Parenting

My parents were definitely a mixture of authoritative and authoritarian. I think if I would've been a child with a rebellious attitude that it would've seemed they were authoritarian. But since I never really fought against them, things stayed where we were always open and communicated well. They were never afraid to say no or tell me I was doing something wrong, but they also let me explain why I did what I did. (Not that an explanation always made a difference :) But they made decisions and rules for me out of their love for me. I can honestly say that I hope I can raise the kind of kids they did, in the way that they did. I feel it helped me develop into someone who is reliable and independent, but also someone that can make good decisions.

Assignment #8

My parents were of the authoritative parenting style. They were strict about their rules but listened to my sister and me and let us give our opinions. One thing I particularly remember and am very thankful for is that my parents would explain their reasoning to me nearly every time if not every time. They would tell me why instead of just saying, “Because I said so.” They were lenient because I was a bit more well behaved than other children but were stern when I made a mistake. Along with explaining themselves for telling me and my sister no or not to do something they would also explain why they punished us for doing something we were not supposed to do.

As a result I am more respectful of their opinion and I in turn am prepared to explain nearly all of my decisions and the thought process behind them. This has helped me to be able to justify my decisions and my thought processes. I am much more comfortable in approaching my parents about controversial subjects as well as everyday topics.

Assignment 8

My father used an authoritarian parenting style in raising my brother and I. He made rules that we were excepted to follow without question. When we were young he would not tolerate wining about what kind of food he made for dinner and there was certainly no eating the same food from the same plate every day. I think this parenting style was very good for my development. I was the type of kid that if I was given an inch I would have taken a mile, I need strict rules and expectations with clear consequences for failure. As a result of my up bringing I am more mature than I would be other wise. I think the authoritarian parenting style taught me responsibility and accountability (despite what the book says about the authoritarian parenting style). As an adult the things I learned from my upbringing have been instrumental in my success. My father would never except anything but perfection in chores, school, and sports, I believe this made me a very competitive and drive person.

assignment 8

My mother and father were and still are authoritative. I say this because there were definitely rules that we had to follow and stick to, yet we were shown plenty of love and care. Also, if at some point I were to have broken a rule, they listened to why I did so, and allowed for my feedback as to why the rule was broken. However, most the time I still wound up with a punishment, just never and extrmely harsh one. At the same time that I knew I were to stick to my parents rules, I always could come to them if I had a problem, and they would should care toward me to help me work it out. My parents were never neglectful of me, and I always knew how much they loved me. I'm thankful to this day that my parents chose to utilize this parenting style as opposed to purely authoritarian or the polar opposite of permissive indifferent.

assignment 8

My parents used the authoritative approach when raising me. Their were plenty of rules that my parents held up to. However, if I were to break a rule, my parents would listen to my explanation before punishing me. I grew up hearing the statement, "Two wrongs don't make a right." Chores were common in my household. I was expected to take care of my cats, keep my room clean, do dishes, vaccum, etc. I believe these chores helped me to become a more responsible and organized person. My parents always encouraged me to be who I wanted to be. They never shot down my dreams, but instead told me to always reach for the sky. The way that my parents raised me has effected who I am as a person. I am more open-minded because they were open-minded. I have also learned to think before I take any actions, or say something that I would regret. I respect the way that my parents chose to raise me and I know that when I become a parent some day, I will raise my children in the same way.

assignment 8

My parents used the authoritative approach when raising me. They had rules that I was expected to follow but they also would take my opinion on things and listen to what I had to say before making any decision on how they were going to punish or reward me. I think this way has helped me not only think before I act, but it made me appriciate what others had to say before I jumped to conclusions about things.

assignment 8

I think my parents raised me mostly through the authoritarian parenting style. Punishments were physical up until I was a teenager and there was no discussion of rules or my thoughts about them. My parents did show some characteristics of authoritative parenting though. They were responsive to my needs and I wasn’t afraid to ask for anything. I think my parents mixture of styles was both good and bad. While I understand boundaries and am responsible for my actions, I am a little more dependent than maybe I would be if they had taken the authoritative approach in all aspects.

assignment 8

For the most part my parents took an authoritative approach to raising my brothers and I. They gave us opportunities to become independent individuals (required it in fact), having us help prepare meals, do chores and take care of the animals at a young age. They had guidlines but were somewhat flexible depending on the situation. The allowed us to explain ourselves when we did wrong and based our punishment more off of each individual situation. They also encouraged us to find our own interests, whatever they might be and supported us in pretty much whatever activities we were intersted in.

