Neurological disorders that affect children during development are currently not well understood but as their incidence increases, a lot of research has been put into it. These disorders present themselves in the first few months after birth indicating that they happen during development in the womb, during birth or du childhood development. According to Flavell, Miller and Miller (1993), the first few years are the most important and thus any change in the environment as demonstrated by Piaget affects their ability to grow their cognitive capacity. Such assumptions thus, form the basis of childhood psychology and go into explaining the effects these disorders have on children and their inability to accommodate. One of Piaget's findings was that all development occurs at the same rate, but this has been found contrary, and now it is recognized that all children develop at different speeds. This discovery may account for the learning disabilities some children have even when they have average or above average intelligence. It also occurs when they do not have the capacity, or it is not well-developed for recalling and recognition of objects they were previously exposed to earlier. Failure to pick up on particular learning skills like planning and paying attention during the Sensorimotor stage makes it harder for them to learn. A defect in the function of mirror neurons as demonstrated in the monkey by the Italian researchers can make it difficult for a child to learn from others. (Child Neurology Foundation, 2016).
As for Autism and Autism Spectrum Disorders, it is theorized that it could result from the inability of children to recognize the intentions of others. They are thus prone outbursts even in inappropriate settings because they have not learned to associate their intentions with the outcomes. (Autism Speaks, 2016). Piaget goes on to recount the importance of play and interaction with peers and how important it is to a child’s developmental journey that will eventually make them well-adjusted adults. A child who has a disorder in this spectrum cannot form even such relationships suffers a setback in developing a language understanding or proper peer interactions. Autism also presents a deficit in the appropriate emotional response just as it were in Angelman’s Syndrome. Although many researchers disagree on the proper definition of emotions, there are no disputes in the role they play in one's life. Primary emotions are believed to be inborn as proposed by Darwin and these disorders affect the brain's chemistry to express their emotions appropriately. Sroufe (1996) is of a contrary opinion stating that emotions are not differentiated at birth but later in life as children develop and learn.
The Bible has numerous accounts of mental illness and teachings on how to treat the patients. Interventions in treating these disorders are the parts most concerned with Christianity and its ethos. Christianity acknowledges that even persons with these disorders are all equal and should be treated so. Prayer consists of a crucial part of treatment in Christianity and is preferred by some Christians as part of the interventions. It is demonstrated in the verse, "In everythingwith thanksgiving, present our requests to God." (Phil 4:6, ESV).
Biblical principles are applied in interventions like for ADHD, learning disabilities and where the counselors are urged to be patient and kind to the children. Patience is a core concept in all interventions involving children who have no understanding of the human condition. (ADHD, 2016).
Autism Speaks. (2016). What is Autism? Retrieved online from www.autsimspeaks.org
Child Neurology Foundation. (2016). What is a Neurologic Disorder? Retrieved online from www.childneurologyfoundation.org
Learning Disabilities Association of America. (2016). Types of Learning Disabilities. Retrieved online from http://ldaamerica.org
National Institute of Mental Health. (2016). Attention Deficit Hyperactivity Disorder. Retrieved online from www.nimh.nih.gov
Weebly. (2016). Theoretical Orientation Developmental Stages Statistics: Treatments and Outcomes. Retrieved online from http://adhd.weebly.com