感安全中安顿下来。因此，他/她能够释放自己的情绪和情感，使自己的核心能力清晰可见并发挥作用。这样一来，他/她释放潜在认知过程、掌握认知成果并构建想象力的条件就具备了。