Assignment 8

While I was growing up my parents used an authoritative parenting style. They taught me to be responsible for my own actions and always had me thinking about the consequences of my actions. They had several rules for me to follow. But if I ever did break one of the rules or do something I know I should not have been doing, they sat me down and we talked about it before they punished me. I was able to understand why what i had done was wrong so I could correct it in the future. I always knew that if I got in trouble I dissapointed them and that was punishment enough. If I ever did not agree on a punishment, I knew I could have an open conversation with them. This kind of parenting effects me today because I am very responsible for my actions. I do not blame my mistakes on someone else and I am able to take full responsibility for what I have done wrong and I am able to correct it the next time a situation like it occurs. I had a very open relationship with my parents and I am very thankful for it today.

Assignment 8

During my upbringing my mother and step father used a Authoritative approach. They had their rules and expectations I was to follow which I believe is what I needed. My parents always had rules, chores etc. for me to follow and were demanding of me. But they were flexible and all I had to do was come and talk to them if I wanted or needed something. We had a very open relationship which was good because I was very close to them but still knew my boundaries. My father on the other hand was more Permissive indulgent I had no boundaries and since he only seen me every other weekend I didn’t have any expectations of his to meet. I had a balance of both. I believe my mothers authoritative approach had a bigger effect on me because I like to have structure and goals for myself which she taught me.

Assignment 8

when i was growing up my parnets had different pinishments for me at each house. My mother was more authoritarian. Which with her punishing and low communication we had because we fought a lot, i eventually end up becoming close to her. Because i realized what she was doing to me was for my own good. and during high school i followed her rules and made straight A's and was in national honor society. then when i went to my fathers he was more Permissive Indulgent because he let me get away with a lot and i beleive just becuase i didnt live with him. and i of course was a daddy's girl. so coming from both sides i think i turned out good and learned that you cant do everything you want and have to have some boundaries as a kid. If you grow up without a parnet giving you some rules and boundaries then you will just think you can do whatever and whenever you want. so its a good thing that i did because i thank my parnets for it all.

Which style of parenting did your caregiver/mother/father use in rearing you? What effects do you think their parenting styles had on your development?

Learning my multiplication was a huge challenge that I faced while in elementary school. I was very determined to learn how to do it but I have a very bad memory. I would have to memorize these multiplication factors for a test the next day and so I would but I would forget as soon as the test was put infront of me. On top of the pressure of memorizing these factors I was also timed which was very overwhelming for me. I started learning my multiplication factors by the flash cards but that did not work for me, so my dad guided me by making me cheat sheets. I used those every night when checking my homework. My mom and I would play school and I would be the teacher teaching my mom and little sister her multiplication factors. This worked really well for me cause I have always been the helping person so I found that if I could teach them their factors they were getting help and so was I. My experience relates to Vygotsky's concepts by the use of guided participation. Both my parents were very supportive and guided me through all the steps of learning my multiplication factors. Now I am a pro at multiplication and would usually win when playing the game “around the world!”

7

The experience I that comes to mind that was difficult to me was learning how to swim. My older sister was on a swim team and she helped teach me how to swim. She helped me by using guidance and motivation to learn how to swim. We started in the shallow end of the pool and my sister would put her hands under my stomach to keep me floating and I would kick my feet and move my arms. Before long I was going all around the shallow end with her guiding me and eventually could swim without her guidance. Along with her guidance and motivation I was able to learn how to swim and have been a good swimmer ever since. This is an example of zone of proximal development. I need help to learn how to swim and eventually was able to do it on my own once I mastered the task.

7

when i was young my grandma started teaching me how to cook. she showed me how to mix, measure and bake just about anything i wanted to know how to make. she, as the teacher, used guidance and motivation to help me learn. with her assistance i was able to comprehend each step of the cooking process, but i had to learn slowly. this is an example of vygotskys zone of proximal development, after i could complete the measuring process with help i learned to do it on my own and the same for each step after untill eventually, i could make something on my own or with help of a recipe.

vygotskys theory

When I was five, my grandma taught me to tell time using my little red minny mouse watch. She helping me understand that it was important to be able to tell time on a real watch. she then let me practice, scaffolding me until i could tell time on my own.

assignment 7

Learning to read is a difficult task because of the many steps involved. First, through apprentice in thinking stage, my parents taught me the letters of the alphabet. Then through guided participation my parents helped me put letters together to form words and eventually words together to form sentences. While in the zone of proximal development I was still mastering the skill of reading whole sentences by myself so my parents would help me out with words here and there when I needed help. Eventually I no longer needed my parents help and was able to read without their guidance.

