Early Childhood: The Social World: Chapter Analysis

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1. Chapter 6 “Early Childhood: The Social World” section “Teaching Right and Wrong,” focuses on moral development among young children that is accord with parents’ understanding of right and wrong (Berger, 219). It discusses the many ways that parental guiding and influential factors can affect children’s behavior and their moral values.
By instinct, all children have a sense of right and wrong, even when not entirely exposed to the concept of moral rules or development, it is an inborn impulse that we, humans, have developed over time due to aspect of Charles Darwin’s Evolutionary Theory claiming that species only strive to do two things; survive and reproduce (Berger, 33). However, these inborn impulses that children have relates more to
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For example, if my siblings did not listen to me, I would scold them by raising my voice at them and eventually would have taken away any of their privileges that I had allowed them of, such as, their video games or toys, in which by doing so, it caused them to less likely repeat the action. Ivan Pavlov’s Classical Conditioning Theory can be applied here because, in order to punish and prevent children from doing undesirable actions, the adult or caretaker would need to come up with a consequence that follows the unwanted behavior, in which it is called a reinforcement. In my situation, the unwanted behavior is my siblings not listening to me and my response would be taking away their things. In contrast, if the child does something acknowledged, encouraged, and deemed as right, then they would be given a reward in which it increases their chances of repeating the action again (Berger,

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