Category: Child

This paper was formed by observing a preschool child while she was in her natural environment. The observation was done without the child seeing or talking to me. It was required to observe the child in this way to not get attached to the child, and therefore my observations and conclusions would not be bias. The observations made about the child were then compared to different theorists and their respected theories. The three theorists used to understand the observation of the child were from Erickson, Piaget, and Vygotsky.

Description

Veronica is a 5-year-old Caucasian female. She has light skin and blonde hair. Her hair is curly and short; does not reach the length of her shoulders. Her eyes are the color green, and they are full and big. She would be considered taller than average, for she was taller than most kids in the center. The room was small but full of toys. There were different centers for the children to use. There was a reading center, a playing center, a writing center, and so on. The walls in the room had many posters that showed the letters of the alphabet, numbers, and different words to be learned. There was a teacher or helper in every station helping the children through thinking processes or just playing with them.

Motor skills

Gross motor skills

The teacher let the children know that it is recess time and that they were able to go outside; Veronica gave a big jump and started running towards outside. According to Mildred Parten, there are five stages of play, which include solitary, onlooker, parallel, associative, and cooperative (Berger, 2018, p.286). Veronica, according to Parten, is in the stage of playing called solitary. She ran side to side to grab one of the big toys tractors and carried it to the other side of the playground. She quickly stopped playing with the tractor and ran over the playhouse. Veronica started climbing the ladder to get to the top of the playhouse. To get down, she decided to use the slide, and as she got down, she tried to climb back up the slide until she noticed that it is not possible. One can see that Veronica is currently in the play stage called solitary since she played by herself the entire time.

Fine motor skills

Veronica was sitting in a table where there were different fruits laid out in front of her. She grabbed a pomegranate and started using her fingers, trying to get all the seeds off from the actual fruit. Veronica then got half of a dragon fruit as well as a spoon. She used the spoon to get the insides of the fruit out in a cup. She twisted her hands in order to get every bit of it out. Later in the day, she got asked by a volunteer in the classroom to practice writing her name. She used a pencil over and over again, moving it to form the letters in her name. She changed the position the way her fingers held the pen, and she turned how much motion she used to make one letter.

Language

Veronica sat in the table with fruits in which she decided to smell some of the fruits she was observing. No fruit made any difference in her facial expression or reaction like the strawberry did. “According to Piaget’s Cognitive Development Theory, by contrast to two-year old’s, five-years-old can say almost anything. Five-year old’s have a vocabulary range of 2,000 to 6,000 words (Berger, 2018, p.263-264)”. She smelled the strawberry, squinted her eyes, and pulled her head back, showing a confused expression and stated, “I do not like the smell of this.” When the teacher tried to give her another one, she pushed her hand away and yelled, ‘No! I don’t want another one. You have it.’ The teacher responded, “No, how do we say no.” Veronica then stated, ‘I don’t like it; it smells bad, you take it.” “Piaget noted that social interaction in intellectual development is vital to the role of language. (Nath, 2010)”. It can be seen how the interaction between Veronica and the teacher was useful, since it allowed Veronica to deliver the message the correct way, using the right words.

Social/Emotional

Veronica and other kids volunteered and were chosen to go outside to the garden and explore it. They started playing in the sand and water and later began making mud. According to Erickson, children go through different stages with a particular challenge or developmental crisis; he believed that there were six stages (Berger, 2018, p.39-40). Based on Veronica’s age, she is currently working on stage 3 in Erickson’s theory, which is initiative vs. guilt. It can be seen as she plays, along with some of her classmates. Veronica went up to one of her classmates and asked her, “Do you want some pies?” The child answered, “Yes, I would like a strawberry pie.” She headed back to the mud pond and started making pies, as she took the pies back to the child, another kid appeared and took the pie out of her hand. He then splashed it in the water. This caused mud and water to splatter all over Veronica. She screamed, “No! I have dirt all over my body!” She stared back and forth from her clothes to the child that splattered her. She grabbed some mud and threw it at him as well. The teacher saw what happen and told both Veronica and the other boy what they did was really bad. As a result, they both had to apologize. “Erickson believed that a parent or educator has the responsibility, socially, to encourage the child to grow up. Although, it has to be in a way that the child doesn’t feel too guilty in which later it affects their own feelings (Boeree, 2006)”. After apologizing, they decided to start making pies together and selling them while they smiled.

Cognition

“According to Vygotsky, cognitive development stems from social interactions from guided learning within the zone of proximal developmental as children and their partners’ co-construct knowledge (McLeod, 2018)”. When in class, Veronica walked towards a box. She started pulling out different toy cooking items. She grabbed a red plate and placed it down, then a grey pan, and placed it in another location. “Vygotsky stated that learning depends, in part, on the wisdom and willingness of mentors to provide scaffolding (Berger, 2018, p.255)”. The helper kept asking Veronica, ‘what color looks like the one you have in your hand?’ This continue for the red bowl, red cup, green fork, blue spoon, and so on. With the help of the mentor, she placed the items in groups base on colors not base on shapes. She recognized items that were the same color and colors that were not, therefore, had to make a new group for it. The teacher saw this and told Veronica, ‘Good Job!’

Conclusion

I have seen and noticed that Veronica is a bit more mature than the average child. She was able to communicate well. She was able to understand concepts at a faster rate than the others. After observing Veronica, my perspective about child development has shifted from when I first began this course. At first, I believed that child development was just about understanding what developments had to happen and at what age. Although now, I have realized that child development is so much more than understanding definitions and periods. It is about taking every child independently and understanding their situation based on what they have experience as well as who they are as a person. Because every child is unique, and they grow and learn at different times and in different ways.

References

1. Berger, K. S. (2018). Developing Person Through Childhood and Adolescence (11th ed.). Play (pp. 286). New York: Macmillan Learning.
2. Berger, K. S. (2018). Developing Person Through Childhood and Adolescence (11th ed.). Vocabulary Explosion (pp.263-264). New York: Macmillan Learning.
3. Berger, K. S. (2018). Developing Person Through Childhood and Adolescence (11th ed.). Theories (pp. 39-40). New York: Macmillan Learning.
4. Berger, K. S. (2018). Developing Person Through Childhood and Adolescence (11th ed.). Social Learning (pp. 255). New York: Macmillan Learning.
5. Boeree, C.G (2006). Erik Erikson: Personality Theories. Psychology Department Shippensburg University, (pp. 9-10.)
6. McLeod, S. A. (2018, Aug 05). Lev Vygotsky. Simply Psychology. https://www.simplypsychology.org/vygotsky.html
7. Nath, B.K (2010, November). Theories of Language and Learning. University of Calicut. Jean Piaget (pp. 6).

This observation took place in a childcare setting in my old job. The childcare had four classrooms in total, two infants, one toddler, and one preschool. I talked to one of the directors, and I was instructed on the procedure for the observation process. I presented my consent papers, and after the process was finalized, I started the observation at 10.00 in the morning. The physical environment consisted of a playing area, a napping room, a toilet, and a diapering space. The setting had enough furniture with a kitchen. I would say that the environment was well equipped.

The children were playing with papers while running around. Others were playing with toys with their teachers. I chose to observe one child, Zaya, a two-year-old girl (not her real name). Zaya looked active and jovial, the reason why I chose her. Zaya had been in the care setting for the second month at the time of my observation. She had, however, skipped a month since her admission because she had gone for a vacation with her parents. At the time of my observation, there were five teachers and three assistant teachers. Some of the physical activities that were taking place include puddle jumping and throwing balloons. Others were blowing balls and sticking ribbons. Zaya, with a few others, was kicking some balls on the floor.