assignment 7

One of the most frustrating and difficult tasks that I had to learn as a child was tying my shoes. My parents and I worked together on this tasks for what seems like eternity. They were always very supportive of me and gave me loads of encouragement (Motivation). They even sang me silly little songs that were meant to help me to remember the process (Guidance). Sadly, I never truly learned to tie my shoes like most everyone else does. I guess I was just way too stubborn to learn the normal way because I'd found my own way that worked well enough for me (ZPD). To this day, I still tie my laces using the process my parents dubbed "bunny ears."

Assignment 7

Riding a bike was something that was very difficult for me to learn. I didn't learn to ride my bike until I was eight years old. I was not really motivated to do it because I wasn't immediately good at it, and my dad is not very patient when it comes to trying to explain things to someone...especially a child. However, one weekend my older cousins came to visit, and their goal was to have me riding all up and down the street on my own before they left. I was motivated to go out and ride because they were there and actually wanted to teach me how to do it. They wanted to guid me through it. They showed me how it was done, and when I wanted to quit, they wouldn't let me. First, they actually made me get up and go outside and do it. Next, each one of them got onto the bike and showed me how to keep my balance, how to kick off from the ground, and how to stop the bike without putting my feet down. Next, they had me get onto the bike myself, and they took turns holding the seat while I tried what they had just shown me. After I had mastered that skill, they would let go of the bike. Later, they had me taking off and stopping by myself. Even though it took a long while before I completely mastered the task, one weekend put a big dent in everything I needed to know.

Assignment 7

When I was three my dad got me my first pair of skates. He has always said that I was born to skate. My dad tells me that the first time he put the skates on me he turned around to talk to someone and when he looked back he saw that I had gotten up on my own and started skating around in circles. I don’t remember ever having to learn or practice skating, it just came naturally. When I was five I started playing hockey, and it to came every naturally to me. When I was about eight or nine I saw a high school ice hockey game, before the game started all the players came out on the ice and started shooting slap shoots. It was the coolest thing that I had ever seen, I wanted more than anything in the world to be able to shoot a puck like that.
The next day I made a target in my garage so I could learn how to shoot a slap shot. I already had a pretty good shot so I thought learning how to hit a slap shot would be easy, I was very wrong. I must have shot a million times without any success. I would even watch old taped hockey games in slow motion to try to figure out what I was doing wrong (Apprentice - the tendency to look to others for insight and guidance). After a few months with little success my dad signed me up for a class that taught only shooting. The guy who taught the class was a retired NHL hockey player. Using the concept of scaffolding he was able to teach me to do a slap shot by building on the wrist shot that I could already do. Just a few pointers made all the difference.

Assignment 7

Task learned: Shooting a rifle.

Guidance: The first time I ever shot a rifle was with my father and uncle in Oklahoma at my uncle’s cabin he used for dear and turkey hunting. The rifle I was learning to shoot was a .22 caliber which is a little smaller than a standard #2 pencil. It is a short small rifle that has little to no kick what so ever and makes more of a loud popping sound than an actual exploding sound like larger caliber firearms.
My father and uncle explained to me the safe method for holding and handling the unloaded rifle and that I should always point it is a safe direction so that if it were to go off for any reason that it wasn’t going to harm anyone or anything. They then explained to me the safety features on the rifle itself and how it worked. Some rifles must be loaded each time it is fired and some rifles will reload themselves. This particular model of rifle would hold approximately 10 to 12 rounds and would reload itself.
Once I learned how to handle the rifle and its different features I was instructed on how to properly hold the rifle for optimum efficiency and accuracy. But seeing how I do everything right handed but I am left eye dominant and therefore am left handed with a rifle some of these techniques were a bit tricky for my father and uncle to explain to me because they had to think like a left handed person.
Now it was time for my first shot. Luckily my uncle had placed a small sniper scope on the little rifle which made it easier for me to see the very small target down range, which happened to be a soda can. However, I was unsuccessful the first few shots because I didn’t realize that the bullet actually moves during flight and does not fly in a perfectly straight line. This gave me the motivation to keep trying until I could hit my target repeatedly. I also had some apprenticeship with my older cousin who had been around guns more. To this day I am fascinated with firearms both old and new.

