Horowitz article “Child Development and the PITS: Simple Questions, Complex Answers, and Developmental Theory” speaks about the expressed and unexpressed needs of parents, caregivers, and teachers to come across data and/or answers that demonstrate that there is a single-variable responsibility for developmental outcomes. As a result of such needs, the media overgeneralizes, exaggerates, and popularizes messages and advices. However, messages that encourage single-variable responsibility influence “good enough” advice and “seemingly” scientific rationale for the failure to educate. The message that Horowitz attempts to convey through this article is to counteract the idea of simple questions resulting in simple answers. She states “if we accept as a challenge the need to act with social responsibility then we must make sure that we do not use singe-variable words…as to give the impression that they constitute the simple answers to the simple questions asked by the Person in the Street lest we contribute to belief systems, that will inform social policies that seek to limit experience and opportunity and, ultimately, development” (Horowitz, 2000, p. 8). Horowitz message is that the greater the scientific data the obligation is to then integrate theoretical complexities; “a depiction of the constitutional, social, cultural, and economic sources of influence on development with respect to the nature of experience and in relation to the circumstan...
Ponijao was from Namibia. His Namibian community was very close knit. They lived in the desert, and the women in the community sat around most of the day breastfeeding, doing each other’s hair, talking, and taking care of each other’s children. The babies in the tribe spent most of their time outside interacting with nature. They played with anything they could find, ranging from sticks to rocks
...ir time being passively entertained by television, radio and movies… New Guinean children have virtually no such opportunities for passive entrainment” (21). I disliked this comment because I feel like he is generalizing Western children as unintelligent. If the education ranking is viewed, it is known that the United States which does not have the best ranking, surpasses New Guinea in education. This showcases that Diamond’s discussion of mental ability and New Guinea’s genetic superiority is very general as he does not incorporate general education statistics. Overall, I thought this was an excellent book because Diamond changed my idea on how societies developed as a whole and has also opened my eyes as to why some societies did not work.
“If you think about the brain and the brain development if we don’t stimulate the brain then of course there is going to be lack of development.” (“Unruh”). Development is sempiternal in life, it moves through many stages into life such as learning to grasp a fork properly to grasping the thought of death. General development stages begin at birth and last till about age of 18, but the most important development stages start from birth and last till about six years of age. These early stages will affect how one will behave, interpret, and learn throughout the duration of one’s life. While bodily changes are rapidly occurring and the beginning of thought, opinion, and reason are just forming. It is important to understand as future parents or caregivers how and when their child, even if premature, is developing socially, cognitively, or physically.
Common topics when groups of parent get together, is how parenting practice has changed from generation to generation. Parents talk about the similarity and the differences from back in the day. They describe how their generation would behave. For this paper, the parent practice be discussed is discipline, marriage, education, and employment. Parenting practices have a critical influenced on a child outcome such as self-esteem, well being, socialization, and independence. Parenting practice continues, change, and evolve due to the environment, culture, and life-changing event. From one generation to the next generation due to direct or indirect result of these major events (Kotchick, 2002). Parenting practice varies from one culture to another and within families. While times have changed, most parents would agree, they raise their children in similar fashion as to how they, themselves was reared. They have also changed made changes due to the same fact. Listed below are parent practices that will be evaluate throughout this paper. The three generations period are in general between 1920 and 1940 thing were very conservative; 1940 to 1960, things were not as conservative and moving toward change; 1960-1980 thing became more liberal, and people had more of a voice. In the first generation parents, discipline was very strict, controlling, and straightforward. The father physically disciplined the children but was not involved in parenting the children. The second-generation parents was little more lenient, fathers still disciplined the children and was not involved in parenting. In the third generation parents were still strict but liberal, both parents disciplined but the parenting tools changed. The method of discip...
In today's world there are numerous controversial topics. One that falls under the radar commonly is parenting techniques. Even if the thought is not orally expressed, everyone thinks they know the best way to raise a child. Who knows all the correct answers in parenting? It would be ignorant to believe a single person does. There are multiple aspects to parenting; discipline, education, moral values, and protection. Parents play a vital role by influencing children during their growth. David Bly said,"Your children will become what you are; so be what you want them to be." This should be taken into consideration by each parent. Sadly, however, this is not always the case. Those who do abide by this should continue to do so, thus, making productive parenting more common. The future generations depend on it.
Toby Rosenberg, in all the five years of his life, has never been your typical toddler. At age 14 months, Toby could read aloud from posters his stroller passed by. A year later, he spoke both Polish and English fluently, and at the age of 4, he compiled a dictionary of hieroglyphics after visiting a museum shop and perusing through a book on ancient Egypt (1). From W.A. Mozart to Bobby Fisher to Toby Rosenberg, some children have since their birth amazed the world with their incredible intellect and abilities that can at times outdo even the brightest of adults. Why is this so, and, as many parents-to-be wonder, can a genius be created? It is evident that when a child's mental development is displayed far beyond the usual time, the only reasonable explanation is that the brain and nervous system are much more highly developed than is normal for the age (2). Some scientists believe that there are quantitative differences in these children's cerebral organization, and that these differences may possibly have a genetic link. However, although results seem to indicate this as so, more data is needed to establish this firmly and to ultimately explain why so few children have such gifted abilities.
Parens, Erik. "Special Supplement: Is Better Always Good? The Enhancement Project." Hastings Center Report 28.1 (1998): s1-s17. Web. 1 Apr 2011. .