Zaya and Emma were busy kicking balls, which they seemed to enjoy. Ian and Jacob later joined them. They were laughing, making eye contact as they smiled at each other. This was important because the toddlers are able to develop their social- emotional skills (Erskine, 2019). When Ian slipped and fell, Zaya quickly ran and helped him get up. She dusted her pants off and smiled at him, and then they got back to playing with the balls. Here, Zaya demonstrates a temperament of high distractibility by stopping playing and moving to help Ian get up. This shows that she could not focus on her play, having seen Ian fell (Kefalianos et al., 2017). A bell was rung by one of the female teachers, signaling that it was time for the children to take a snack. Zaya seemed to be approaching as she started jumping and clapping hands. She was excited and was ready to be served her meal (Yoleri, 2017).

All the toddlers sat together around the table as the teacher handed them their plates and spoons. Zaya received napkins from the teacher. She picked one and past the rest to the other toddlers. As the teacher went around serving them, some toddlers made noise and started banging their plates with the spoons wanting to be served first. Zaya stood from her chair and walked to pick a spoon for Zion, who had dropped hers. Zaya’s high intensity of reaction is demonstrated when she stands to pick the spoon. This shows that she is highly distracted by a sound (Kefalianos et al., 2017). A teacher took it and replaced it with a clean one. Conner was crying, and the teacher quickly served him with his food.

Other teachers were singing, and this seemed to calm those who were crying and fusing. Zaya and Jacob finished their meal early. Zaya stood and took her plate and spoon to a dish bin. Zaya asked for water from one of the teachers. She then asked if she could help feed Sarah, a toddler who was having problem feeding. The teacher washed her hands and wiped them dry.

The caregivers and the teachers led the toddlers into the bathroom while singing, implying that they were going to use a potty and wash their hands. Zaya held Emma’s hand as they jumped and throwing their hands. After coming back, they started throwing balloons. Zaya switched and started making airplanes with papers. Zaya was highly adaptable as she switched activities from throwing balloons to making paper airplanes. She seemed to adapt quickly to change of activity (Yoleri, 2017). Gael ran towards a chair, and Jacob pushed her. She fell on the carpet and started crying. Zaya stopped playing and moved closer to Gael, who was profusely crying in the teacher’s arm. Zaya demonstrates the temperament trait of high sensitivity by stopping playing and running to help Gael. She got sensitive when she heard Gael cry, prompting her to stop playing (Kefalianos et al., 2017). Zaya looked at Jacob and lightly pushed and shouted at him. The teacher talked to them and told them to be calm. The teacher told Jacob not to harm other toddlers. The teacher rang a bell for napping, but Zaya could not stop playing with the balloons. Her biological rhythm was irregular. Because of her high level of activity, it was hard for her to go to nap as she wanted to play with the paper airplanes (Yoleri, 2017).

In my observation, I learned how vital the physical activities the toddlers were engaging in between themselves. Zaya had a high activity level because she was quickly moving from one activity to another. She was always playing and moving from one place to another to interact with other toddlers (Yoleri, 2017). The toddlers’ interaction contributed to their development. I would recommend that the teachers engage with the toddlers in more physical activities to contribute to their child development (Erskine, 2019). I would also suggest that toddlers involve more in interactive social activities like singing and dancing. This will substantially be significant to interactive social development. Additionally, more social interaction will be necessary for their social wellbeing.

I liked seeing Zaya showing love to other toddlers both in playtime and mealtime. I would recommend the teachers to introduce more activities for the toddlers in the setting. For example, they could introduce animal walks games where the toddlers can walk like bears or hop like a frog. This will help in the development of their gross motor skills. The toddlers can also engage in fly kite activity to develop their running skills. Egg and spoon game will be necessary for toddlers to learn the importance of coordinating as a team as well as developing their fine motor skills. A teacher can read stories to the toddlers to teach them proper behavior. Zaya will significantly benefit from these stories as she seems to be a caring child who wants to help other toddlers in need. Zaya should also be given toys to play with as she will interact with them while making smiles and other caring gestures.

I observed toddlers in a childcare setting — the children engaged in activities like playing and singing. I also observed their behavior as they took their meal. The childcare setting was spacious enough to allow the toddlers to interact with each other. Allowing the toddlers to help the less active ones under adult supervision is essential because it helps the toddler to have a sense of maturity and develop a feeling of independence. Throughout the observation period, Zaya demonstrates a more positive mood because she seemed to be happy and jovial playing around and interacting with other toddlers (Yoleri, 2017). Caregivers need to take care of toddlers because they need supervision in their activities, which may be harmful to others. And thus, the children should be under a caregiver at all times. In conclusion, I learned that toddler interactions help build their social, emotional skills, and each step in their development.

References

1. Erskine, R. G. (2019). Child Development in Integrative Psychotherapy: Erik Erikson’s First Three Stages. International Journal of Integrative Psychotherapy, 10, 11-34.
2. Kefalianos, E., Onslow, M., Ukoumunne, O. C., Block, S., & Reilly, S. (2017). Temperament and early stuttering development: Cross-sectional findings from a community cohort. Journal of Speech, Language, and Hearing Research, 60(4), 772-784.
3. Yoleri, S. (2017). Teacher-child relationships in preschool period: The roles of child temperament and language skills. International Electronic Journal of Elementary Education, 9(1), 210-224.

How parental emotional abuse and neglect affect the cognitive growth and psychology of a child and whether neglect is the root of The Creature’s actions. The Creature in Mary Shelley’s Frankenstein is a very obviously flawed character. He is prone to physical altercations, stalking, and murder, as the plot very obviously follows. But how did The Creature become this? What led a being that is suggested in The Creatures own words he had the potential of good but was taken down the wrong path In Mary Shelley’s Frankenstein the creature states “I ought to be thy Adam, but I am rather the fallen angel…” so in this essay the reader will examine, what could have caused this fall, or lapse? In this essay the answer is child neglect and maltreatment.

Dr. Martin Teicher writes in the book Childhood Neglect Is Associated with Reduced Corpus Callosum Area about what defines child neglect. Child neglect is the most common form of child maltreatment and Howard Dubowitz claims knowledge that it has many variations But is by most experts defined noeicher, Martint by rigid treatment factors but by the results in the child’s psychology. There are many different outcomes of child neglect but the most prevalent prevalent symptoms of child neglect come out through self-isolation, reduced cerebral cortex and cognitive functions. “The validity of the neglect measures was evaluated by examining their relationships with children’s functioning at age 8”.

The reader may be wondering how this could play into The Creatures actions, not to give an excuse, but an explanation of his actions as he was a victim of Child Neglect. The Creature shows many worrying tendencies that could very easily be tied back to the neglect since “creation” he faced. In one section he states “Beware; for I am fearless, and therefore powerful.” His lack of fear, in his words, is very telling. Apathy is a trait very commonly found in victims of child abuse The Child Welfare Information Group states that a victim of neglect “Is overly compliant, passive, or withdrawn” showing less emotion or in extreme cases repressing fear all together. The Creature also lashes out in response to his lack of human connection via paternal figure, which could translate to feelings of worthlessness, being unlovable. “If I cannot inspire love, I will cause fear!”. Which, can be easily tied to his history of being maltreated. Not only this but his reduced language skills, his lack of motor control (unaware of his strength in the murder of William) could be proof that like many victims of neglect, his brain is being physically shaped by his experience with abuse. “Our results demonstrate a clear effect of timing of environmental enrichment on the brain electrical activity of children who experienced severe psychosocial neglect as infants and toddlers.” (Glaser). As the reader may infer these patterns are hard pressed to be coincidences.

