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The psychology of the caretakers, particularly parental ethnotheories of child development and parenting, which play a directive role in actual practices. The three subsystems of the developmental niche - settings, customs, and caretaker psychology - share the common function of mediating the child's developmental experience within the larger ...
For example, a parent may tell a child that there is a monster that jumps on children's backs if they walk alone at night. This explanation can help keep the child safe because instilling that fear creates greater awareness and lessens the likelihood that they will wander alone into trouble.
Damon’s editorship of the 5th and 6th editions of the Handbook of Child Psychology [6] places him–along with Carl Murchison, Leonard Carmichael, and Paul Mussen–as one of the great organizers and synthesizers of developmental science. As part of Damon’s commitment to the study of human growth, he also was the founder and long-term ...
A. S. Neill. Summerhill: A Radical Approach to Child Rearing was written by A. S. Neill and published by Hart Publishing Company in 1960. [1] In a letter to Neill, New York publisher Harold Hart suggested a book specific for America devised of parts from four of Neill's previous works: The Problem Child, The Problem Parent, The Free Child, and That Dreadful School. [4]
Children riding a horse to school, Glass House Mountains. Free-range parenting is the concept of raising children in the spirit of encouraging them to function independently and with limited parental supervision, in accordance with their age of development and with a reasonable acceptance of realistic personal risks.
None of the children played with the toy. When the researchers came back, they asked the children to rate the attractiveness of the toy. Those who had been threatened with severe punishment still rated it as very attractive; these children had large external justification for not playing with the toy, and so their attitudes had not changed.
Poisonous pedagogy, in Katharina Rutschky's definition, aims to inculcate a social superego in the child, to construct a basic defense against drives in the child's psyche, to toughen the child for later life, and to instrumentalize the body parts and senses in favor of socially defined functions.
This discontent stems partly from Watsons' description of a 'happy child', whereby a child can only cry when in physical pain, can occupy himself through his problem-solving abilities, and whereby the child strays from asking questions. [45] Other critics were more wary of Watson's new interest and success in child psychology. [citation needed]