Child socialization is a critical point in life.
And children are not so much concerned about what parents say. It is what they see. And children have an enormous capacity to judge." If parents cannot communicate, children "will do what they see." What does that mean, she asks. "If you are watching your child. You should not be saying things to him about what to do. You should be telling him what to do and then letting him go."
While some argue that parents are being told to "teach them to be nice to everyone and they will respond to your authority," the actual truth is that
"when you're talking, you are giving them the impression that you mean what you say," says Dr. Stanger.
"So they come into your situation with a sense of entitlement. "
When children are not allowed to feel like their needs are being listened to, they feel like they're being punished.
I am not here to comment on the merits of a child-rearing system. I don't know. I don't think anyone does. If there is something I want to discuss it is the nature of children and socialization .
Let's start with basic science. It gets the facts from the basics:
- children get a small bit of food and water throughout the day
- children develop a preference for being with, eating with, playing with, and close to their caregivers (parents, teachers and siblings) as opposed to strangers
- children develop a sense of well-being from social encounters (e.g. a toddler will play with a lot of other kids as opposed to ignoring them)
It is pretty obvious that children need a lot of positive social interactions. The same is true for most mammals. A baby needs to spend a lot of time on his own.
Child socialization is an important component of developing the core cognitive and emotional skills for all childhood development.
Socialization begins around 6 months of age and will continue in the first year of life. Social interaction with non-rearing children is essential for the development of these skills. Socialization takes place at school, while parents are at home. The most important aspect of the school day is for parents to be present and observe the children.
This is usually the most important aspect of children's development: the ability to develop relationships and relationships soul contacts with others. (See the article on the importance of family life .) When children are very young, their brain is still in the infant phase.
As their brain matures, it can develop into very large structures, such as the cortex, the hippocampus, the striatum, the thalamus, the cingulate, and everything that comes in between to support those structures.
The main area you find in that area is a region called the fusiform gyrus, which is a small, well-developed part of the limbic system. The size of the fusiform gyrus is inversely related to intelligence.
Lack of socialization in children is the primary cause of this problem. As a result, the parents, for whom the child belongs to, are rarely given the opportunity to understand his or her child's behavior.
To help overcome this problem, the parents need to create a structure for their child during the times of normal, socially acceptable interaction by, for example, providing a structured system of activities. These activities need to be specific and to involve a minimum of repetition.
The parents, not being able to adequately explain to their children the nature of the problem, need to set the expectation that the behavior of the child will be accepted as a normal part of everyday life.
Another important element of preventing the child's isolation and isolating environment is in establishing a supportive environment that fosters the development of social skills.
This involves the development of the child's personal habits, the development of his or her coping skills, and the establishment of an atmosphere in which the child can feel at home. Social skills are developed when a child learns that others are like himself and that friends are like family.
Difficulties in socialization in adolescents
An association between childhood trauma and social/emotional difficulties has been suggested in a number of observational studies. For example, in a study of adolescents who showed significant social problems in middle childhood, the rate of depression was elevated in children with histories of trauma from the first year of life.
In another study of children in the early stages of learning to use language, there was a significant correlation between the number of traumatic events that had occurred during childhood and the degree to which children demonstrated learning difficulties at age 5.7
Similarly, in a study of the early stages of academic achievement, the greater severity of childhood trauma was associated with low scores in the mathematics and reading subtests at age 7.8
Social experiences during adolescence can modify the development of these problems later years. For example, the experience of being sexually assaulted can affect sexual and reproductive development, and the fear of rape can be particularly negative and distressing.
In addition, there can be some evidence that mental health problems occur particularly among adolescents who have experienced trauma during adolescence.