Assignment 7

An experience for me that was initially difficult was learning to tie my shoes. Vygotsky's concepts explain my experience in a basic sequential manner. My kindergarten teacher sat with me before and after school showing me with her own shoes how the contortion of knots somehow made a beautiful bow, and i tried to work along with her (guided participation). She repeatedly told me, "Samantha, you can do this. I know you are capable of tying your shoes sweetheart!" (motivation). Eventually, frustrated with the entire shoe tying extravaganza, I found a way of tying my shoes on my own, that did not utterly confuse me (ZPD). The experience was something I can still remeber to this day, because as Vygotsky stated, children are active learners...apparently I was just stubborn.

Assignment 7

A experience i had trouble with was riding anything that had two wheels: bike, moped, and scooter. When i was younger it was hard for me keep my balance, but no matter what i would keep trying and trying. I would ask for help over and over again. My mom and dad helped me to learn and kept motivating me to do well and hang in there.(motivation). My dad and i would go out everyday when it was nice and try and try to get it down. He would get his bike out and ride with me but still i just couldnt get it down.(Guidance) then finally one day about a year and a half later i finally got it down after the help from my mom and dad and a little help from my brother.(ZPD) From then on i was very happy with myself and pleased that i could finally do iton my own.

Assignment 7

For me I had a hard time learning to write my full name. My name is very long and for a child just learning letters and trying to put them together I found it extremely difficult. I would always ask for help which my mom always-helped (guided participation). She always was there and would work with me and work with me until I felt like I accomplished what I needed to. She was always really supportive and showed me how to do it. She always told me not to worry we would do it until I felt comfortable with it. It was always so frustrating for me because all the other kids had short names that they had no problems writing out. With enough practice and guided participation I finally learned it on my own and was able to do it without thinking (zone of proximal development).

Assignment 6

I would invest my money in the secondary prevention. In the secondary stage you are preventing harm in high risk situations in a specific group. I would like to know exactly what my money is going to help.

Assignment 7

Vygotsky's theory says that children are learners. For me, my learning issue was drawing and writing my letters. I couldn't handle doing it wrong, so I always asked for help (guided participation). My mom always told me I could do it (motivation) and that I didn't need help, which always made me a little upset, but regardless I learned to do it on my own (ZPD). Eventually my reliance on her or my teacher for help was gone.

Assignment 6

Like many other people said, I'd focus the limited funds given to me on Primary prevention. The best thing to do is stop maltreatment before it starts, thus reducing the amount of children who are abused. Secondary prevention would be my second choice because it focuses more on spotting the maltreatment that is already happening and offering care and help. Whereas, tertiary prevention offers options like adoption. So primary prevention would be my pick.

Assignment 7

There is one developmental thing that I remember in which I had some trouble doing, and that was tying my shoes. My parents spent time with me every night working on this, as well as teaching me a cleaver song to help me. I spent about a total of an hour a day working on this and i could not figure it out. Eventually after so much practice I finally figured it out and things were alot easier from there on out

Assignment 6

If I had the funds, i would spend them on the primary prevention, because in this stage it would prevent injuries and harmful things from happening. Education is a very important aspect in this type of prevention. You would be able to teach families and baby sitters things that would help the in the primary prevention stage.

assignment 7

Learning to ride a bike was difficult and frustrating for me. I was very comfortable riding a bike with training wheels on, but I was absolutely terrified to take the training wheels off. When I finally learned to ride a bike without training wheels my dad was there to help me. I started off by my dad holding onto the steering wheel and me so I could get accustom to how it would feel. Then he held onto me and leg me steer and peddle. Once I seemed comfortable he started letting go and walking next to me in case I lost my balance. It took me a while but I finally felt comfortable on my own and did not need my dad next to me. My experience relates to Vygotsky's concepts by the use of guided participation. My dad guided me through my learning experience. Also, it relates to the zone of proximal development. I was able to ride my bike with the help of my dad but I could not do it completely on my own at first.

Assignment 7

Think about an experience in which you learned something that was initially difficult. To what extent do Vygotsky's concepts (guidance, motivation, apprenticeship, zone of proximal development) explain the experience? Write a step by step description of your learning process (using theory to explain when relevant).

Assignment 6

I would concentrate my funding towards a primary prevention program. This would prevent injuries and problems from happening. You would be able to educate about future problems before they become an actual problem. If you were able to educate everyone about prevention and everyone helped each other we wouldn’t have to put lots of money into Secondary and Tertiary. People would learn before making the mistakes, its better to be proactive then reactive.

