The Effects of Child Rearing Techniques on Overall Development | My Paper Hub
Since birth, the child seems to be
Since birth, the child seems to be
experiencing gradual but systematic social, cognitive, physical, and emotional
and also the moral development. From birth to 9 months, the child was able to
form attachments with not just me but also his other parent. He has fun as he
plays with us as his parents and is also able to warm up to individuals that
are friendly bit took his time with the strangers. At nine months he can now
eat foods like the rest of the family (Rathus). When he felt threatened by a
stranger, angry when I leave or even pain, he experienced all the emotions such
as anxiety, crying and even excitement when comfortable and happy. He has also
advanced his motor skills since he can now crawl and stand when supported.
By the age of 19 months, the child was
able to interact effectively with others and also fit very well into the play
group in the local day care center. His language production and also
understanding was also very advanced, and I engaged him in conversations a lot
to ensure that his language acquisition and understanding became enhanced
further. His engagement in spatial activities such as copying shapes and also
coloring within the lines as directed was amazingly accurate. At two years his
language had advancement to include the tenses that were previously not well
comprehended. He had also been able to get object permanence in line with the
Piaget’s Sensory Motors stage of development (Feldman,
95). He could realize his toy was missing even when hidden from him over
meals. He also enjoyed being at preschool more and had begun getting
competitive and also became more active in the physical activities such as
running, playing ball, climbing and skipping. His ability to focus and
concentrate was also more enhanced at this level (Rathus). By three years the child was now more
interested in games that involved riding of the bike and also was able to lead
others in play and other activities. His reading and writing abilities advanced
for five years and was able to write even his name and also count a lot of
numbers. As was expected of him at the age, he remained egocentric as he did
not want to take my view on some issues as is indicated in the Piaget’s theory
of development he was at the Pre-operational stage of development until 7 years
(Feldman, 96). He
became even more socially involved with his friends and began bringing some of
his friends home and visiting them over the weekends. These are traits that
continued for six years when he was in first grade as he performed very well at
school. When I took him for some IQ tests at eight years of age, he was able to
maintain his concentration and scored above average. He was also now actively
involved in spelling competitions at the school. He continued through to 10
years when I began realizing that he would get upset and also some cases of
indiscipline at the school where he was involved in a fight with a 13-year-old
boy that was bullying his friend (Rathus).
At 12 years of age, he was consistently
able to schedule his time and keep it and also performed very well in his
class. He even took up a German as a language to learn and furthered his
spelling competitions. However, by 14 years, I began realizing that he became
more secretive and also autonomous in making his decisions and no longer
involved me as he used to when younger. By 16 of age, he topped his class in
geometry and other subjects scoring very high in all the subjects. On competing
school; at the age of 17, he scores exemplary well in his SATs and is enrolled
in Harvard school of law which was his childhood dream as he wanted to follow
in his grandfather’s footsteps. He is now 18 years and leaving for college in a
far off state and helping him pack up and leave our home has never made me more
proud and at the same time sad that he will be away for the better part of the
As a parent, I firmly made demands and
had expectations for my child and he now right from when young of the things
that I approve of and those that I did not approve. I had conversations with
him and actively listened to his side of the story before making any demands. I
also provided all the means, resources and support that he needed to succeed to
the best of my ability and as parents we both ensured that we provided love and
warmth to him although he apparently knew the limits of the discipline (Larzelere, Morris and Harrist, 20). It is this that
shaped the behavior of the child and also offered the support that accorded him
the opportunity to make the significant milestones in his development. I was
sure that if he grew from a tender age knowing right from wrong while at the
same time having some sense of independence, coupled with our warmth and
nurturance he would forge a path for himself even without us as his parents
(22). It is our parenting that made it easy for him to remain focused even at
adolescence whereas a parent we begin losing control of the choices the
children make. He was able to utilize his reasoning and when he mentioned that
he wants to study law we offered him the best education and support that
enabled him to focus on his studies especially from the 7th grade onwards. We
had to be flexible since I had hoped that he would study medicine. However the
law is what made him happy, and I showed my support by making sure he spent
more time with his lawyer grandfather for nurturance and mentorship right from
a young age (Larzelere, Morris and Harrist, 27-30).
From the age of twelve, I began
realizing that the development of my child was no longer within my control
especially when he started spending, more time with his friends, got his first
girlfriend at 14 years, and I even caught him and his friends drinking one
evening in his room. The adolescent development was not within my realm but was
influenced by his peers and also was innate and was also a consequence of
random environmental events since the day that he was drinking; I later found
out that it was his way of dealing with his first break up (Feldman, 67-72). Moreover, his strong sense of
understanding and high intelligence, especially at school, was not something
that was within my control as much as I offered him support but was genetic. He
ultimately took from his grandfather who scored the highest SAT scores in his
time just like my son had done in his time and joined the most prestigious
University in America just like his grandfather had done. I expected him to
score high, but I never imagined him scoring high enough to join Harvard.
Moreover, from around 11 years of age,
my son had become overly ambitious all of a sudden and began to speak of his
plans for the immediate and long-term future. He also started engaging in an
argument with us over almost all issues including politics and was clear that
he had begun forming his ideologies. It was an indication of his growth and was
at the formal operational stage of development according to Piaget hence, could
think logically and reason without needing my influence (Feldman, 100).
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