Rhythmicity

Rhythmicity is a vital feature of all human development. It is a salient underlying force: the syncronization of child and caring adults. They must somehow find their joint rhythm. ( Brazelton, 1977; Byers, 1972; Condon, 1975; Lewis & Rosenblum, 1974; Maier, 1978a; Schaffer, 1977, p. 63.) Recent research findings hint at the possibility that basic units of rhythmic interactions make up the ”molecules of human behavior” ( Byers, 1972; Condon, 1975). These ”molecules of human behavior” require the enmeshment, 4 the blending of an individual's internal rhythms with environmental rhythmic demands. It is this subtle rhythmic involvement which determines the quality and possibly the direction of interaction.

Rhythmic experiences, such as rattling a rattle or repeatedly stroking one's hair or beard, playing patty-cake or the shaking of hands, are all essential ingredients of the experience of finding indicators of continuity. We note that rhythmicity is the hallmark of baby toys as well as of real ”togetherness” in later life events, such as in group singing and dance, play or sexual activity.

Rituals are a social counterpart to psychological rhythmicity. They represent a confirmation of sound cultural practice. People experience a full sense of togetherness in the carrying out of these practices. In work with children rituals assume special significance. By this I mean rituals of significance to the child rather than routines which are neither rituals nor training but purely for the purpose of achieving temporary order.

What does rhythmicity actually accomplish? Rhythmic activities seem to secure for the individual the experience of repetition and continuity of repetition. The actual experience of lasting repetition fosters a perception of permanency. Rhythmic action contains the experience of repetition with the promise of further repetition and hence the opportunity for experiencing predictability ( Maier, 1978b, Ch. 1).

When people get together, they attempt to locate joint rhythms in movements such as the nodding of assent, or walking, laughing, or even crying together. They create a type of mutual sympathetic rhythm. In this connection, I hypothesize that in play rhythmicity is one of the salient features which renders it a vital life experience. Notice for instance the rhythmic component in playing ball. table tennis. or playing tag. These playful experiences provide the possibility for becoming enmeshed in rhythmic encounters.

How is rhythmicity applicable to the core of caring? I propose it is essential that children have ample opportunities for both experiencing rhythmicity in their own activities and in their interactions with caring adults. When we observe children engaged in repetitive, that is, rhythmic play such as “aimlessly” bouncing or tossing of a ball, tapping out some rhythm on the table, children chasing each other or bantering insults, etc.. we must recognize that all these are far from time-wasting activities. Moreover, when adults while caring for children can become part of the joint rhythm. they have the possibility of finding themselves momentarily fully “in tune” with the children. Children and adults share moments of moving ahead together.

Maier, H.W. (1987) Developmental group care of children and youth: Concepts and practice. New York: Haworth  pp.115-116