Assignment 6

If I had to choose one of the three levels of prevention due to lack of funding I would chose Primary Prevention. I would do this because Primary Prevention is preventing the problem before it can even happen. With Secondary Prevention the injury is more likely to occur, and Tertiary Prevention allows the injury to occur before any prevention methods can take place.

If had limited funds and had to chose which level of prevention to use on maltreatment, I would most likely use the primary prevention program. The primary prevention program helps by prevent the conditions that cause the chance of injury or problem. If we raised awareness of the maltreatment such as child abuse or situation like that then it would less likely occur. If the maltreatment was already taking place we would have to fund tertiary prevention. This way if it has already happened we could make sure to prevent this from happening again.

6

the idea of solving the problem before it is a problem is the way i would use the funds available to me. starting with the primary prevention would ensure sucess through secondary and tertiary prevention. the greatest good for the greatest amount of people is always the best use of time and money. : )

assignment 6

If I had limited money i would spend it to support the primary prevention program regarding maltreatment. The primary prevention program is to make injuries less likely to occur overall.
The reason I would not spend my money on Tertiary prevention is because it tries to prevent permanent injuries but most of the time the prevention occurs too late because an injury has already occured. Since primary prevention focused on preventing injuries overall there is a better chance that a child will not be injured because of maltreatment. This just seems like better prevention program because it is very well rounded and does not just focus on one specific issue like secondary prevention and tertiary. Streets would be safer to play on for our children and parents would not be as worried about their kids all the time. Especially when a parent leaves their child with a baby sitter. Parents would not have to worry as much about baby sitters being careless with their children. I just think primary prevention program is overall a better program and that is what i would spend my money on.

Assignment 6

If I had limited funds I would chose to support a primary prevention program. I feel that this group is important because it is trying to make injuries less likely from ever happening. It can help make a safer environment for chidren and thier neighborhoods. Also another thing that I think might help with preventing accidents is education. Teaching people in neighborhoods and anyone for that matter about what they can do to prevent any injuries from happening in the future. Although the other two groups are very important as well, I just fell that the primary group is more important because they are trying to prevent it from happening unlike the other two groups where it is already a problem.

I would put all of my money towards a primary prevention program. It's main purpose is to prevent injuries from ever happening. The other two are not as universal, and therefore, not as necessary as primary. Secondary prevention is much like primary, but it is not nearly as universal.

assignment 6

I would target my money toward the primary prevention program. Primary prevention works to prevent injuries from happening. It works in all situations, no matter the circumstance, to keep everyone safer from getting hurt. Second prevention is similar but only targets certain circumstances or groups of people instead of trying to cover all aspects. Tertiary prevention is only improvements in care after the damage is done. I think primary prevention of injury is more important than simply letting something happen and then cleaning up what’s left like with tertiary prevention. It would be best to have all three, but primary prevention should definitely have a larger focus since it will lower the needs for secondary or tertiary preventions.

assignment 6

If I had choose which one of the levels of prevention to fund, I would choose to fund Tertiary Prevention. All too often, maltreatment is not noticed until signs of abuse arise (malnutrition, illnesses, bruising, etc.). Funding this prevention plan would aid in the healing process of those who are abused. Primary prevention cannot always stop maltreatment from occurring, especially when a primary caregiver has a bad temperament, which as we have learned is genetic and therefore is not easily changed. Take for instance my aunt's soon to be ex-husband who is bipolar. He refuses to take his medication. He recently attacked my 15 year old cousin with what appeared to be intent to kill. The jackass went to jail, but made it out on bail. He now faces the consequences of not being able to see his family due to the fact that my aunt and my cousins testified that they want nothing to do with him. I do not believe that primary prevention would have prevented this abuse from occurring due to the genetic disorder present along with the unwillingness to take medication. Tertiary prevention, however, is allowing my aunt and cousins to be legally protected from such harm occurring again. Maybe one day, secondary and tertiary prevention will not be necessary, but until then I would fund the program that aids those who have been harmed.

assignment 6

I would use the money to go towards tertiary prevention. I know that sometimes that this can one can be to late but its the one of the preventions that gets looked over a lot. The money would help foster care and family support. The foster care system isn't the best in some places and it would help make it better for the kids that need it. It also helps with the hospitalization. Which needs to be good to help save the kids lives when they come in. It might also give the people dealing with the these programs more information or classes to help make the better for the job. I know many people probably think that the primary is more important but we can't always stop it from happening. The lucky ones get help before anything bad happens but the ones who don't get help need help the most when the abuse starts or the parents leave the baby. They need more help then ever at this point in time.

