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Psychology on parenting style
Psychology on parenting style
Psychological effect of parenting styles
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Our egg, Don-egg Trump, was raised for seven days under a permissive parenting style. This means that we, as parents, made little demands of Don-egg and mostly gave in to any resistance he showed. Don-egg was also not punished for any misdeeds. On Day 1 Don-egg did not sleep at night and woke us up with his crying. Since our beautiful baby Don-egg was only expressing himself, we decided to listen to him and try to feed him. He was probably just practicing his voice for when he learns how to talk. This aligns with Freud’s psychosexual stages of development. Don-Egg is in the oral stage during the first eighteen months of his life. This means his mouth, lips, and tongue are the most active physical focuses. Giving Don-Egg food should satisfy …show more content…
One of his friends’ parents told us he was stealing kids’ toys at a birthday party and violently hitting them when they tried to take the toys back. We felt this was not a serious infraction. Don-egg is a sweet angel who would never hurt a fly! We told her that she must be mistaken, because our child is very polite and well-behaved, just the way we raised him. This type of behavior is explained by Piaget’s Theory of Cognitive Development. Don-egg is in the preoperational stage. Don-egg is showing centration by only focusing on how he did not have toys when all the other children did. Also, he is showing egocentrism by assuming others want him to have the toys because that is how he thinks. Lastly, he could have animistic thinking towards the toys and believed that they hated the other kids, but liked him. On Day 4 Don-egg started pre-school, but he loved his parents too much and did not want to see us leave. This was perfectly normal for a child of his age, so we set him up with a smartphone to video call us anytime he missed us. This behavior of not wanting to leave us is because Don-egg is in the preconventional stage of Kohlberg’s theory of moral development. This stage is highlighted by a child’s want to avoid punishment. The teacher at his preschool most likely punishes Don-egg a lot, so he would rather stay with us who love and support …show more content…
As permissive parents we set no boundaries for our child and never enacted punishment for misdeeds. We gave Don-egg anything he wanted and went beyond that in our offerings. We went so far as to have extreme denial about our child, disbelieving any negative stories about him as lies and slander. We stuck to the belief that we were good parents who had raised our child with good morals and were clueless as to why stories of Don-egg kept
Early Childhood is marked by a time in children’s lives when they develop “a confident self-image, more effective control over their emotions, new social skills, the foundations of morality, and a clear sense of themselves as boy or girl” (Berk, Kauffman & Landrum, 2011, pg. 45). According to Erik Erikson, early childhood is a period of “vigorous unfolding,” one where children have a sense of autonomy and a new sense of purposefulness or initiative (Berk, Kauffman & Landrum, 2011, pg. 45). Play is a means for children to learn about themselves and they begin to adopt the moral and gender-role standards of the society in which they live (Berk, Kauffman & Landrum, 2011). A negative outcome of early childhood is the guilt children feel as a result of excessive punishment and criticism by the adults in their lives (Berk, Kauffman & Landrum, 2011)....
was his responsibility to protect the innocence of all children. As a result he developed a
“I meant what I said and I said what I meant… An elephant’s faithful one hundred percent!” –Horton from Dr. Seuss’s Horton Hatches the Egg. From the time most children can read, they know many of Dr. Seuss’s wonderful works. Here, however, the case is whether or not Horton, the elephant, or Mayzie, the bird, should have custody of the baby in Horton Hatches the Egg. Many may argue that Mayzie was lazy, or not a prepared parent to keep the youngster, but others think otherwise. A few reasons are that she laid the egg, Horton agreed to sit on her egg, and Mayzie had sat on the egg, also.