But how did Dr. Frankenstein’s actions lead to the victimhood of The Creature? At no point after his creation came to life did Victor treat him as human, let alone a son. He did not even share peaceful moments together in fact, he actively avoided The Creature in disgust “Сatching and fearing each sound as if it were to announce the approach of the demoniacal corpse to which I had so miserably given life’. Where The Creature longed for Victor to be a father figure, Victor saw The Creature as his own Beelzebub, a personal downfall, a heinous curse. It is no wonder then that Victor abandons his protege constantly avoiding him, until he pursues him only for vengeance. Unlike many abusers, Victor is not a reflective abuser, his actions are not influenced by abuse/maltreatment that he experienced growing up. Victor in fact reflects on his childhood with great nostalgia. This is a dark parallel to The Creatures birth and “childhood” in which he was abandoned at birth and then chased his father across the country, only able to capture his attention through acts of violence. In one experience, was supportive and well adjusted familial bonds and then in the other is neglect and disgust.

Reflecting on the book and relationships in it one may not be too extremely surprised by The Creatures actions. Though they are unacceptable reactions someone created into such a toxic strenuous emotional life, would be expected to have more violent tendencies especially after their “father” only responds/acknowledges their existence when these atrocities are committed. Obviously the addressing of the actions were not intended to stoke the fire, but that seems to be the result. In fact according to Les Picker victims of child maltreatment are so much more likely to go on to commit crimes that randomized nursing visits starting in infancy to check in on parents could reduce crime by 50% in estimated studies.

In conclusion all of the effects of neglect and maltreatment have led The Creature to become what he is known for today. Becoming a monster, but without the massive emotional disruption and physical shaping of his brain via neglect, he may never have become the feared being we know so well. Between his physical traits that would ostracize him from society and his environment of isolationism, he lashed out, seeked violence, and became apathetic. Without the neglect he experienced he may have been unrecognizable but because of Victor’s reaction to his protege that remains speculation.

Works Cited:

1. Dubowitz, Howard. ‘Defining child neglect based on child protective services data☆.’ science direct, vol. 29, no. 5, May 2005, www.sciencedirect.com/science/article/abs/pii/S0145213405001031.
2. Glaser, Danya. ‘Child Abuse and Neglect and the Brain.’ Cambridge Journal, vol. 41, no. 1. google scholar, www.cambridge.org/core/journals/journal-of-child-psychology-and-psychiatry-and-allied-disciplines/article/child-abuse-and-neglect-and-the-braina-review/9641D03BDF4B3FAE8D9C793A2E135971. Accessed 20 Feb. 2019.
3. Paanzer, A. ‘The neuroendocrinological sequelae of stress during brain development: the impact of child abuse and neglect.’ African Journal of Psychiatry, vol. 11, no. 1, 2001, www.ajol.info/index.php/ajpsy/article/view/3025. Accessed 22 Jan. 2019.

What does child abuse mean to you? The Department of Health suggests that ‘somebody may abuse or neglect a child by inflicting harm or failing to act to prevent harm’. Child abuse, sexual abuse, emotional abuse, and neglect (Williams, 2009). Child abuse stems from many different things such as living in poverty, stressful situations, and even the parents or caregivers being abused. Oftentimes abusers themselves have been victims of abuse. Every case of child abuse is different, there is not one case that is alike.

Child neglect is a form of abuse that deprives a child of food, shelter, education, emotional or social needs. Neglect comes in four different types. The four types of neglect are physical, emotional, educational, and medical. Physical abuse results in bruises, scrapes, scratches, and any type of physical harm. Children are abused as early as in the early infancy years and even up into adulthood. Emotional neglect comes from not meeting a child’s emotional needs such as being there for them whenever they are crying or sad. Educational neglect comes from not sending your child to school to get the education that they need and deserve. Medical neglect comes from not treating your sick child and refusing to take them to the doctor when they are not well. This country does not make it into the top ten on any signs of child welfare (Hewlett 1992). Educational neglect is when a parent or caregiver deprives a child of their right to education. When this event happens, the child can become educationally or socially delayed. Poverty is a key roadblock in the educational system. Children who begin life in poverty are already at a disadvantage when they enter kindergarten (Hawlett, 1992). with that being said, poverty is the main factor in child abuse and emotional neglect and put’s children at a disadvantage before they even have a chance. Sexual abuse can take many forms, from abuse within the family during childhood or adolescence to dating violence at the hands of an intimate partner or acquaintance (Williams, 2009). If a child or even a teenager is being sexually abused, it can have an impact on that child’s behavior in the present and future. They start to act out in school and some teenagers even turn to drugs or alcohol to help them cope with the abuse. It is important for victims of sexual abuse to have a strong support system around them.

Emotional abuse often is not easy to identify. Emotional abuse can happen if a parent or caregiver is not giving a child the type of affection they need or even withholding as a form of punishment. This happens when a parent or caregiver belittles a child making them feel bad or sad and even threatens them. Not only is a large proportion of American youth growing up badly educated and ill-prepared for the world of work, but a significant number of youngsters are failing to cope on psychic and emotional fronts (Hewlett, 1992).

Despite the widespread prevalence of childhood trauma, less is known about trauma’s biological effects in children as compared to adults with childhood trauma histories; and even less is known about how these pediatric mechanisms underlie trauma’s short-term and long-term medical and mental health consequences. This article focuses primarily on the peer-reviewed literature on the neurobiological sequelae of childhood trauma in children and adults with histories of childhood trauma.

The amount of research concerning the prevalence and consequences of child sexual abuse has increased dramatically during the past decade. Too little attention has been paid to possible methodological influences on this research.

This investigation reports on the influences of response rate, ordering of questions, and definition of child sexual abuse on results of a survey of college students’ childhood and adolescent sexual experiences. Response rates affected prevalence rate estimates, and the use of varying definitions of child sexual abuse affected estimates of both prevalence and consequences. The importance of the awareness of these methodological issues in future research efforts is discussed.

All abuse can damage a child for a long time causing a child to act out in school or at home. Parents should not be allowed to whoop their children that can cause them to feel neglected, abused. Child abuse can cause disordered psychological development and behavior problems. Parents that whoop their children should be sent to jail or get their kids taken away it is other ways to discipline a child other than a whooping, even what you say to your child can cause them to feel mentally abused. Most child abuse starts with the parents either doing drugs causing their children to go through a rough time in life and feel neglected they might start saying meaningful words or verbally abuse their children parents like that should not be allowed to be around children of any kind they should be locked away getting help.

Studies say child abuse can cause a child to misbehave at school that can mean they are seeking help. Most abusers are adept at covering up evidence of abuse. Using overt or implied threats. The abuser can often manipulate the child into remaining silent. When another adult suspects abuse, the abuser usually has a wealth of excuses.

Parents try to cover up the bruises or marks they made on their children to protect themselves from getting into trouble. Parents do not seem to realize what you put their child through can cause a lot of damage it causes a child to grow up hating the world or feeling like nobody loves them for who they are somebody that can put a child or even an adult through that should be punished by going to jail.

Child behavior plays a big part in abuse when you are abused you start to act out so you can release anger or sadness and that is the only way you can release it so you start to take it out any way possible.

Aside from the immediate physical injuries, children can experience through maltreatment, a child’s reactions to abuse or neglect can have lifelong and even intergenerational impacts. Childhood maltreatment can be linked to later physical, psychological, and behavioral consequences as well as costs to society as a whole. These consequences may be independent of each other, but they also may be interrelated. For example, abuse or neglect may stunt the physical development of the child’s brain and lead to psychological problems, such as low self-esteem, which could later lead to high-risk behaviors, such as substance use. The outcomes for each child may vary widely and are affected by a combination of factors, including the child’s age and developmental status when the maltreatment occurred; the type, frequency, duration, and severity of the maltreatment; and the relationship between the child and the perpetrator. Additionally, children who experience maltreatment often are affected by other adverse experiences (e.g., parental substance use, domestic violence, poverty), which can make it difficult to separate the unique effects of maltreatment (Rosen, Handley, Cicchetti, & Rogosch, 2018).’

