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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
was his responsibility to protect the innocence of all children. As a result he developed a
Although he was left there for almost a year, Horton agreed to watch the little egg, and basically acted as a babysitter for the egg, not an adopted father. In the book, Horton says, “Very well, since you insist… You want a vacation. Go fly off and take it. I’ll sit on your egg and I’ll try not to break it.” Quite literally, Horton not only agrees but encourages Mayzie to fly off and take her vacation. This shows that he had no problem in supervising the egg. Consequently, Mayzie deserves the right to keep the newborn elephant-bird.
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)....
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.
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
Children raised in this style of parenting grow up believing there is no consequences for bad
Jean Piaget’s cognitive theory states that a child goes through many set stages in his or her cognitive development. It is through these stages that the child is able to develop into an adult. The first of these stages is called the sensorimotor period in which the child’s age ranges from 0-2 years old. During this sensorimotor period of a child’s development, the child’s main objective is to master the mechanics of his or her own body. Towards the end of this period, the child begins to recognize himself as a separate individual, and that people and objects around him or her have their own existence. The child, however, does not have a sense of object permanence meaning that when an object is taken away, the child no longer believes that that object actually exists. As the child nears the end of this period of development, he may seek an item that has been hidden in the location where he or she last saw it, but does not look elsewhere (Smith). During the preoperational period, which lasts from age 2-7, the child has come a long way in his or her cognitive development since his or her birth. In this period, the child has a very basic understanding of the inner workings of his or her mind and is ready to interact with their environment in a more symbolic way. A limitation during this period is known as egocentrism. The child has a hard time realizing that though there are many other people and things in their world, none of them are more important that the child himself. The child believes that his point of view is the only point of view of the world. This is caused by his inability to put himself in someone’s else’s shoes (Smith). The concrete operational period, spanning between the ages of 7 and 11, is marked by the onset of logic to the young mind. The child is able to mentally manipulate objects and events. In other words, he or she can imagine squashing a clay ball ...
The first stage is the punishment and obedience orientation. This is observed in children ages 1-5. The subject is in avoidance of physical punishment and deference to power. The child behaves according to the socially acceptable norms, due to the fear of punishment by an authority figure. (4) The physical consequences of an action determine its goodness or badness. “What is right is to avoid breaking rules, to obey for obedience’s sake, and to avoid doing physical damage to people and property.” An example of stage one is evident in the soldiers of the holocaust who were asked to simply “carry out orders” under the threat of being punished. This illustrates that adults, as well as children may possibly be functioning at stage one. (2) An individual at this stage doesn’t consider the thoughts or feelings of others, nor are they able to relate two points of view. As in Piaget’s framework, ego-centrism and the inability to consider the pe...
describe how you would tailor a coaching session to suit the needs of a child who is 6 years
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