Assignment 6

If I had only a limited amount of money, and I was restricted to only supporting one of the three primary, secondary, or tertiary programs to prevent malnutrition, I would support the primary group. As stated by my classmates, I would also chose to support this group because it can help prevent problems before they even begin to emerge. By the time you try to support a secondary or tertiary programs, the problem has already occurred. Not to say that if I supported those groups to educate about malnutrition that it would be a lost cause; good could come from it. However, I would want to educate the primary group about malnutrition before the problem even arises. I would definitely put my limited amount of money in support of the primary group!

Assignment 6

I would put my money into supporting primary prevention. I would think my money would be going to good use because it is helps prevent accidents from occurring even before the situation arises. One way that primary prevention help is through educating the public. There are education programs on drunk driving and also the importance of wearing a seat belt. Education is very important and it is needed in lower class areas where citizens might not know aspects of preventing accidents from happening. It is important for all neightborhoods to be educated about what they can do to prevent accidents and what to do if they do happen. If primary prevention is implemented at a higher level there is less risk for accidents. I still value the importance of secondary and tertiary prevention but I would choose to give my money towards primary prevention programs.

Assignment 6

If i had the money to help a program i would choose the primary prevention. Primary prevention is structured to make injuries less likely, it fosters conditions that reduce everyone's chance of injury, no matter what their circumstances. Honestly i think that if this prevention worked and everyone helped out with it the other two: Secondary and Tertiary wouldnt be needed. Because if everyone could avoid injuries then it would be much better around. Primary prevention would make everything twice as better. We would have brighter streetlights. headlights, and there would be more speed bumps and everything else to prevent injuries from happening. It would be a much safer world.

Assignment 6

If I could only afford to support one prevention program regarding maltreatment I would choose primary prevention. Primary prevention make injuries less likely by promoting conditions that reduce everyone’s chance of injury. This prevention program would end up costing less money in the long run because it has been proven that reactive healthcare cost far more then proactive healthcare. In addition, primary prevention reduces everyone’s chance of injury, not just people of a certain SES or people with healthcare, which would benefit far more people.
I would target my money in parental education programs, especially for parents who have high risk factors for becoming an abusive parent. With this education program parents could learn positive parenting skills, as well as obtain alterative punishment strategies in hopes to prevent maltreatment before it starts. I believe that education is the one great equalizer, uneducated parents raise their children the only way they know how, which is typically how they were raised. If we can stop this perpetuating cycle a great deal of abuses could be prevented.

Assignment #6

With limited funds I would chose to focus my attention towards Tertiary Prevention. My reasoning for this is that statistically maltreatment is not noticed or addressed until it is visually obvious and by this point the damage has been done. Im not saying that maltreatment is never addressed early or prevented Im just saying that it is much more difficult to address during early onset. We cannot monitor each and every home to ensure the safety and wellbeing of every child. All we can do is pass laws that prohibit maltreatment of our children and then pray that parents have enough responsibility to rais their children in a clean, safe, nuturing environment or that other adults will take the responsibility upon themselves to report a maltreating parent to the proper authorities. Tertiary Prevention is designed to address this precise issue; actions taken after an adverse event occurs.

Assignment 6

I believe if I had limited funds, I would choose to support the primary prevention. The primary prevention overall is structured to make injuries less likely. If we made situations less likely and focused more on the primary it would reduce everyone’s chances of injury making Secondary prevention and Tertiary prevention less of a need. If we could focus on putting our money on primary and reducing those chances the likelihood would be less Secondary and Tertiary prevention that would be needed. I understand the importance of all three but I feel there would be less people affected if Primary prevention was receiving more attention.

Assignment 6

Please respond to the following:
If you had limited funds and could only afford to support a primary, secondary, or tertiary prevention program regarding maltreatment (chapter 8), where would you target your money? Why?

