Some of these ways include name calling, degrading a child, or even showing no loving affection at all. Calling a child “worthless” or “stupid” is a form of verbal abuse that is categorized under emotional abuse. Caregivers may also constantly blame the child for things that may not even be their fault. When a parent begins purposely ignore the child as a form of punishment he or she is going to feel like they are not wanted or loved. Secondly, physical abuse is purposely causing physical harm or injuries to a child.
The educator should also make all possible attempts to encourage children to be flexible and self-reflective in nature. It will prove to be beneficial for them in the future while pursuing developmental milestones, gaining particular skills or chasing important life goals. Another important factor affecting self-identity of children is family. Educators should build good relation and develop sound communication with the families of the children. A healthy rapport between the educator and the family can prove to be helpful in developing self-identity in children.
“Play is developmentally appropriate for primary-age children and can provide them with opportunities that enrich the learning experience” (Copple & Bredekamp 2009). Early childhood education holds two main focuses; a child-based focus and a family-based focus. Early childhood education has positive outcomes on the child through their learning experiences, and their growth and development. Based on the family, the results of early education happen through the communication that the family has with the educators and by the encouragement they get from within themselves, and also from the educators. Children learn most of what they know through play.
Piaget’s ideas opposed the traditional behaviourist theory; he believed that infants frequently and actively seek stimulation. Piaget’s theory is closely related to critical thinking skills, he suggested that the acquisition of a person’s knowledge is the result of interaction between the learner and the environment and so learning is facilitated by a child’s acquisition of new skills and experiences, allowing the child to progressively become more capable of critical thinking. Piaget’s theory has allowed researchers, teachers and psychologists to further understand the development in any child although it has been criticized there, Piaget’s theories on development has allowed for new experiments and testing on children’s behaviour as well as a scientific approach to how we learn.
They wont understand they are being bullied and become afraid. The effect of being bullied or being the bully can be a tragic. Children will sometimes keep the situations to themselves because they become afraid. The child becomes depressed. The depression becomes so intense.
Some people get bullied in that way by others and sometimes it could get out of hand. Another kind of bullying is Verbal bullying. Verbal bullying is when a person uses words, statements and name calling to gain power and control over another person. Verbal bullying includes name calling, insults, teasing, intimidation, homophobic or racist remarks, or verbal abuse. People who bully others use words to downsize a person and make them feel bad and unwanted to everyone.
Grouping is established and teasing of others groups and children begins to take hold in establishing social ranking. This can be a critical time for children and a great time for a social work practitioner to implement interventions to assist vulnerable children. However, a child who has one or two adults or trustworthy peers to whom she may turn may learn that peers cannot necessarily be trusted to give her good feedback. (website) Providing a setting were children could expand their ideas, make like minded friends and have the mentoring of trustworthy adults can transition children into the next developmental phase. They begin to look at different perspectives and can see another point of view.
Equilibration is a natural cause and when triggered often causes a child to move into the next developmental stage as they have a better understanding of their world (Boyd & Bee, 2014). The Piaget theorized the individual maturation of a child’s brain had control over their cognitive development as well, this could be either relative to the individual or caused by external factors that stunt children’s mental growth, such as lack of necessary nutrition (Boyd & Bee, 2014). The two external causes are social transmission and experience. Social transmission is the information the children pick up from the people around them, usually parents and teachers (Boyd & Bee, 2014). They collect information such as the names of objects and witness important displays of how a mature cognitive development acts (Boyd & Bee, 2014).
Vygotsky’s theory therefore was established from his past experiences and his interests in children’s development. Vygotsky’s sociocultural theory is one of the key theories that early childhood educators implement in their practices. In his theory he emphasises the significance that language plays in children’s development (Pound L, 2012). Although Piaget’s theory to... ... middle of paper ... ...r understand the importance of scaffolding which allows educators to be able to diagnose children’s learning needs and development of teaching techniques to meet them. To conclude although Vygotsky’s theory isn’t as complete as other theories, his theory is one that is important for educators to adopt.
Children often handle these experiences in the wrong way. Sometimes, these children try to ignore these painful feelings, which makes it difficult to learn how to cope with them. This behavior may lead to confusion and high stress. Children often become lost in the wavering maze of feeling little or no emotion, then switching to being overwhelmed with emotion and not knowing how to handle their feelings. These children may become psychologically unhealthy due to their emotionally instability (www.childabuse.com).