In summary, if young children are abused or suffer constant stress, changes can occur in the brain that may cause psychiatric disorders even into adulthood (Williams, 2009). This is why it is important for people to pay attention and to watch and observe for the signs of child abuse and to report it so that we can prevent children from dying and being traumatically affected by these different types of abuse. With all this being said about children, they are the least heard and the most seriously disadvantaged group in our population (Hewlett, 1992). Therefore, we should do everything in our power to protect them from harm’s way.

Children are complex, and the way a child develops differs from individual to individual. In this paper, I will explain the physical, cognitive, social, and personality naturalistic observations of my little brother, Johnny Pascual. He is in the transition stage of middle childhood (ages 6-11) to the beginning of adolescence (ages 11 to 12). My research will come from personal observation on his physical, cognitive, social and personality attributes.

Johnny recently has started his first year of middle school. Johnny’s physical appearance has always been good. He has experienced a steady increase in large muscle development, strength, balance and coordination. Since Johnny is in the beginning of the adolescence stage, he is noticing small changes of his body. Johnny’s voice is becoming a bit deeper but still retains a bit of a high pitch voice, but it’s normal for these puberty changes since he turned 11 earlier this year. His physical look overtime is going to change because of puberty. He’s very active and wields an abundance of energy. He used to do boxing and was in good shape. However, he stopped doing so for quite some time. He started obsessively playing videogames this year and his physical status has started to decrease, which may cause health issues later in his life. In the textbook by Gabriela Martorell, she talks about how around this age children decrease the amount of exercise they get significantly to an average of 180 minutes per day (p.208). Relating this back to my brother, Johnny nowadays constantly sits in one place and plays videogames for long periods of time, which only will increase the chances of him developing obesity and the amount of food he eats. During that period of time, he was really insistent in eating unhealthy food. Because of that, he has gained weight. The impact of his weight effected his breathing and his overall self-esteem; it was hard for him to try on new clothes. Sometime later, in about three months he got into a sport and he has been losing weight. He has become very active ever since he started doing Taekwondo. He has been extremely excited to go out since he started.

Throughout that time, I saw how his strength, balance and coordination started to get so much better. He could stand up straight without any difficulty now because when he stopped doing boxing his posture wasn’t that good overall. Johnny’s cognitive skills has improved in the last couple of months. He is starting to think logically since he is in late middle childhood and in the beginning of adolescence. He is open to new ideas, even when he doesn’t agree with a discussion he will listen and give his opinion regarding the subject. When he wants to prove his point, he uses scientific reasoning. He looks up to me and my influence upon him is unprecedented. He tells me that I reason outcomeslogically before acting. Johnny, like every other individual, has his strengths and weaknesses in the educational world. Johnny’s language skills possess some flaws because he is bilingual, he confuses the syllables between the languages and that is typical for bilingual kids. Gabriela Martorell explains how the belief that children can learn, read, and write naturally just as they speak is flawed. Humans are adapted for language skills first then learn how to read and write (p.227). This information proves how it’s easier for kids to learn how to speak the language but have difficulties in learning the other attributes of that language.

Overall, his skills have improved. He took a test last month to see if he has improved and sure enough, he has considerably. Additionally, the test results showed that Johnny’s cognitive strength is mathematical. His skill is exceptionally high. Johnny would sometimes try new problems and he would do it without the assistance of a calculator. He has stated that he’s been noticing since he has entered middle school that students need calculators because they could not solve a question on their own even though sometimes the questions were very simple. Johnny’s mathematical skills are always improving compared to my mathematical skills at his age and his cousins. I have observed whenever his cousin Anthony and Angel come over to our house, they would do a study session together to review their math homework. Johnny on average would finish his math homework quickly compared to his cousins, which would be still working on their homework. Anthony and Angel always ask Johnny for help. Every child has their own cognitive strengths. Johnny’s social development is influenced by the environment at home and in school.

The home development is the most important that shapes the personality. Our parent raised him to be a thoughtful, joyful and to pursue what he believes in. Johnny doesn’t ask for things; he is happy with what he has. Johnny is very influenced by our parents, given that he is still a child. Johnny respect our parents because they were so hard to get a better life and because of their hard work he has a better life than they had. Johnny’s development in school is also important.

Due to school, he is evolving his personality. He’s finding interest in new hobbies. Johnny cares about how people see him, especially his fellow classmates. To fit in alongside his classmates, Johnny attempted to get into the things that his classmates are into. As a result of this, I have seen his self-esteem decreasing in the last couple of weeks. Johnny was asking his cousin if he was too naïve, which he responded yes. When I see Johnny interact with friends or family, he is very conscious of what he talks about. He only opens up to people who he trusts, which is in stark contrast of his former self, who would open up to anyone. I have been observing how he is trying to change his hobbies and interests. I have noticed that he’s been interested in criminal justice. He finds it fascinating how detectives and police solve a mystery. In addition, he has been avoiding videogames as a whole and has been asking my parents for permission to have a social media account. He has been asking me how he can open a social media account because he wants to be like his classmates and his cousin Anthony, who has three social media accounts.

Anthony in particular is very active on social media. He would sometimes ask my brother to make TikToks with him. Above all else, this behavior is normal for children in this stage because they are in the age of discovery; trying to learn who they are. Johnny’s personality is always changing. First, he was always a shy, kind, and a really thoughtful individual. He would get very emotional if someone talked back at him or got mad at him. But since he started middle school his personality started to change a lot. He was more outgoing, and he cared about his appearance more. He does not like when people called him naïve. Johnny’s personality is continually shaping, and his thinking is becoming more logical than emotional. He doesn’t like showing his emotional side, he keeps it to himself now. Johnny dares to do challenges with his cousins and friends and previously he was someone who would never do that. Unfortunately, one of the reasons he changed so much was because he was being bullied. Though it was never physical but rather what he was interested in. I have seen him getting along with his friends more now that he’s trying new things and not just playing videogames.

In the end. everyone is different at this age. Many things can happen in this lifespan. In the case of my brother, this is how he is right now but, in the future, he can change more than he has right now for the good or for the worst. Different people have different challenges, and everyone solves it in their own way.

References

1. Reference Page: Martorell, G. (2013). Child: from birth to adolescence. New York, NY: McGraw-hill In-text citation: ( Martorell,2013)

This assignment will analyse the history of childhood concept including the social construction of the family. This assignment will begin firstly by describing the concept of childhood with different views, arguments and definitions from various historians and authors throughout time. The next section will give different development stages of acts, policies and laws introduced for the education and working conditions of a child from centuries ago to present times with the latter giving a closer to date information on the legalisation of the rights of a child. Thereafter the following section will talk about the health inequalities and poverty families and young people have to experience. The inequalities of health experienced by family and young people can be unfair and unjust due to the living and working situations of families in comparison to what is expected of society. The reader will discover some examples of inequalities families have to deal with and subsequently the next section will give what can be done to help families arise from impoverished conditions to better their working and general wellbeing. This section will also talk about how the impact of the minimum acceptable standard of living income can affect families to get by financially. After which a conclusion of the findings will be given at the end.