Acting as a hypocrite Victor explains how parents should be there to teach you to become great ,“ The innocent and helpless creature bestowed on them by heaven, whom to bring up to good, and whose future lot it was in their hands to direct to happiness or misery, according as the fulfilled heir duties towards me” (Shelley 16) Victor says that his parents are a big role on how their child turns out; if the parents treat you bad then the child will come out bad but if he learns from good then he will come out to be a perfect little angel. Not taking his own advice, Victor abandon the creature to suffer life for himself. After months of looking for Victor, the creature in need of companionship says ”I, the miserable and the abandoned, am an abortion, to be spuned at, and kicked, and trampled on.”(Shelley 165) He journeyed on his own looking for companionship, no one liked him and to top it off reading Victor’s journal just made him feel even as bad as before. So he then looks for victor and asks if he can create another but victor thought to himself and says “I thought with a sensation of madness on my promise of creating another like to him, and trembling with passion, torn to pieces the thing on which I was engaged.” (Shelley 124 )Victor making the decision to not make another made the creature furious but Victor had his reasons like what if the creatures create more what if he doesn’t leave him alone just what ifs. He worries about making another creature because he wonders if the female would be as bad as the creature he first created. Victor does not make the second creature and tore it apart. Abandoning the creature caused him to learn for himself. This turns out horrible and makes the creature need a companion and goes on a
No single development theory satisfactorily explains behavior; however, a more comprehensive picture of child development emerges when Jean Piaget’s Theory of Cognitive Development is integrated with Abraham Maslow’s Hierarchy of Needs. Piaget’s Theory of Cognitive Development identifies four stages of development associated with age (Huitt & Hummel, 2003). Maslow’s Hierarchy of Needs “posited a hierarchy of human needs based on two groupings: deficiency needs and growth needs” (Huitt, 2007). Comparatively, both theories argue that humans need a series of environmental and psychological support to meet our needs. Integrated, these two theories together enable teachers to understand which stage of development students are at and to create teaching
Piaget believed that human thinking is always changing, and human cognitive development is influenced by “…biological maturation, activity, social experiences, and equilibration”. Also, as humans, we tend to want organization and adaptation. According to Piaget, humans need to arrange information and personal experiences in to the mental process, and humans will adjust their thoughts into different “schemes” which is understand something one way then adding to make it correct or change the idea to fit the thought. To understand new information, Piaget believes humans “disequilibrium” which is they will add or create new schemes to assimilate or accommodate new or existing ideas or schemas to fit new or old information. This information goes
As a creator, a father, he abandoned his own creation, an innocence and pure baby, once he’s born because of his appearance. The act of leaving a newborn creature, who doesn’t know anything, spoils all the virtues he has. Just imagine, how will an abandoned-baby
The novel also portrays of both good and bad parenting. The good is shown in Victor’s upbringing and his house that was always full of love from his parents. The bad can be seen from Victor’s “parenting” to the creature. Because he had abandoned and neglected the creature, Victor failed to show the same parenting and love he had received, resulting in the retaliation of the creature.
Lawrence Kohlberg conducted research on the moral development of children. He wanted to understand how they develop a sense of right or wrong and how justice is served. Kohlberg used surveys in which he included moral dilemmas where he asked the subjects to evaluate a moral conflict. Through his studies, Kohlberg observed that moral growth and development precedes through stages such as those of Piaget’s stages of cognitive development. He theorized that moral growth begins at the beginning of life and continues until the day one dies. He believed that people proceed through each stage of moral development consecutively without skipping or going back to a previous stage. The stages of thought processing, implying qualitatively different modes of thinking and of problem solving are included in the three levels of pre-conventional, conventional and post conventional development. (2)
Children raised in this style of parenting grow up believing there is no consequences for bad
describe how you would tailor a coaching session to suit the needs of a child who is 6 years
Kohlberg views the person as able to actively interact with his or her environment. While the individual cannot fully change the environment, the environment can fully mold the individual. A person’s actions are the result of his or her feelings, thoughts, behaviors, and experiences, and thus Kohlberg’s theory stresses the importance of the element of nurture. The two theories are similar in that both believe that the stages of development are hierarchical in that later stages of development build on earlier ones. Furthermore, both theorists believed that the stages of development imply qualitative differences in children’s thinking and ways of solving problems (Bissell).
Piaget’s Theory of Cognitive Development focuses on the concept of schemas and cognitive thought that helps an individual organize knowledge and understand the world in comparison to Erikson’s theory which focuses on conflicts that arise between and within the ego. Accommodation and assimilation occur throughout Piaget’s theory as a result of children
Like stated before this theory does not fit into behaviorism. It fits into constructivism which is “[N]ot believe in innate ideas, but in knowledge that is constructed by each individual in interaction with his or her environment” (Pulaski, 1980, p). Cognitive Development Theory uses the environment help to construct knowledge. “[T]hrough their make-believe were assimilating and consolidating as part of their experience the customs and manners observed in their environment” (Pulaski, 1980, p. 28). In just playing make-believe the child had learned about manners and customs without knowing it at the time. As they get older, they go into the next stage and can understand more complex concepts. With constructivism, they need to be active learner and this is something that happens in Cognitive Development Theory. With that is a need to socialize with other people or students. At a young age “[C]hildren 's verbal interactions are primarily composed of collective monologue conversations”(Wadsworth, 1970, p.69). So at a young age they are becoming active learners so when older they can have better discussion about topic and go deeper into