Personal qualities of the child are a reflection of the qualities of parents

All commonly notice the child adverse events attributed to the child, sometimes even talking about his innate malice, without thinking and not knowing that the personal qualities of the child are a reflection of the qualities of parents (others). it is Innate in a child can be considered only the phenomena connected with his temperament, i.e., only the degree of force and his speed of thought and action. Then he experiences the simulation period, during which he folded his speech, all his main habits and customs, all its typical phenomena. In fact, the child must be serious the reason for the improvement of the family members, especially concerning their truthfulness, sincerity and straightforwardness: if a loving mother is concerned about their child’s development and knows from observation, as the quality of the latter are composed of the actions and arguments surrounding his party, then it certainly will be to vigilantly monitor their every action and word, to avoid any arbitrariness and to spare her child; this she will contribute to its own perfection, and full conformity between his word and deed and will accustom the baby to the truthfulness, the immediacy and sincerity and this will lay the sure Foundation for the development of the moral nature of man. In the study of man and the conditions of its formation only develops a deeper conviction of how much impact the words and actions of loved ones individuals on the developing child, and how love to work, work, and the truthfulness of the educator contribute to the moral development of the child…
Due to lack of attention, and most importantly, through ignorance commonly in a hurry to admit the existence of innate evil inclinations, eloquently talking about “irredeemably spoiled” children as though this wickedness was by itself responsible for it and the child! The impact of leadership adults somehow always remains in the shade; don’t want to believe that the “depravity” of a child of school or preschool age is the result of the system of education, which pays for one pupil. In the vast majority of cases not innate stupidity (moral or mental) child and pedagogical mistakes prepare the child for a painful future, leaving his personal manifestations and habits indelible traces of moral corruption: mental impotence.
Who does not know that the work of education (in family and in school) often comes down to the fact that child need to “learn”, and the word “learning” often mean: “to collect”, “punish”, “threatening”, etc. but otherwise cannot be, until will be received blindly, in a rut, not realizing at each step; if not to “know yourself”, not to be accustomed to associate cause and effect, the routine teaching methods compulsory nature will continue to prevail in school and in the family life…
Commonly assume that the child can and cheat: because he’s stupid, not tell; and yet the distinction of right and wrong he is in this way that he learns to check heard them visible and tangible. If he say “my mom’s not home”, and he accidentally sees her, he at the first opportunity, if he wouldn’t like, declare that he himself is not at home. The more he is deceived the more he meets in the family of mismatch of word and deed, the less it turns out for the signs of truth and the easier he starts to say only that it’s more profitable. You must firmly remember that the child originally knows only the impressions received by the organs of his senses, and he only obeys to them and acts solely on the basis of these purely real experiences; he will certainly do just what he pleased, and avoid anything that he in any respect unpleasant. From the child tend to hide, but if he sees that others are enjoying something, and he’s not allowed, he during the first occasion, will assign him an interesting thing, if it’s bad, then and in any such case, will not fail to do the same thing. Being caught in his misdeeds and punished for it, he, again on the experience, sees that it is necessary to be careful and that it is cheaper to use every opportunity in a way that is not seen and did not know; he is trying to be a smart guy and enjoys the easy cases are already more cautious, more reserved provided for the post by International Adoption research blogger and columnist. The punishment can’t find him objective evidence of truth, it will only show him that you don’t get caught – good and fall – evil and having the opportunity to make someone evil, he did just that, as treated in the punishment.
…In addition to simple, always sincere and true words, can’t be allowed neither in the family nor in the school no incentives, no punishments. Commonly accustom the child to artificial irritation of the surplus since the advent of the light, and these contribute to the lowering of their impressionability, and hindered the normal course of its development. Baby is worn on the hand, shake it, put different monotonous tunes, his kiss, counterfeited them under the spoken sounds, – all this is artificial stimuli. When after all this begins the teaching, the child is sluggish, apathetic, and lazy; he is complaining for his indifference to the practice, but all are made to lower its vitality, to make him lethargic and sluggish. To excite him for learning, again resorted to artificial agents in the form of praise, grades, gifts and awards. Developed under such conditions fatigue causes a young man’s pursuit of change experiences, the patisserie is the prelude to the wine cellar and sprees, just as mark and promotion develop a desire for different sports, card game, etc jammed intolerable boredom, he is ready to enjoy all the persecution and gross sensual fun, just to drown out his depressing feeling. He has no internal life, he is excited by thought and not busy mental to improve. The young man blame for his rude and perverse temper, completely losing sight of the reasons that contributed to its development, forgetting that only the conditions of his family and school life could contribute to the development of those typical phenomena that he observed that they killed the ideological life and some animals developed symptoms…
The importance of the habits acquired at an early age, tremendous, to get rid of them later is very difficult, and sometimes not full-grown adults. Under normal conditions of child development when it does not restrict the permanent regulations, which are different from observation, and now repeats them noticed the action and then talks over him. This is the best method of child development that must be maintained; a child more than just stops on those phenomena, which he is. He notices them, they are not imposed upon him, consistent with his forces and abilities, and therefore it is easier for them to digest. In the child it is impossible to artificially develop observation, we can only eliminate all sorts of strong impact, which could decrease its sensitivity; moreover, you can still contribute to a gradual modification of the material required for its formation. Any artificial method used to excite the observation of the child, lacking the first moment, and that is: he’s not himself encountering new phenomena, and his attention stopped on the phenomena they wish to meet. In this case, it is easy to fall into the error the assessment of the strength of the child and its preparation, as any such discrepancy leads to the fact that the child internalizes not enough perceived… Following the observation, the child repeats what has made him a stronger impression; this repetition he becomes accustomed to the various techniques that are used in everyday life. At artificial same proucevanje these techniques and activities the child chooses, they produced the action, and simulates required of him: it is clear that such requirements may not correspond to the degree of physical development of the child and the ability to produce such …
After observation and repetition is commonly observed child willingly speaks on the perceived value and repeated them; it’s a precious quality and mainly contributes to its formation and to limit the arbitrariness of his actions and the clarification of personal qualities. Commonly find that the child needs only to perform addressed to him the requirements that he needs to gain material and knowledge for its future activities. Can’t it agree on the basis of the following psychological situation: it depends on how the person relates to certain phenomena when you first meet them, accordingly, most likely, he will relate to them and subsequently. If he early learned not to talk over their experiences and actions, he subsequently very difficult to get used. The knowledge it develops their memory, which sharpens up the exercise that it is easier to perceive this mental ability; he is not used and is not able to reason it stay a raw material that is not digested reasoning. Without analysis and reasoning, without checking their actions, the child is not personally acquainted with qualities perceived, therefore, he himself is not able to deduce the General provisions, unable to make up the total image; it has no General concepts, he knows, but does not understand. Therefore, to independently modify his actions, he is not able and only repeats what he knows, what he heard read from the book; he has no personal nature, and for the development of moral character there are no conditions.