Understanding the concept of childhood

Some historians believe the notion of childhood did not develop until the mid-18th century (Pound, 2014, p144) and Aries (1982) explored the idea of childhood being under the social construction process suggesting that infants and babies were taken care of concerning their biological requirements. Aries floated the idea that once the distinction between child and adult was made like being able to look after oneself independently then you can treat the person accordingly as an adult. Historians have always argued with questions about childhood and its meaning. When you ask someone the meaning of childhood you may receive a similar or different response and in this case, whatever the answer may be, we all must acknowledge the fact that we all experienced childhood once in our lives (Mouritsen 2002. P. 37-38). Rogers (2003) argues the understanding of what a child is, and how it can be a hurdle. He further goes to explain in detail that for the most of us a child is simply a matter of physical development and size. The definitions in dictionaries for childhood is to be in the state or time of being a child; the early days for development before puberty (Merriam-Webster, 2020). McDowall Clark (2013) argues that there are differing opinions to childhood such as the time it takes for a child to be grown up, at what age they are grown up and when they can look after themselves without the help and guidance of adults. McDowall Clark (2013) also describes the definitions of childhood to be based on the perception of development and growth, indicating someone who is not complete or finished. According to Mouritsen (2002), everyone has childhood memories, knowledge, attitudes and the sensory cognitive mindsets which involves some people who desire for childhood, some who are still stuck in their childhood and others who are trying to get rid of it. Pearson schools and FE colleges (2020) explores the principles of development from birth and research has been carried out to determine the different stages of a child’s capabilities including the rate at which the child is growing up and the age at which point a child should have reached their development stage like walking alone around 18 months or smiling at 6 weeks old, which is referred to a milestone of development (Pearson schools and FE colleges, 2020). Oliver and Pitt (2010) argue the key personal milestone of development can also be referred to the development stages of an adolescent person, for example, asking permission from parents to walk to school and home independently, leaving home and school, learning to drive, having one’s key to the front door and socialising with friends without parents being around. As Mouritsen (2002) argued that we all experienced childhood once in our lives, we can perhaps find the answer to the question by looking into our childhood development stages.

Development in Policies and Legislations

Centuries ago, parents and children worked together by herding animals, cultivating crops, searching water and firewood together (Weiner 1991, p.109–10). Children also worked in factories and mines in very dangerous conditions involving long hours, chemicals and machines, which led some people to feel the damage it was causing to the health and safety of children workers (Weiner 1991, p.109–10). Inevitably, Western Europe decided to pass laws around 1830, to remove children from work and put them into compulsory schooling with the UK leading the way as one of the first European countries to specifically introduce legislation for the rights of children at work (Milne, 2008 and Weiner, 1991). Around 1870, England and Wales introduced the Education Act which made a school for five to thirteen-year-olds compulsory with the notion of trying to extend the childhood development process without the burden of work (Hoyles and Evans, 1989, Hendrick 1997, Cunningham, 1998). Although the idea of children to be removed completely from work at a very young age and put them into school decades ago may have contributed to a child’s welfare, it wasn’t until 1989 when the United Nations General Assembly decided to adopt the Convention on the legal rights of a child. In 1989, the UN convention on the rights of the Child (UNCRC) authorised by almost all countries, decided to adopt the Convention on the legal rights of a child and defined a child to be someone who is under the age of 18 unless, “under the law applicable to the child, majority is attained earlier”(OHCHR | Convention on the Rights of the Child, 1989). The convention also recognised childhood to be separate from adulthood by differentiating between adult and a child through what is appropriate for an adult may not be appropriate for a child. The convention also identifies children to be holders of their rights and development, therefore not being completely reliant upon adults or charities.

Health Inequalities and Poverty

Health Inequalities cannot be avoided as the status of our general wellbeing is determined by the differences between communities, people and groups and living in a community or society which is unfair or unjust can also contribute to health inequalities between different groups of people (Reducing health inequalities: system, scale and sustainability, 2017). Atkinson (2012) argues poverty can be the most common factor surrounding families and is defined by the department of work and pensions (2010), as living at or below 60% of the median national household income after taking out housing costs. A young person who is living in a society where they are exposed to poor health inequalities and living below the national household income also have to deal with other inequalities such as neglect, bad childhood experiences, suffering abuse, separated from parents and poverty are just some examples of the inequalities young persons have to endure (Atkinson, 2012). According to Townsend (1979) defining relative poverty is the lack of resources available to obtain different diets, lack of opportunities available to partake in activities and to live in conditions which are customary and acceptable in societies. As Townsend points out in his 1979 book, the participation in community and social life can also be the cause or effect of deprivation and that deprivation is a result of financial poverty which is the real harm. He also points out the other harms caused to families are the lack of good living conditions, diet, and access to opportunities as a result of their situation.

What can be done?

To better oneself from deprivation and inequalities one should participate in a variety of social inclusion such as leisure and cultural activities which could lead to building confidence, create networks between people and access to useful opportunities. It also helps people from different backgrounds to develop a good relationship with other people by breaking down prejudices and establishing common ground (Abrams, D 2010). Poverty should be tackled through approaches such as focusing on people, communities needs and improving the lives of those who live in that area ( Sherwood and Denty, 2017). Helping poor families to develop resources such as income will help alleviate a lot of issues facing vulnerable families. For example, a single person needs to earn £18,800 a year and each parent with two children need to earn £20,600 each, which is seen as a minimum acceptable standard of living in 2019 (JRF, 2019). The minimum standard of living will help to cover essentials such as needs and not wants as it is about what you need for opportunities and choices to happen, which will help you to relatively functioning in society (JRF, 2019). Whether the minimum acceptable standard of living is enough or not to get vulnerable families out of poverty, this approach can still be seen as someone who is headed in the right direction in particularly by helping children to progress in life.

Conclusion

This assignment began by giving various definitions from different historians and authors on the concept of understanding what a child is, such as Aries floated the idea that when a distinction had been made between child and adult, such as being able to look after oneself independently then that person can be treated accordingly and Mouritsen argued one should look into one’s childhood to discover the answer to what a child is, as we all experienced childhood once in our lives. Yes, we all have experienced childhood once in our lives and perhaps we may find the answer within our own childhood experiences to what the concept of a childhood maybe. Thereafter the assignment discussed policies and legislations, discovering over a duration of time the different Laws were passed for the wellbeing of children. During the 1800s, life for children was very difficult as they had to work in poor conditions with adults. The UK was one of the first European countries to introduce legislation for the rights of children at work and also went onto introducing Laws to make school compulsory for five to thirteen-year-olds to help children with their childhood development process. It was not until 1989 when children were respectively given legal rights to dictate their own lives instead of relying upon adults. Financial Poverty was linked to some of the health inequalities many people face as the general wellbeing of groups of people is determined by the differences between communities and people who live in a society that can be unfair and unjust. The latter part of this assignment discussed what can be done to help people from deprivation and inequalities. People living in communities that are segregated from other parts of the community by the income gap need to be helped into employment that meets the national living standards. Not only will you find those who earn the minimum acceptable standard of living to help them financially, but you will also find them to be able to participate socially and culturally. By being socially and culturally inclusive you will discover a new network of people and access to useful resources to help open up different opportunities, particularly helping children to prosper in life.

The world has never witnessed a faster increase in the number of paternity leave recently. The term “paternity leave” is the period of time offered legally for men to take a temporary break from work to take care of their newborn babies. According to research from OECD countries (2016), the paternity leave recipient rate among countries where data are available is over 50% (1). In other words, in every 100 childbirth, there are more than 50 individuals claiming that they have used paternity leave. Furthermore, many companies around the globe have presented significant paternity leave policies that help new fathers in balancing their job and childcare. Outstanding in the field is Netflix which offers unlimited parental leave for the first year that the baby is born or adopted (Heather, 2015) (2). It is important to know the impact of paternity leave on families and society in order for governments to apply appropriate policies that satisfy the needs of their citizens. This essay will examine the importance of paternity leave for men and its effect on families, culture, and gender equity in today’s world together with evidence to support it.

It has been 50 years since the first establishment of paternity leave. Gary Ackerman – a school teacher, whose daughter was born in 1969, was the first man to raise attention to leaving policies for new fathers. Gary petitioned the Board of Education for an unpaid leave of absence but end up being unapproved because the policy was only applied to women. Later that year, he successfully sued the Board and got the right of either parent to receive unpaid leave for childcare (“Gary Ackerman”, n.d) (3). Since then, many countries around the globe have enacted policies to support paternity leave. According to the figure given by the International Labor Organization (2014), paternity leave had been taken in 79 countries, making up 47% out of 167 countries for which dates are available (4).

