Two year old children seem to turn intentionally difficult and challenge their parents constantly, letting desire take control. At this age, toddlers are focused on understanding other people, and the need to live happily with others slips away. The author's essay also explores how adults' behavior can influence a child's actions. Alison questions whether adults have a natural capability to help children learn in this essay. This is proven to be true by the simple use of a sing-song voice when speaking to a child and how it
Understand child and young person development 22.1.1 Moral development is linked to social development children need to know what is socially acceptable behaviour this will help to building a successful relationship. Understanding what is right and wrong is important to, boundaries in the setting should be clear. Moral development doesn’t start till the child is about 2 years old: 2 years old – they begin to understand the consequences to their actions and what happens to others. 7 years – at this age they have a clear sense of right and wrong. 10 – 11 years – have a understanding of rules so everyone can live happily alongside each other.
Stroufe (1983) found that securely attached infants tend to become popular and confident social leaders. This research shows that the types of attachment identified in the ‘Strange Situation’ have validity. The procedure was also repeated at a later date, producing similar results, so the method also has reliability. However, the ‘Strange Situation’ has been critised for many reasons such as; relationships rather than attachment may be what is being investigated, the ethics of the experiment are questionable as they induced anxiety in the caregivers and infants. Psychoanalyst John Bowlby is a pioneer into child psychology who closely followed the work of Freud.
d) The bilingual babies an advantage in thinking that involved the so-called executive function which helps regulate abilities such as start and stop actions e) Early bilingual exposure could train the mind in a more general sense rather than just a language specific sense as some researchers had suggested. f) According to Jacques Mehler since the bilingual babies don’t know how to speak yet, no one can attribute the knowledge of two languages to them. However, the results of the study does not deny the possibility that monolingual babies have plenty of opportunities to exercise executive function. 3 . Answer the following: a ) How does the motivation factor differ in young learners and adults?
After an observation of all trials, infants made a choice between ‘helper’ and ‘hinderer’. Experimenters have found that infants choose ‘helper’ significantly more often. To exclude upwards and downwards movement as a factor of impact on results, they have conducted a second experiment where neutral up and down motions of the same shaped objects has been showed to the same infants. The result was no interaction between objects, so only direction of movement could be a factor of choice. Therefore infants have chosen both objects equally frequent and made no distinction.
Chapter 12: Emotional Development, Temperament, and Attachment T.A: Emotional Development Ability to feel emotions: some emotions are built in - In second year, can feel more emotions (self) – embarrassment, pride - Something a younger person can’t do Each society has their own emotional display rules In North America – babies are learning intense emotions are okay as long as they are positive Different from other cultures – where parents show that it is okay to be normal emotion (not intense) By age 1, babies are able to regulate their own emotions Girls can control their own over arousal better (turn away) then boys who cry and want caregiver During preschool years, learn what’s acceptable in SOCIAL situations 7-10 months: kids begin to use parents as point of reference EX: Bang … baby looks to Mom to see if she freaks out, will do the same if Mom does 2 years old: start having conversations with parents and can have a better idea about own emotions and others emotions: actually care about why someone is sad - they care about emotional development: learn empathy Temperament - carry on to adult personalities? Predict adult behaviours? - Way to test in young babies is by observing their reactions to stimuli 3 different factors that influence temperament: - Heritability, environment, culture Heritability: Looked at fraternal and identical twins - Found that about age 1, identical twins are more the same than most fraternal twins in temperament features - Genetic (accounts for some aspects) Environment - Positive traits – smiling, how easy it is to soothe baby is quite similar among siblings - Shared environment is what affects positive and non-shared is what affects the negative - EX: one twin is girl and one twin is boy. Use different tones of voice for each… almost like they are getting brought
Individual differences were important in this variation as those who were more confident were less likely to conform. A limitation of Asch’s study is whether it is valid or not. Asking students to judge the length of lines is an insignificant task. On a more important task, conformity is likely to drop Asch’s findings may only tell us about conformity in special circumstances and the study also lacks mundane realism. Having said this, the study was still well controlled and systematic.
Child Development The followings are the findings and my response to the research paper. Studies have shown that bilingual individuals consistently outperform their monolingual counterparts on tasks involving executive control. These individuals are typically not selected for a preexisting talent or interest, confusing the direction of cause and effect in the previous literature. In the vast majority of cases, they become bilingual through life circumstances. The key to understanding how bilingualism affects minds and brains is in the surprising, but well-documented, finding that both languages of a bilingual speaker are constantly active to some degree, even in strongly monolingual contexts where there is no reason to expect to use one of the languages.
When I started my placements I was daunted by the prospect of having to contain clients with either avoidant, ambivalent or disorganised affects. Despite that and with time, I found it possible through practice and theory to improve my awareness of my process. Unfortunately the short term model does barely enable scratching the surface in this respect, I am intrigued with clients who say that they had a good childhood but they would be unable to articulate what that meant to them. Some clients are more psychologically minded than others, and six or twelve sessions is relatively a short time to enable this exploration after building a good working relationship. For example it might be helpful to be a nurturing parent, who is responsive and reliable, and work to create the space for a cooperative relationship.
2.2 Parent-child Relationship Parent–child relationship quality is a measure of either the child or parent’s perception of the quality of their relationship (Crowl et al., 2008). The importance of the quality of parent-child relationship lies in the ability of children to form healthy and secure relationships. As young as the age of 2, children develop different attachment styles to their parents as demonstrated in Ainsworth’s experiment called Strange Situation (Kalat, 2015). Children with secure attachments tend to form trusting and stable relationships in the future while those with insecure attachments are mostly to develop into suspicious adults who lack trust in their relationships. As of present, the majority of literature has investigated