This theory can be questioned as children don’t hear adults making virtuous errors, so why do they? Burko and Brown, the Cognitive view contradict Piaget theory. It is said that language comes with understanding and wider development, children can’t talk about past tense as they can’t understand it. As investigated in 1960 cognitive development happens quicker than a child’s development so they can understand much more than they can say. Social Interactions view is the LASS supports and develops children’s language through interactions with others.
However unpopular it is, distinct differences can be observed between children who have been physically negatively reinforced and those who have not. Generally children who misbehave and are not physically disciplined develop authority issues in adolescence when confronted. In contrast children, who are overly physically praised, via hugging and coddling, grow up needing that physical attention and have a difficult time becoming independent. A preferred method of discipline is verbal reinforcement by either scolding or praising. When used properly it conveys the clearest method.
This method is wrong because it had bad consequences. Parents can use the correct method of education when the child baby. Many parents never learned from their own childhood that there are positive ways of relating to children. For example when punishment does not accomplish the desired goals, and if the parent is unaware of alternative methods, punishment can escalate to more frequent and dangerous actions against the child. Parents believe that beating is a means of discipline and kind of education.
She develops this character, which is a child, who is being mistreated and sacrificed, and she focuses on that to show the role morality plays in the story. When she introduces the child she says: “It could be a boy or a girl. It looks about six, but actually is nearly ten. It is feeble-minded. Perhaps it was born defective, or perhaps it has become imbecile through fear, malnutrition, and neglect.” (LeGuin, 348) LeGuin chooses words to describe the child that creates a feeling of empathy in her readers.
Such theories include that “boys need a competitive and confrontational learning environment, while girls can only succeed if they work cooperatively and are not placed under stress” (Sherwin). However, this theory can be proved wrong due to the fact that women cope better with stress than men do, which is one of the main reasons why women tend to outlive men (Barber). This theory also provides a clear example of how gender stereotypes are being forced into the minds of boys and girls in a school setting. If a school starts to separate boys and girls from each other due to such theories, girls will start to make excuses for their poor test scores, etc. by saying that they were “too stressed out” to do well on a homework assignment, test, quiz, etc.
This is because children’s thinking, interaction with others, and creative expressions are dependent on toys because children spend most of their time playing. A number of research outline that gender specific toys benefits the growth of children. However, other studies imply that gender-specific toys have negative effects on children’s growth. According to Professor Judith Blakemore of psychology associate dean of arts and sciences, boys’ toys are associated with aggression while girls’ toys are related to appearance, nurturing, and domestic skill. Blakemore does not support the notion of providing children with gender-specific toys.
“The meta-analysis also demonstrates that the frequency and severity of the corporal punishment matters. The more often or more harshly a child was hit, the more likely they are to be aggressive or to have mental health problems.” (Gershoff, 2002) I am going to touch on the few behaviors associated with CP including immediate compliance which is the only positive behavior I will be explaining in this paper. The negative behaviors of CP that can affect a child are: Mental health, aggression, antisocial behavior, abuse of own children or spouse, and the decline of the child’s IQ. Aggression is one of the more significant behaviors brought on by CP. This aggression could bring on temper tantrums, and urges of anger making it difficult for the parent who is taking the child to a public place.
Adults have a hard time making the right judgment calls, imagine the mindset of an emotional immature child? Compared to adults, children are more likely to take haste and depend on their irrational decisions making. This lack of maturity should not be held against the child. Furthermore, we should be protecting and educating our children, not taking out vengeance through irreversible punishments. By punishing a child through the serving of a sentence in an adult prison will only damage the child psyche and cause him to lash out to society.
Fear of confrontation with resourceful parents overwhelms their desire of alerting child neglect. As a result children may continue to live in negligent despite public knowledge. Children with disabilities have in general a larger risk of being abused (predators seek out the weakest). Knowing this, both families and teachers have a very low threshold for alerting Child welfare. The situation may improve if the issue of children’s welfare were put on the agenda, in media as well as in school.
Thus, children growing up in these households are possibly led to believe that survival is dependent on being aggressive; also, they identify with these violent parental roles models having limited access to positive adults due to social isolation. This is not a causal relationship, but an association, which could be exacerbated by additional factors such as law enforcement being more punitive with lower socioeconomic class youth. This in turn could perpetuate a cycle of delinquency due to poorer families having less access to protective resources in the way of private clinics; instead, the charged youth is more likely to be institutionalized, thereby being exposed to behavior that is more antisocial. On the other hand, children from more privileged backgrounds may never face the same punitive legal outcomes, despite similar transgressions. Preschool experiences are another social risk factor for later aggression and delinquency.