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Child psychology term paper
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[...]
“A lusty cry, low tolerance for frustration, and hyperactivity at twelve months are possible
signs of athlete or criminal, while gentleness and timidity might mark the beginnings of artist
or anxious adolescent. Exposing the infant to many caregivers is assumed to create permanent
emotional insecurity; physical affection and reliable care by a single caregiver, especially the
biological mother, are supposed to inoculate the young child against an easy vulnerability to
later threats. Faith in a connection between early childhood and the succeeding years also
permeates our views of the growth of those qualities that are characteristic of all children,
for most theorists believe that each of the universal milestones grows out of earlier competences.
But there is another way to view the changes that characterize psychological development. One can
maintain that, even though all children pass through the same sequence of milestones--for example,
babbling, speaking single words, and then complex conversation--there is no dependent relation
between successive abilities: that is, the capacity that underlies the speaking of sentences might
not require a prior capacity to speak single words.”
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[...]
“His dependence on other human beings for care and comfort centers his interest in them. Even
in early infancy he shows this interest by looking and smiling at his attendants, by babbling
to get their attention, by crying when they leave him and smiling when they reappear. From such
simple beginnings an infant progresses to distinguishing between familiar and unfamiliar persons
and friendly and unfriendly approaches. Later he learns to distinguish other social characteristics
of the individuals in his environment and begins to develop simple notions of the contrasting
social roles of children and adults, men and women, fathers and mothers, and persons engaged in
different occupations. Along the way he learns too something about himself. He learns what is
required of him in ways of behaving in our society and how he feels about these requirements.
He learns also what other people-his parents, playmates, relatives, and neighbors--think about
him. Out of such interaction with the persons in his environment he develops whatever ideas he
has of himself as a unique individual as well as a member of a social group.
In the process of interacting, he likewise develops and experiments with a variety of ways of behaving.
These reflect his drives and desires, his level of development and ability to communicate, as well
as the influence of the socializing process under gone by all children in all societies. Are there
discernible stages in these social developmental processes and do we know what contributes to them;
what for instance makes a stoutly resistant two-year-old develop into a cooperative agreeable
kindergarten child?”
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[...]
“Although those families represent exceptional manifestations, well within everyone's experience
are cases of shared family beliefs, attitudes, or behavior patterns. Evidence for this can be
found in many autobiographies, as well as in more systematic analyses from researchers. The study
of intergenerational transmission now represents a considerable area of research, and has attracted
the attention of anthropologists, sociologists, and political scientists, as well as psychologists.
The transmission of psychological characteristics from parent to child has long been recognized as a
fundamental process of human development. Early psychological research into this training process was
guided by Sigmund Freud's theoretical writings on identification ( Freud, 1923). Robert Sears'
investigations into identification and social behavior ( Sears, Rau, & Alpert, 1965), and Lawrence
Kohlberg's analysis of identification and moral development ( Kohlberg, 1963) are but two examples
of the attention this process has received from prominent psychological researchers.”
[...]
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