James and the Giant Peach The 1996 Disney Pictures movie James and the Giant Peach is based on the 1961 novel by Ronald Gahl (PBworks, 2005). The movie’s characters, plot, and themes deal with child development concepts such as social development, emotional development, family, friendship, relationships, and attachment. The movie begins with the family and parenting styles concept of child development by introducing the audience to the main character James and his parents. James lives in a two-parent household with his authoritative parents who are providing him with warmth, love, and encouragement (Levine & Munsch, pp. 521-522). This concept of parenting styles is shown as the movie begins and James is seen spending time with his parents. Then suddenly, James’ world changes and he is abandoned as a result of his parents being killed. This causes James to become orphaned and forced to live with his authoritarian aunts, Spiker and Sponge. Aunt Spiker and Aunt Sponge are very controlling towards James and expect him to obey their rules without allowing him to express his feelings. This authoritarian behavior is seen throughout the movie. Aunt Spiker and Aunt Sponge are also uninvolved, neglectful, and abusive, using verbal and physical punishment on James when they feel it’s necessary, which is also seen throughout the movie (Levine & Munsch, p. 522). These behaviors cause James to develop lower self-esteem, show less intellectual curiosity, and feel lonely and afraid, which are typical outcomes of an authoritarian parenting approach (Levine & Munsch, pp. 521-523). Although James’ aunts’ authoritative parenting style has an effect on his emotional and social behaviors, it is his parents authoritative parenting that plays a... ... middle of paper ... ...ent: An Active Learning Approach (p. 436). Thousand Oaks: SAGE Publishers. Levine, L. E., & Munsch, J. (2011). Regulations of Emotions. In L. E. Levine, & J. Munsch, Child Development: An Active Approach (p. 371). Thousand Oaks: SAGE Publishers. Levine, L. E., & Munsch, J. (2011). Temperament. In L. E. Levine, & J. Munsch, Child Development: An active Approach (pp. 342-343). Thousand Oaks: Sage Publishers. Patel, R. (2010, November 3). Children and the Media: The Effects of Movies on Children. Retrieved March 23, 2014, from Loving Your Child: http://www.lovingyourchild.com/2010/11/children-media-exposure-effects-movies-children/ PBworks. (2005, December 5). childrensliterature. Retrieved March 23, 2014, from PBworks: http://childrensliterature.pbworks.com/w/page/15756439/GiantPeach Selick, H. (Director). (1996). James and the Giant Peach [Motion Picture].
The author clearly shows how his childhood effected his adulthood, making in a living example of what he is writing about allowing the audience to more easily trust what he is writing about. Instead of using factually evidence from other dysfunctional family incidences, the author decides to make it more personal, by using his own life and comparing family ideas of the past to the present.
In “Understanding the Anxious Mind” we are introduced to Jerome Kagan, a Yale Ph.D. graduate and psychology professor at Harvard University. In 1979 he conducts his first longitudinal study at the school to challenge the idea that children are more than just “difficult” or “easy” based on temperament, and recorded the findings and analyzations of over 400 preschoolers exposed to new stimuli and their reactions. Over the years 107 returned to be reexamined in which he found that very few showed signs of change over a period of 5 years and therefore, not much could be determined due to nature vs. nurture being a factor. Kagan conducted a second longitudinal study on temperament and its effects over time in which his test subjects this time were
Valenti, Jack. "Violent Movies Do Not Make Children Violent." Senate Committee on Commerce, Science, and Transportation. 4 May. 1999. Rpt. in Violence in the Media. Ed. James D. Torr. San Diego: Greenhaven. 2001. 72-74.
Strasburger, Victor C., Amy B. Jordan, and Ed Donnerstein. "Health Effects of Media on Children and Adolescents." Pediatrics 125.4 (2010): 756-67. Ebsco. Web. 26 Jan. 2011.
According to this theory, external forces can influence the development of emotions. A child can mature a lot quicker when they are placed in an environmen...
Parental influences can negatively impact a child’s life. An example of this is in the novel
I chose to analyze Despicable Me, an animated film geared towards a younger audience, because I was interested in examining underlying theories and messages that this film would be relaying to its viewers. Often times, when watching animated films, children are not aware of these messages, as they are absorbed by the characters, special effects, and humor. But as we have learned throughout this semester, our brains are subconsciously primed by the various surroundings we are exposed to. Since we also studied the impacts of entertainment, such as television and video games, on children, I wanted to see how a popular children’s film might also affect them.
...parents were much more successful in the working world encouraged him to complete many daily activities such as choir and piano lessons. His parents engaged him in conversations that promoted reasoning and negotiation and they showed interest in his daily life. Harold’s mother joked around with the children, simply asking them questions about television, but never engaged them in conversations that drew them out. She wasn’t aware of Harold’s education habits and was oblivious to his dropping grades because of his missing assignments. Instead of telling one of the children to seek help for a bullying problem she told them to simply beat up the child that was bothering them until they stopped. Alex’s parents on the other hand were very involved in his schooling and in turn he scored very well in his classes. Like Lareau suspected, growing up
Life without emotions would lack meaning, texture, richness, joy and the connection with others (Leahy, R.L., et al, 2012). Emotion can be defined as various states of feelings, thoughts and verbal interactions that individuals can experience (White el al., 2012). It is from this that individuals are able to create relationships with others, in this case infants are able to create attachments to their parents. For the purpose of this essay, emotions can be categorised into two parts; over-regulation and under-regulation. Over-regulation is one's ability to suppress evidence of emotional distress in various situ...
The effect of the media on young children is especially salient. Young children often learn how to act and behave from what they observe at home, from the adults and older peers they come in contact with, and from what they see on television.
Influence on Children Media - History of Media for Children, General Considerations, Studies of Media Influence, Domains of Influence, Recommendations http://education.stateuniversity.com/pages/2212/Media-Influence-on-Children.html#ixzz1PoYlQRnG
Wood, A. E., Wood, E. G., & Boyd, D. (2007). Child development: The world of psychology.
Teperman, Jean. "Toxic Lessons What Do Children Learn from Media Violence?" Children's Advocate newsmagazine. Online. www.4chilren.org/news/1-97toxl.htm. Accessed October 23, 2001.
Children can be influenced and impacted in many ways whether it is from their parents, peers, and even strangers. One thing many people don’t realize is that many children, nowadays, are actually being influenced by the media, meaning they are being affected by different media sources, such as television and the internet. The question is whether the sources of media, television and the internet has a positive effect or a negative effect on children, and which source of media has a bigger effect.
assist in the development of emotions in early childhood (Berk & Meyers, 2016). These different