Ashford University Nature and Childhood Development Discussion Questions
Question Description
Two Choices for this Childhood Assignment
In DISCUSSIONS, “Forest Schools: Underrated Heroes” we find that a child’s engagement with the natural world can have lifelong learning effect. Our 21st century life has been losing so much as wilderness areas become suburban landscapes and children recognize more corporate logos than the names and features of the birds and trees in their neighborhoods. For this essay consider:
1. The place of nature in a child’s life – how important should it be?
2. Nature as Teacher – what values and morals can children learn from the experiences in Nature?
3. What experiences from your life in childhood involved the natural world and how did it benefit you?
Alternatively – Moral Development in Middle Childhood is framed within the child’s capacity to learn in academic and social settings. Piaget believed children at this age were guided by the principle of immanent justice, meaning that breaking any social norm, misbehaving, or law breaking never goes unpunished, even when not addressed immediately. Lawrence Kohlberg built his construction of Moral Development Levels based on Piaget’s stage development model. Kohlberg starts with a Preconventional level corresponding to Piaget’s Preoperational stage. The Conventional Level of moral development coincides with the Concrete Operations stage and Erikson’s Industry v. Inferiority stage. The point of view between Kohlberg and Erikson is of prime consideration. If a child is engaging in bullying behavior, for example, it most probably is happening as the child feels inferior and wants to establish superiority over his peers. Bullies can socially adept at getting away with transgressions but are rarely the most academically advanced. Gender issues in terms of feeling inferior can limit one’s sense of self-worth and feelings of helplessness, e.g., girls are stereotypically not “thought” to be good at math studies. Engaging in risk taking activities as well as self imposed withdrawal from social interactions can make children feel vulnerable even in safe situations. Elementary, middle childhood can be the best years of a person’s life or the most depressing. Erikson’s psychosocial crisis model does add hope to this stage by alerting us to the potential for the child becoming the “expert” in something he/she truly holds a fascination for, or enjoys an active participation in, things that are not necessarily academic in nature. And while boys may engaged in more physical bullying than girls, girls tend to practice/experience more patterns of rejection, either inflicting rejection or suffering from it.
1. Bullying is a childhood misbehavior that is fairly an equal opportunity for most children. Though painful to admit, did you ever bully another child in your childhood? How often were you bullied in childhood? Is there a connection in the two episodes?
2. Rejection during childhood can leave one feeling worthless and “good for nothing.” It is not uncommon for a child to experience this. What can help a child feel more resilient or relieve the depression-like feeling for a child?
3. Under the current pandemic mitigation children could be suffering silently, much more than parents might realize. What ideas could be generated to help children feel more at ease and productive without feeling stressed and confined? (Videogames and television really are not doing it.)
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