The utmost important aspect that paternity leave affects is undoubtedly family value. It deeply and directly benefits the bonding, relationships, health, and even the development of each family member.

Paternity leave-taking is widely believed to be greatly beneficial for infants by encouraging the father’s engagement (Richard J. Petts, Chris Knoester, and Jane Waldfogel). The research of four OECD countries ¬(Australia, Denmark, the United Kingdom, United States) has illustrated that fathers leaving for 2 or more weeks have a tendency to present more involvement in childcare activities than others. Furthermore, it has also found a strong relationship between the father’s leave, the father’s involvement, and the father-infant bond (OECD library)(3). Meanwhile, Richard J.Petts, Chris Knoester, and Jane Waldfogel have undergone a study in 2019 on 1319 families, largely socioeconomically disadvantaged, which indicated that leave-taking, is positively associated with father-child closeness, and father-child communication(3).

There is evidence to indicate that paternity leave has a positive impact on women’s mental and physical status. According to the World Health Organization, 13% of pregnant women suffer from a mental disorder such as depression. Moreover, the percentages have increased in developing countries, reaching almost 20% for after-birth depression. There was also a 14 percent decrease in hospitalizations or visits to a specialist(4)(Petra Persson and Maya Rossin-Slater). Furthermore, the study showed that the effects on health are greater for mothers with a pre-birth medical history, who may be particularly vulnerable in the first months after giving birth.

Surprisingly, fathers’ parenting in the first few months after birth remarkably improves children’s cognitive development. Among Sid Kouider and his colleagues’ research in 2017 which proved that children’s accumulative consciousness had appeared since infancy(5), Vaheshta Sethna, Emily Perry, and Jill Domoney also pointed out that children taken care of by their fathers during the first 2 years in their lives scored higher on the Mental Development Index (MDI). Therefore, the involvement of fathers in the beginning stages of children’s lives is undeniably necessary for their mental abilities(6).

Another essential role of paternity leave is preserving marital stability. The satisfaction of the parents after the arrival of the first baby usually declines (7) ¬(Zach Brittle, 2015) due to the stress and depression born by the overloaded amount of work and responsibilities, which sometimes leads to divorce. The key to solving the problem lies in the replacement of conventional and counter-conventional arrangements with egalitarian ones (8) (Richard J.Petts, Daniel L. Carlson, and Chris Knoester, 2018). This not only helps the parents to achieve work-life balance but also builds a close bonding within the families which helps to stabilize the marital status.

It is undeniable that gender equity is not facilitated, even in families or in the labor market, unless paternity leave for fathers is promoted.

According to Eurofound in 2015, women still spend more time on care and housework than men under the same workplace conditions: while full-time working women spend approximately 19 hours per week, the figure for full-time working men is only about 10 hours(9). So the use of paternity leave enables fathers to learn how to co-parent with their partners and set parenting expectations. Furthermore, dividing domestic tasks in a convenient way for both parents can reduce the mothers’ participation in parental tasks, which affects the quality of at home and leads to an improvement in work-life balance(10) (COWI 2008; ILO 2014).

The uptake of leave by fathers also narrows the gender gap in the workplace. ‘Child penalty, a term used to describe the women’s tendency of returning to part-time jobs, which are lower paid and offer fewer opportunities after they have babies, occurs regularly(11) (Thévenon & Solaz 2013). An increase in fathers’ leave for parental tasks can reduce the ‘child penalty’ by allowing mothers to return to full-time jobs and greatly contributes to equalizing the effect of the child penalty between parents.

“Women should be more concerned about their family than about their career”, this attitude toward gender roles has been transmitted through generations. The image of a stereotypical housewife can now be changed thanks to the policies of paternity leave. As fathers are taking care of the child and do household chores more frequently on their leave, the gender role model will be more flexible. Women nowadays can balance the amount of time they spend with family and their careers better and do not have to sacrifice their societal role like before. According to a discussion paper from Ulrike Unterhofer and Katharina Wrohlich (2017), the effect of paternity leave policies in many countries shows a potential side in changing the attitude toward the gender role in the family (5).

In conclusion, paternity leave is a vital policy for men because of its wide effect on many perspectives in life. Bringing out the utmost value of families, balancing gender equity, and changing the stereotype of gender roles are some of the influences of paternity leave on society. The right to have paternity leave must be taken into consideration in every county due to its importance and impact on society and families as a whole.

Children are the most important entities not only in the life of parents but also in the life of society and the state to a larger extent. Even before a child is born, his parents have certain notions about what their dream child will be like and the kind of. This study is an endeavor to study the impact of the home environment on academic achievement with the objective to find out the academic achievement of twelfth-grade students in relation to their home environment (parent-child relationship). The descriptive survey method was followed. The research tool used for obtaining the data for the present study was the parent-child relationship scale’ by Dr. Nalini Rao. A correlation of coefficients of High, Average & Low academic achievers with parent-child relationships was found. A high and positive relationship between high academic achievers but a low and positive correlation (0.31) was in the case of low academic achievers.

Key terms used in the study: Academic achievement, Home Environment

Introduction:

Children are the most important entities not only in the life of parents but also in the life of society and the state to a larger extent. Even before a child is born, his parents have certain notions about what their dream child will be like and the kind of. The influence of the home environment is transmitted to children in many different ways. The importance of home as a factor influencing school learning is undeniable. Hence, investigating the impact of the home environment on academic achievement may be brought under the fabric of the parent-child relationship.

The objective of the study:

To find out the academic achievement of twelfth-grade students in relation to their home environment (parent-child relationship).

The hypothesis of the study:

There is a relationship between the academic achievement of twelfth-grade students and their home environment (parent-child relationship).

Key terms used in the study:

1. Academic achievement: Academic achievement refers to knowledge attained or skill developed by pupils, usually in the school subject, measured by marks assigned or by test scores by the teacher.
2. Home Environment: By home environment, it is meant the sum total of the facilities available in a family in the light of children’s needs. But in the present study, the home environment includes the parent-child relationship which means the characteristic behavior of parents as experienced by their children.
3. Methodology: In the present study, the descriptive survey method was followed.

(a) Sample- Fifty students of the twelfth grade of different senior secondary schools of Karnal city were taken as samples for the present study. The present study was limited to 10 senior secondary schools in karnal city. The study was further delimited to the academic achievement of twelfth-grade students in relation to their home environment. The home environment here is confined to the parent-child relationship in terms of parental attitudes as perceived by the children.

(b) Tool: The research tool used for obtaining the data for the present study was the parent-child relationship scale’ by Dr. Nalini Rao. The tool contains 100 items categorized into ten dimensions, namely, as follows:

• Demanding (Dem.)
• Indifferent(Ind.)
• Loving (Lov.)
• Neglecting(Neg.)
• Protecting (pro.)
• Rejecting (Rej.)
• Symbolic reward (SR) and object reward (OR)
• Symbolic Punishment (SP) and object punishment (OP)

Items of the scale are arranged in the same order as the dimensions and they rotate in a cycle through the scale. Each respondent scores the tool for both father and mother separately.

Data Collection:

A sample of 50 twelfth-grade students from the different senior secondary of karnal city was selected for the present study. Data was collected through a parent-child relationship scale.

Statistical techniques:

Data collected and further tabulated were statistically analyzed through the following techniques:

1. Frequency distribution
2. Product Moment Correlation

Main findings of the study:

Correlation of coefficients of High, Average & Low academics achievers with parent-child relationship (Table 1)

A high and positive relationship between high academic achievers but a low and positive correlation (0.31) was in the case of low academic achievers.

Ten parent-child relationship dimensions on a five-point scale ranging from ‘Always to ‘very rarely’ among high achievers, average achievers, and low achievers.

