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Child behavior is a complex and multifaceted phenomenon that is reliant on numerous developmental factors. The mind’s growth and development are influenced by a variety of internal and external factors, all of which have a bearing on how a child reacts to a specific situation. The most comprehensive explanation, in the absence of identifiable pathology, is the psychoanalytic theory proposed by Sigmund Freud (Cherry, 2020). The theory posits that the mind is divided into three distinct levels. The first is the preconscious level, which contains elements that can be easily brought to the conscious mind, and the second is the conscious level, where memories, thoughts, and feelings reside in the present (Cherry, 2020). The final category is the unconscious mind which serves as a reservoir for urges, thoughts, and feelings that occur outside an individual’s awareness and are often unpleasant (Cherry, 2020). Freud’s argument was hinged on the premise that while the unconscious mind was largely inaccessible, the contents may surface unintentionally, as is the case in dreams and accidental slips of the tongue.
The premise that thoughts and emotions outside of an individual’s awareness can influence a child’s behavior is plausible. The expression of repressed feelings or hidden desires and memories may occur without the affected individual’s control. It is worth noting, however, that normally developing children exercise a significant degree of control over their conscious minds and are capable of intentional behavior. Based on the presented arguments, childhood behavior can be both intentional and the product of the conscious as well as the unconscious mind. While children are able to choose how to react to specific scenarios, repressed memories and feelings may impact how they behave in specific scenarios.
Reference
Cherry, K. (2020). The preconscious, conscious, and unconscious minds. Very Well Mind. Web.
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