Over the course of their life a child’s development will be impacted by a variety of different factors. These factors often include but are not limited to; education, family environment, society and even popular culture. However over the years it has been recognised that none of these factors surpass this influence of parents on their children and children on their parents. In regards to gifted and talented students, there are a variety of unique effects that have been recognised and researched by academics. Having said this, most of the literature written on the topic of gifted and talented students and their relationships with their parent’s, comments on the fact that there is a severe lack of research and strategies to inform and help parents and children of affected families (Morawska, A.; Sanders, M. 2008). In the case of Australian gifted and talented children between the ages of 9-11, it has been recognised that the parents of these children influence them both positively and negatively through their own personal confidence, knowledge and skills. It can be seen that in Australia gifted and talented children between the ages of 9-11, influence their parents through different forms of social and emotional behaviour. On comparison it can be seen that the impact of the parent influence on the child and the child on the parent, in regards to the gifted and talented, can be seen as a cause and effect relationship.
Firstly, it can be seen that parents influence their gifted and talented children both positively and negatively through their own personal confidence, knowledge and skills. Australian parents are capable of influencing their children both explicitly and implicitly. On one hand we have parents explicitly pushing for ...
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...students. In E. Driver (Ed.), Education for inclusion and diversity (fourth ed., pp. 93) Pearson.
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New York: Cambridge University Press. Ryser, G. R., & McConnell, K. (2003). Scales for Identifying Gifted Students. Waco, TX: Prufrock Press.
The problem associated with how students are chosen to join a gifted and talented program stems from the way that we define giftedness. Because there are countless ways in which any individual can define talent, the government created a federal task force in 1972 to study gifted education in order to standardize the way in which schools choose students for and implement their gifted and talented programs. The task force’s results are known as the Marland Report and include much information as a result of their research, including a decision that a public school’s gifted and talented programs should aim to serve between 3 and 5 percent o...
For 12 weeks, the researcher administered group PCIT in different areas of Alabama. The parent(s) were observed the interactions and the researchers measured the stress levels of the parent and the children’s behavior. They found that across sessions, there was a significant decrease in child behavior problems (frequency and the number of disruptive behaviors). Because of this, parental stress also decreased and the parent-child relationship significantly improved by the end of the treatment. However, the caregiver did not engage in more prosocial behaviors or decrease negative ones, which are inconsistent with previous findings and the basis around PCIT. All in all, the study exemplifies how PCIT can be effective in group formats; the parents were very satisfied with the group. It is also beneficial, because it is more cost-effective which may entice more families to seek PCIT treatment. However, because the actual behavior (of more prosocial and less negative behaviors) did not decrease, it is important to look adapt PCIT when implementing them in group formats. For example, next time, the findings may be stronger if the researchers extend the length of the group, so that each family has adequate
Beyond genetics, parents have an extremely significant impact on the emotional, moral, and social development of their children. This is understandable, as many children interact solely with their parents until they reach school-age. Parents have the ability to determine a child’s temperament, their social abilities, how well-behaved or in control of their emotions they are, how mature and ambitious the child will be, and so forth. (Sharpe) Furthermore, parents have both ideals for their children as well as ideals for themselves, and how they raise their children is deeply influenced by this.
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Ryser, G. R., & McConnell, K. (2003). Scales for Identifying Gifted Students. Waco, TX: Prufrock Press.
“The Drama of the Gifted Child” by Alice Miller is a book that every child psychologist should want to read in order to understand children at a young age. This book teaches the readers that a gifted child who is intelligent, sensitive and is emotionally aware can be accustomed to their parent’s expectations. Therefore they will do whatever it takes to fulfill her parent’s expectations, while ignoring their own feelings and needs. While trying to be the perfect child, they lose their true self and locks away their feelings. When the child becomes older, they still try to please their parents but are constantly looking to others for approval. If an adult cannot face the truth of his or her past as a child, then they are not going to
Would you have come out different if your parents used a different parenting style? If you are considered “cool” now could you have come out a nerd if your parents would have used a different parenting style? “Parenting style is one of the primary determinants of your child’s outcome whether he succeeds, achieves, meets the challenges, flounders, gives up, or runs from or fails in handling life.” (6) The purpose of this paper is to describe the outcomes, processes, labor, and techniques of parenting in a psychological point of view. Parenting styles are defined as the “manner in which parents express their beliefs on how to be a good or bad parent.” (4) Each parenting style has its weaknesses and strengths. All parents incorporate love and limit in their style of parenting. There are four different types of parenting styles: authoritarian, permissive, democratic, and uninvolved parents.
In depth analysis has revealed the structure of people and who they grow up to be. Whether the parenting style is prosperous or poor, it has significant impacts on how one sees the world, how one sees themself and has influence on one's levels of achievement throughout a lifetime. Until the child can recognize their own ability and goals, parenting style is the largest determining factor in the child's success in social and academic circumstances. Children are the final product, or a reflection of culture and a family's values. No matter what events or people cause turmoil in a child's life, the true impact of the negative outside forces lays in the parents hands. If the child is raised correctly, negativity will not take a toll on them as opposed to a child raised in a 'broken home.'
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As I was speaking with my practicum teacher we discussed more in depth how gifted children can be underachievers if they are not challenged but can go the same way with typical students who are pressured or overwhelmed. Also, how underachievement can be factored by their home living depending if they are in a negative environment. Mrs. Thomas and I believed that students learn best when they feel safe, have a goodnight sleep, and food on their plate. These essentials are crucial in order for students be underachievers. Motivations comes from parents and teachers because they set up the environment for learning so if there is enthusiasm then students will receive that vibe as well in the
Parke, B. (n.d.). Challenging gifted students in the regular classroom. Retrieved March 1, 2004, from http://www.kidsource.com/kidsource/content/Challenging_gifted _kids.html
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I believe that parents play a vital role in influencing children during the development process as they create a lasting impact on the child’s overall development as well as on the socialization development. As children grow, they encompass a number of factors influencing their attitudes along with the behavior of that child. These attitudes and characteristics are learned initially from their parents. I also believe that when we are in middle school is when we want to be different to fit in with our peers. We see our peers and believe that the things they are doing are cool; we also want them to like us so we start to do the same things as them, which shows then that friends start to influence us more than adults.