• Protecting – Protecting subscale scored high on the family relationship scale for an almost overwhelming percentage of respondents.
• Symbolic punishment – ‘Symbolic punishment’ did not score relatively high in favor of high & average achievers as compared to low achievers.
• Rejecting – Date highlights the difference among students, regarding their perception of parental rejection towards themselves.
• Object Punishment – Data shows that 9.3% of low achievers were in ‘Always’ as compared to 4.8% of high & 4.0% of average achievers.
• Demanding – Data shows not high & average achievers’ parents were not of a ‘demanding’ nature while low achievers were of the opposite opinion regarding their parental behavior. This may be the only reason for the low correlation coefficient in the case of academically low achievers.
• Indifferent – A low percentage of low achievers (902%) were under the category of ‘Very rarely. While 25.3% of high achievers were under very rarely.
• Symbolic Reward – A remarkable difference in the percentage of various academic achievers (40.8% high, 29.11% average, 11.8% low) under the ‘Always’ Category.
• Loving – Scores on the ‘Loving’ subscale were found to be slightly weaker in the case of low achievers which gives a clue to the low correlation between the two variables.
• Object reward – Most of the respondents were in the category of ‘Rarely’ less percentage of high average achievers were under one category of ‘Very rarely’ while 13.3 percent of low achievers were under ‘very rarely’.
• Neglecting – A very low percentage of low achievers (10.9%) fell under the category of ‘Rarely’ than their counterparts (33.5 and 34.6% high and average achievers, respectively).

Educational implications:

The educational implication will concern with the working out of an action plan for a better parent-child relationship what has been presented and discussed in the text of this study covers the existing situation, that is, what is? But winding up the study at this stage will lead to an impression that the facts have been collected, analyzed, and interpreted. Therefore, what is needed to explain the likely use of the findings of this study? Awareness needs to be inculcated among the parents about the importance of a congenial home environment, i.e., parent-child relationship for improved academic achievement of their wards. There is a zest of the study to the parents, that it is not important “how much” time they are spending with their wards, but important is” how” they are interacting with them.

References:

1. Rao, Nalini. 1989. Manual for Parent-Child Relationship Scale.
2. Singh, S.K. 1997.Dictionary of Education.Vol. I,p.4.
3. Swahn.1982. Quoted by Reymond, D.; Boisdum, Bucher, P. and Kruger, H.H.1993. The modern family has everyday negotiations, and continuities, and this continuity in parent-child relations. Childhood,87-99.
4. Steinberg, Larence; Elmen, Julie, D. and Mounts, Niass. 1989. Authoritative parenting psycho-social maturity and academic success among adolescents. Child Development, 60: 1424-1436.

Introduction

Literature has the power to transport us to different worlds, cultures, and perspectives. In this comparative analysis, we will explore the works of two renowned Japanese authors, Matsuo Basho and Yasunari Kawabata, and their respective haiku poems, ‘Firefly Hunt’ and ‘Red Cranes.’ Through a detailed examination of these poems, we will uncover the similarities and differences in their themes, imagery, and emotional impact.

Themes

‘Firefly Hunt’ and ‘Red Cranes’ both capture elements of nature and reflect the authors’ deep appreciation for the natural world. ‘Firefly Hunt’ celebrates the enchantment and transience of summer evenings, emphasizing the beauty of fireflies and their ephemeral glow. The poem invites us to contemplate the fleeting nature of life and the importance of cherishing the present moment. On the other hand, ‘Red Cranes’ explores the theme of longing and loss. The cranes, symbolic of grace and freedom, evoke a sense of nostalgia and yearning for something beyond reach. The poem delves into the bittersweet emotions associated with longing for what is lost or unattainable.

Imagery

Both poems employ vivid and evocative imagery to immerse the reader in the natural settings they depict. In ‘Firefly Hunt,’ Basho’s imagery paints a picture of a tranquil summer night, with phrases such as “silently in the shadows” and “luminous flashes” conjuring the ethereal beauty of fireflies dancing in the darkness. The imagery captures the quietude and magic of the scene. In contrast, Kawabata’s ‘Red Cranes’ utilizes delicate and elegant imagery, describing the cranes as “scarlet gossamer” and “long, slender limbs.” The imagery evokes a sense of grace and fragility, highlighting the delicate balance between beauty and vulnerability.

Emotional Impact

‘Firefly Hunt’ and ‘Red Cranes’ evoke distinct emotional responses in the reader. Basho’s poem exudes a sense of wonder, serenity, and appreciation for the fleeting beauty of nature. It invites us to contemplate the transient nature of existence and find solace in the present moment. The poem’s simplicity and gentle rhythm contribute to a sense of calm introspection. In contrast, ‘Red Cranes’ elicits a more complex emotional response. The longing and yearning expressed in the poem resonate with a deeper sense of melancholy and a yearning for something beyond reach. The imagery and language evoke a sense of longing and nostalgia, leaving the reader with a lingering sense of wistfulness.

Cultural Context

Both ‘Firefly Hunt’ and ‘Red Cranes’ are deeply rooted in Japanese culture and aesthetics. Basho’s haiku reflects the essence of traditional haiku poetry, emphasizing brevity, simplicity, and capturing a fleeting moment. It embodies the principles of Zen Buddhism, emphasizing mindfulness and the appreciation of nature’s beauty. Similarly, ‘Red Cranes’ draws on traditional Japanese symbolism and themes, such as the symbolism of cranes representing longevity, grace, and transcendence. The poem resonates with the concept of mono no aware, the Japanese appreciation for the impermanence and transience of life.

Conclusion

In conclusion, the comparative analysis of ‘Firefly Hunt’ and ‘Red Cranes’ reveals the shared appreciation for nature and the transient beauty of life present in both haiku poems. While ‘Firefly Hunt’ celebrates the enchantment of a summer evening and the importance of embracing the present moment, ‘Red Cranes’ explores themes of longing and loss, evoking a sense of nostalgia and yearning for what is unattainable. Through their use of imagery and emotional impact, both poems invite readers to reflect on the beauty of the natural world and the complex emotions it stirs within us. By understanding the similarities and differences between these two works, we gain a deeper appreciation for the rich tapestry of Japanese literature and the enduring power of haiku poetry.

This paper will propose a worldwide approach to child abuse. There are many types of child abuse such as sexual abuse, emotional abuse, physical abuse, etc. Neglect is the most common form of child abuse. Psychological abuse includes verbal abuse, humiliation, and acts that terrorize a child. This paper will discuss the effects of child abuse, There are many child abuse cases all around the world. Those who are victims of child abuse are going to be affected in these domains of development: Physical, psychological, emotional, behavioral, and social. Most of the time the victims of child abuse would end up as criminals not just that but even do the same to their kids. The parents, relatives, or caregivers have failed to provide warmth, supervision, encouragement, love, and affection, etc. Besides all this, there are cases where a victim of child abuse would take their own life. Child abuse can be avoided and the outcome is that a child will start developing depression, develop substance abuse later on as an adult, and other behavioral problems growing up. Abused children are most likely to end up in criminal behavior and develop psychological disorders. This paper will talk about solutions, In many states there is an organization made called the (CPS) Child Protective Services. This organization is responsible for assessment, investigation, and interventions regarding a child who is abused and neglected and helps find a better home where the child can be safe and get the right care that they need.

Child Abuse Worldwide

Now during this time with the COVID-19 pandemic happening, everyone is behind closed doors. According to Cheeseman, during the pandemic, as we have told you before some issues are going unreported, and children could be stuck in a house with their abusers all day. It was decreasing over the past few years, but it seems to have increased more now because of the outbreak of COVID-19. 2019 we saw a 4% increase. 2020 we had a 15% increase. All around the world, children who are poor, born differently, unwanted children, and even female in some cases are all vulnerable to maltreatment. Child abuse is a larger problem than anyone could think of and it can happen anywhere.

