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Children in their Formative Years Essay

Custom Student Mr. Teacher ENG 1001-04 18 July 2016

Children in their Formative Years

It is very important for adults who are responsible for children in there formative years to know this. Children are influenced by everything they see. Adults should also be aware of the years in which they have the skills able to identify and do what they see. Children do not all develop at the same rate; therefore, making it harder to identify this stage of life. Children are more influenced by people that they respect a lot, like parents, than they are by people they just know, babysitter.

Basically four processes are involved in modeling: (1) paying attention to people, (2) selecting behaviors to reproduce, (3) remembering the observed behavior, and (4) reproducing what was observed. Attention to people is based on their engaging qualities, their particular behaviors, and a child’s frame of reference. Selecting what behaviors to reproduce is largely a matter of what the child values or what he sees other whom he admires valuing. Those behaviors that ring pleasure will more likely be modeled; whereas if a child does not remember a behavior, he cannot be much influenced by it. Reproduction is more than a process of ‘monkey see, monkey do.” Replication occurs best when a child has the requisite skills to perform the behavior and an opportunity to practice. (Internet-www.cdec.wc.edu Albert Bandura 1925-)

From birth to age seven is the approximate rage where children are the most influences by adults. Some children learn at a slower pace and it could extend to the ages of eight to twelve. Children of all ages, whether they are out of their development stage or not can be influenced by adults. Parents, kindergarten teacher, and other adults that have an effect on children’s lives have a big responsibility. Some adults do not realize that children that see them can imitate everything they do. Little eyes that want to grow up to be just like them watch everything they do. An adults influence on a child can be overwhelming to some adults who do not know exactly what their child can and will imitate.

Every day scientists learn more about how a child’s brain forms and develops. Every day teachers struggle to find effective tools for helping children use their brains to their greatest capacity. In a sense, both groups are focusing on different aspects of the same issues. It seems logical that science might offer some clues to guide educators — and that educators might ask questions that suggest fruitful areas for scientific inquiry. Oddly, discourse between the two groups has been virtually nonexistent. Neuroscience has provided fascinating glimpses into the brain’s development and function.

Scientists now believe the structures that control perception; action and cognition develop at the same time — not sequentially, as was previously believed. What is clear, though, is that early stimulation helps a child develop. At the same time, while much of the brain’s basic equipment is in place at birth and its neural connections continue to form during the first few years of life, a great deal of plasticity exists in its cognitive and intellectual development. Such findings suggest that an enriched home and school environment can help make the most of each child’s mental capacities. (Internet-www.ecs.org Education Commission of the States and the Charles A. Dana Foundation 1996)

Just as society is in continual change, so too are the concepts of normality and deviance (Freud, 1999). According to Freud (1999), normality is a value-based concept. It is influenced by the historical moments and sociopolitical economics (Freud, 1999). As a society, we decide who is normal and who is deviant (Freud, 1999). We also decide what will be done with those who deviate from what we deem as normal (Freud, 1999). Normality is also highly culture specific (Freud, 1999). Deviance/abnormality can be very problematic, as any type of behavior can be considered deviant by a culture at some point or another (Curra, 2000; Halgin & Whitbourne, 1997). This is known as cultural relativity (Coon, 1997). According to Gelfand, Jenson, and Drew (1997) and Halgin and Whitbourne (1997), most all cultures identify some behaviors as abnormal. (Internet www.umm.maine.edu Dr. William Gayton 2000)

Culture and Diversity have effects on everyone. If you were raise in a certain place with certain beliefs then most will consider things out of the ordinary abnormal. It is normal for this to happen to people. A person from the United States would think that the culture in Japan is abnormal because they do not know it, and vies versa. There are no two places exactly the same and by saying this I mean that even if someone where to go to another State then they were raised they may consider some things abnormal. The diversity in culture is not as drastic from one state to the other as it is from one country to another. Southern States have different cultural views then the Northern states do. It all falls back to where certain people settled when they first came to America a long time ago. Louisiana has a lot of French heritage and Connecticut has mostly British heritage for a couple of examples.

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