3 thoughts on “Personal qualities of the child are a reflection of the qualities of parents

  1. In the future, we for the first time in the psychological literature try to shift the structure of Call and Response by A. Toynbee on the ground of age development. Similar approach we find in the chronology of the age of development by E. Erikson. However, in our case, the primary will not be of psychological value for the age stage development of personality, and the distribution of psychosocial processes of this age on the proposed structure, with the identification of new meanings of the chosen period.

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  2. A teenager often feels like a separate country in the world of adults, or at least a province (striving for autonomy, separatism or being exclusively subsidized consumer region). The challenges of civilizations, A. Toynbee here we will try to provide an additional and objective prototypes of life challenges of adolescence. So “too good land” as favorable conditions in the parent family, the absence of conflict and experience the “end of childhood” is able to extend social or psychological immaturity of the individual. “The return of nature” tells us more about cultural degradation, desocialization teenager mostly external reasons, the absence or deprivation of the former education. “Stimulus severe countries” and “incentive shocks” — the brutal cold calls or social environment, deprivation or significant tests, which can be favorable, arousing the initiative and unfavorable – inhibiting, draining the power of the individual. To include “stimulus pressure” and “stimulus infringement”, in particular, as factors of abuse in the nearest social environment. “The stimulus of new lands” and “stimulus overseas countries” — the opportunity and the chance to expand their social experience, which will be favorable with known focused. Here “overseas” as a metaphor can be directly linked to the “challenge of migration” for the individual, new cultural possibilities but also new limitations.

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  3. Child development is closely interrelated with the peculiarities of his feelings and experiences. Emotions, on the one hand, are the “indicator” condition, with another – themselves substantially affect cognitive processes and behavior, determining the focus of his attention, especially the perception of the world, the logic of propositions.
    Young children often are in a “captivity of emotions”, since one is not able to manage their feelings, which can lead to impulsive behavior, difficulties in communicating with peers and adults. Just as personal growth and development they gradually formed the ability to understand and control their feelings, to understand the emotional state of others, develops the arbitrariness of the conduct, the feelings become more stable and deep.
    Not every person is able to understand in the whole range of their experiences, and for the child the task is even more difficult. Children do not always understand even simple emotions, the more difficult they are to understand the diverse feelings that arise as extensions of their ties with the outside world.

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