The Behavioral Effects of Parents on Children
One of the most important and influential positions that an individual can hold in the world is that of being a parent. There are several psychological theories that demonstrate how children can easily become a product of their immediate environment and the individuals that are around them. Parents are the first and most vital teachers that young children will come in contact with for the first quarter of their lives. “The parental control dimension includes parental behaviors toward the child that are intended to direct the child's behavior in a manner acceptable to the parent. Positive control attempts include the related concepts of discipline, supervision, and monitoring of adolescent behavior.” (Barnes, Hoffman, Welte, Farrell, & Dintcheff, pg. 68, 2006) Children are similar to sponges and soak in everything that they see their parents do both beneficial and negative to their growth and development. Although parents have an obligation to provide a stable and safe environment for children to grow in, that is not always the case. When situations occur and parental deficiencies are obvious they often get perpetuated into behavior issues later in life for the child. Parental proficiency goes hand in hand with children positive childhood development and conversely with the forming of adolescent problems. One of the undeniable ways of determining whether a child is the product of a happy and product home environment is watching them in a natural element. Effective parents allow their children the opportunity and time to play. Young children can learn a great deal of information from the childhood games and activities that they partake in. Psychologists define learning as “the modification of behavior as the result of experience,” but play can be defined as “the modification of experience as the result of behavior.”(Elkind, 2008) Children play many games and perform various activities that entertain as well as teach valuable skills. One example of this is the mutual respect that is learned by playing games such as “house” and “hide and seek.” This occurs by obeying the rules made up by others and making rules up themselves. Another activity that parents can participate in that teaches children very vital skills is playing with building blocks. A child building with blocks, for example, is learning both classifying (all blocks are made of wood) and seriating (blocks can be ordered by size). This play prepares children for learning cardinal (one, two, and three) and ordinal (1st, 2nd, 3rd) numbers. (Elkind, 2008) Parents are also just a big a part of this process as the children themselves. Parents have to allow time for children to engage in play even if they have to manipulate the situations their selves. This can easily be accomplished by something as simple as asking a child to help with a puzzle or count coins with the parent. The more comfortable a child is with their environment, the more likely they are to explore and learn from it. Children begin their journey on the path to adult hood the very first time that they participate in playtime. “Through joyful, healthy play, children begin a love of learning and prepare for life itself.”(Butler, 2010) It has been proven that children with a history of healthy play grow into very functional and teachable adolescents and adults. Although it may seem like children are simply having fun because they are laughing, play provides the foundation for a lifetime full of learning.
Parents have the task of observing and helping to develop the traits that they see in their children. There are many ways that parents can assist with the growth of their child and there are several types of intelligence that can be observed in them. A few of the types of intelligence are linguistic, logical, bodily-kinesthetic, musical, spatial, interpersonal, and naturalist. Responsible parents learn how to help...
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Positive control attempts include the related concepts of discipline, supervision, and monitoring of adolescent behavior (Barnes, Hoffman, Welte, Farrell, & Dintcheff, pg. 68, 2006).
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