Assignment 5

Piaget’s theory of cognitive development is developed around infants discovering their environment and their surroundings. Both parents and their surrounding environment play a huge part in the development of a child. A child will also teach themselves with the guidance from their parents. The child is going to try new things and test the limits which increases their cognitive development. This could be the reason researchers have concerns about too much emphasis being placed on cognitive development. We don’t want the child to be overwhelmed with everything and we don’t want to push them so far that they get so frustrated with themselves they quit.

sure, according to piaget infants are learning mostly through their own bodies. but parent interaction might play a role in temperment or even attitude. mom and dad provide the bottle or binky to suck on, mom and dad praise them when they do something cute like kick their feet and giggle. i think that if ignored, the progression of piagets stages would continue but possibly the child would not have the same ideas about the world around them as a child whos parents gave them attention and praise

Assignment 5

Piaget believed that humans at every age and circumstance are active learners. His theory focuses on the surrounding environment of the child. The events that infants go through at each stage have more of an impact in development than the parents do. For example, in stage three of development the child learns object permanence. This is not something a parents can just teach a child. The child had to developmentally learn this using experiences in their environments. It is important for parents to know they are not there to teach their child how to develop but be there to help them through development. Researchers are concerned because if you force a child to speed up their development this can be harmful to their learning. Each child will go through the six stages of development but they will do so on their own time frame.

#5

The first and second stages are the primary circular reactions. The parents have little control in this stage because it is based on the babies senses and motor skills. at this stage the babies mostly like to put things in mouth and mess with objects and suck on things if they can. The baby primarily relies on reflexive assimilation. Stages three and four are when the baby interacts with people and objects. These stages the baby relies on being in contact with the objects as well as playing with them. So when it comes to teaching the infant the parents have no control. The baby is the teacher. Researchers may have a problem with parents pushing their children too hard at an early age, because this could also damage them and not just help them. But if you puch them at a young age they sometimes will turn out better or in come cases it could cause them to turn out to be the bad kids.

#5

In Piaget's theory there are six different stages that are involved. Some of the stages like the first two stages deal with nature. The child grasping, staring, and sucking do not have to do with parenting. Other stages like the third and fourth stage have to do with parenting. The fifth stage deals with apapting and anticipating something like playing patty cake with someone. One thing parents try to do is to push there children to learn some things that they just can't comprehend. A parent cannot teach there child to grasp there finger then they are 2 weeks old. I think when parents try to teach there kids too much and push them too hard they are taking away some fun out of their childhood. Children have their own speed in which they can catch on to things and there is no reason for a parent to push there kid hard to try and make them more advanced.

assignment 5

Regarding the impact of Piaget’s theory upon parenting, as well as education, there seems to be an obvious disconnect between my perception of reality and Piaget’s perspectives. Piaget seems to paint a picture that is very black and white. By that I mean, his theory does not take into account any extenuating factors such as cultural, personality, socio-economic background or other influencers which could either speed up or slow down the maturation and learning process. Piaget also does not take into account the learning concepts or approaches that differ between science, math, language or logic, for example. I do believe that Piaget’s theory is a valid guideline, but should not be considered as a rule.

Assignment 5

Piaget’s theory has six initial stages for infant development. During stages 3 and 4 infants start interacting with people, their parents in particular. During this stage babies learn how to elicit a response from the parent. Because Piaget focuses mainly on environment and surroundings, it is easy to see that parents have a big impact on the way their children. Children not only learn from trial and error, but are taught by their parents. Here we see why researchers are concerned. Many parents, most actually, today want their children to be above average. Many parents try to increase the cognitive development of their child by early learning strategies and certain types of music. This could be seen as placing too much pressure or strain on the infant. I think its just important to see that all children develop differently. It doesn’t matter what the parents want, its about the development of their individual child.

Assignment 5

Piagets theory has four stages. The first and second stages are the primary circular reactions. The parents have little control in this stage because it is based on the babies senses and motor skills. The baby primarily relies on reflexive assimilation. Stages three and four are when the baby interacts with people and objects. So when it comes to teaching the infant the parents have no control. The baby is the teacher. Researchers may have a problem with parents pushing their children too hard at an early age. This could cause more damage than good. The child could feel overwhelmed.

child psych-piaget

The implications of piagets theory of the sensorymotor stage on parenting are that children develop at roughly the same rate biologically, regardless of what parents might try to do to speed up the development of a child. For teachers, they could assume that most children are at about the same level regardless of what their parents or family members might have done to alter it (although I don't personally agree). Researchers might be concerned because parents are giving their children too much stimulation for really no reason.

assignment 5

The implications of Piaget’s theory of infant development for parents is that they are a large part of their child’s continued development. After the first couple of stages where the development is dealing with the child’s own body, the child moves on to discovering and developing in accordance to the environment around it. The more the parent interacts with the child and introduces new objects for the child to discover, the more the child learns. The same idea can be applied to the implications for teaching in relation to Piaget’s theories. The more interaction and time with an object or concept, the better it is taught and understood. Researchers are concerned over Piaget’s theories because he neglected to account for the fact that some children reach the different stages earlier than others. Through repeated stimulation, babies as young as one month can perform secondary circular reactions that Piaget didn’t believe would occur until the fourth month.