An estimated 1 billion children aged 2-17 years experienced physical, sexual, emotional, or multiple types of violence. Even a quarter of all adults today can report that they have been physically abused and in most cases, one in five women and one in 13 men can report having been sexually abused as a child. The effects of child abuse can last for life. As reported by Gilbert (2009) studies have consistently shown that maltreated children have lowered educational achievement than other groups of children.

Child abuse and neglect refers to any behavior that is done by parents, caregivers, relatives, etc. and it entails a substantial risk of causing physical and emotional harm to a child and other adolescents. Whether it is intentional or unintentional. Hunter (2012) A child who has experienced abuse or neglect has few protective factors like relationships with extended family and friends. Once more, the types of child abuse and neglect are physical abuse, emotional maltreatment, neglect, sexual abuse, witnessing family violence, etc.

Child neglect is when the parent of a child or the caregiver, does not give the right care and support needed for a child’s health, safety, and well-being. Sexual Abuse occurs when an adult or caregiver uses controls a child for sexual purposes or even involves them in sexual acts. 20.7% of adult report being sexually abused back in their childhood. Emotional Abuse is when a parent harms a child’s mental and social development or causes severe emotional harm. This is a pattern of behavior that causes damage over time. 10.6% of adults report being emotionally abused as a child.

However, not all children are exposed to similar experiences of abuse and neglect and are sometimes not affected in the same way as others. Risk factors that can contribute to poor outcomes for children exposed to abuse and neglect include social economic advantage, social isolation, caregiver with depression, or alcohol or drug dependence, especially when the child has a disability.

According to Haskett (2006), Critical factors that fluence the way that child abuse and neglect affect children and young people include the frequency and duration of maltreatment and the co-occurrence of multiple forms of maltreatment. There are different types of maltreatment and it is suggested that they are interrelated, meaning that a large proportion of children and adolescents who experience childhood abuse or neglect are exposed to more than one type of abuse.

In child maltreatment bullying and assault by a peer can often be found and are forms of victimization. Evidence suggests that the younger the child was at the time of maltreatment, the more likely they are to experience problems later in life and the higher the likelihood of negative outcomes. There are serious effects on developing the brain when there appears to be trauma that is caused by experiences of child abuse and neglect. The brain develops over time and through interaction with the environment, but in some cases, children who experience child abuse are socially isolated. As reported by (NSCDC,2007) Chronic, toxic stress of the sort experienced by maltreated children, particularly in the absence of consistent, supportive, and interactive relationships with adult caregivers, has been found to have an especially deleterious effect on young children ‘s growing brains. Exposure to chronic trauma can result in persistent psychological problems.

Most of the time child abuse victims are diagnosed with (PTSD) Posttraumatic Stress Disorder, which occurs when people have seen or experienced a traumatic event, serious injury, or sexual violence, but this diagnosis does not fully cover the overall effects of persistent child abuse and neglect. Instead, victims of child abuse would experience the following: attention deficit hyperactivity disorder, oppositional defiant and conduct disorders, substance disorder, anxiety, mood, psychotic, and adjustment disorder. The most common problem that the victims would go through is mental health problems, depression, and anxiety disorders. Also eating disorders, victims can be anorexic. As stated by Miller and Renshaw (2013) abuse and neglect increase the risk of suicidal ideation and attempted suicide for young people. In this case, sexual abuse and emotional abuse might be more important than physical abuse or neglect. It associates with the feeling of shame and the feeling of being self-shamed and blamed.

The psychological effects of child abuse and neglect may lead to substance abuse like alcohol and other drug problems later on as they grow up. According to Moran (2004), Evidence suggests that all types of child maltreatment are significantly related to higher levels of substance abuse like tobacco, alcohol, and illicit drugs. Child abuse and neglect are associated with behavioral problems, the earlier a child is maltreated or treated cruelly, they are going to develop behavioral problems in adolescence. In addition to feeling pain themselves, it increases the risk of inflicting pain on others around them and develops anger issues or behaviors in adolescence. In agreement with Bradford (2004) Abused and neglected children were 11 times more likely to be arrested for criminal behavior in adolescence.

Teen pregnancy another result of sexual abuse can be an adverse consequence and no doubt that it was associated with abuse and neglect. Research has linked teenage pregnancy with experiences of sexual abuse. A study by Fergusson and colleagues (1997) increased rates of sexually transmitted diseases, and higher rates of multiple sexual partnerships and appeared to be more vulnerable to further sexual assault and rape. Another case is being homeless, the child who is experiencing violence at home would rather live out and seek support than stay home where family violence is present. The World Health Organization (WHO) estimated 31,00 homicide deaths of children aged 15 or younger around the world occur every year. For a fact, there are a large number of deaths caused by abuse and neglect that are not reported due to falls or insufficient investigations. According to Gilbert (2009), Many research studies are unable to control for other environmental and social factors, which makes it difficult to rule out influences such as socio-economic disadvantage, and social isolation when associating maltreatment with negative consequences for children and young people.

It is important for a child ‘s early emotional and social development to have a primary source of safety, protection, and comfort. When there is no support and protection the child will find it difficult to trust others when in distress, which leads to a persistent experience of anxiety or danger. It damages a child ‘s ability to communicate and interact with others and form healthy relationships throughout the child ‘s life. According to Bacon and Richardson (2001), Reviews of the literature have reported that child maltreatment is associated with problematic peer relationships in childhood and adolescence. The difficulties in peer relations may be an antecedent to difficulties in romantic relations. Strong associations like CPS Child Protective Services have been made between child maltreatment and learning difficulties and poor academic achievement. Abuse and neglect in the early years of life can seriously affect the developmental capacities of infants, especially in the critical areas of speech and language. (Wolfe, 1999)

Moreover, studies have consistently shown that maltreated children have lower educational achievement than other groups of children. Veltman and Browne (2001), 31 of 34 studies (91%) indicated that abuse and neglect are related to poor school achievement and 36 of 42 (86%) indicated delays in language development.

There was a young child named Martina, born into a Catholic family that had limited English Skills and were heavy drinkers. The father abuses the children while the mother does not try to stop it. One windy day, rubbish had flown up in the air and hit a nun on the head, and decided that Martina was to be punished. Martina was sent to Father Gregory and as they were alone he sexually abused her. She later confessed to the incident about the rubbish and Gregory told her that what happened between them was her punishment. Little did she know even her two close friends were also sent to Father Gregory. Martine could not tell her parents about the abuse because they were often drunk and abusive themselves. The abuse continued until Martina left high school, as an adult she became restless and she had difficulties trusting people and had problems with intimacy. She suffers from insomnia and has been prescribed sleeping pills to sleep every night. Martina even tried to commit suicide on numerous occasions. She had never sought compensation or an apology for her abuse because she couldn ‘t see what good it would do to her.

There are many steps to overcome and prevent the effects of child abuse and even stop it from happening in the future. The earlier it is to identify a child or adolescent of child abuse can keep the child safe and provide the right care to solve behavioral problems and other issues that the child may experience growing up from what they went through. If a child has signs of serious injury or changes in conscience it is important for the child to seek medical care. Another solution is Psychotherapy, which can help a victim of child abuse to trust again, learn normal behaviors and relationships, and boost their self-esteem. Not only can psychotherapy help the victim of child abuse, but it can help the abuser. For instance, a parent who abuses their child can take psychotherapy to learn the roots of abuse, learn healthy parental strategies, and cope with life ‘s inevitable frustrations so that they don ‘t have to take the problem out of their child and instead build a stronger relationship between the child and the parent. Considering all of this, Child abuse is an international issue that must be dealt with. Although it cannot come to an end, it can be treated with the right medical assistance or psychological therapy.