Assignment 5

Piagets theory implies that a child develops through the help of understanding the surroundings of their natural environment. This occurs during infancy when the child learns to explore his or her surroundings in his or her own way. For instance in stage 3 they start their interactions with people. Afterwards in stages 5 and 6 they become more engaged and become what psychologists have come to call “little scientists.” Researchers are concerned that applying too much emphasis early on will put pressure on them forcing them to learn too quickly. Over exposure to too many learning experiences is actually damaging to their learning potential. Every child learns through different but similar experiences and at their own individual speeds its only a matter of time.

Assignment 5

Piaget's theory of infant development is where nature and the surrounding environment play a huge part in the development of a child. Parents also have a role but is it not as big as nature. Within the first stage infants learn from themselves and their bodies. The third stage they start to interact with people and start to realize what certain objects do. Final stage is where they start to become the little scientist, meaning they want to explore and are curious about everything. If children develop faster than normal, they might miss out on certain that could come in handy when they become adults. All children develop the same way but at different rates. One might child might be in the third stage while his or her friends are still in the first two, it takes time for children to develop. As for the parents, I think that they should help or guide their child through each step, that way the child and the parent are interacting with one another.

Piaget’s theory of infant development does not directly acknowledge the parent, although, the importance of the parent and can be implied. For example, in stage one reflexes are emphasized such as sucking and grasping, but without the parent to provide a bottle the baby would not develop. Some implications and concerns for teaching and emphasis being placed on early cognitive development are “goodness of fit” the idea that for healthy psychosocial development to occur their needs to be a match between a child’s temperament and the environmental demands that the child must cope with.

Assignment 5

Through the implications of Piagets theory it implies that a child develops through help of understading their surroundings and environment. This happens in infancy when the child learns through themselves as they explore. They learn in stage three to start their interactions with people. Then in stages 5 and 6 they become more engaged and become little scientists. Researchers are concerned about putting to much emphasis to early can put to much pressure on them to learn to quickly. Children discover and learn through themselves in a natural way, when they learn to much to quickly they may not pick up as many key elements that they need to in order to develop to the full potential. Every child will develop it all comes at different speeds and ability for some.

assignment 5

As stated by my classmates, Piaget's theory of cognitive development involves the infant discovering through their surroundings at their own pace. It is not until stages 3 and 4 (secondary circular reactions) of Piaget's six stages of cognitive development, that infants began to explore and become more responsive to people. This initiation of discovery is furthered toward stages 5 and 6, when children develop into "little scientists". The role of parents upon infants needs not to be completely absent from the child's life, however overbearing the child can effect the natural cognitive development. In essence, children "teach" themselves about their surroundings from aid of the parent, however, the sequential development is employed more by the child's curiosity and initiative toward life. Following Piaget's theory of cognitive development, children follow the same model throughout these first crucial ages/stages of life, each developing with minimal variances.

assignment 5

piaget's theories have to do with nature and the surrounding environment. Their surroundings play a huge part in development while the parents only play a small part. It is necessary for the parents to do what they can to try and help improve or guide their child through these six stages. In the first stage, the child learns alot from themselves and about their body. In the Third stage, the child learns to relate abjects to people, especially other people such as their parents. All children develope the same way, just at different rates of speed.

assignment 5

Piaget't theory has a lot to do with the environment. He has six stages that infants go through. First stage they learn from themselves. In stage three they start to interact with people and start to realize what things do. For example they realize that a rattle makes noise. The final stage they start to anticipate and solve simple problems using mental combinations. There are three theories and how infants are taught these things: infants are taught, infants teach themselves, and then social impulses foster infant language. Some researchers might have a problem with parents starting to put pressure on their children so early about their cognitive development, and also that they might be pushing the infants to hard.

Assignment 5

Piaget's theory implies that nature is a big factor in the development of children, that it happens naturally, and parenting plays a small role in the infancy. During the first stage, children learn through their own bodies, therefore parents want to try to 'teach' children through that way. It is not until stage three that the child starts to associate with objects and people, or elicit pleasureable responses to stimuli. Researchers could possible be concerned because of how much parents are attempting to teach their children during imfancy. According to Piaget, children all develop basically the same way in about the same time table.