Child development

[grahamg]

Quote:

"Piaget and Inhelder concluded that children up to about 7 years old were egocentric – they could not ‘see’ from a viewpoint other than their own. Towards the end of the pre-operational stage, the children were more able to think about someone else’s viewpoint. Therefore, children in the preoperational stage did not have the understanding of ‘viewpoint’ yet. Older children were non-egocentric. They were able to look at the mountains as objects relating to one another, such as the larger one sometimes blocking the view of the smaller one. Older children were able to position their own viewpoint among views of others and construct mental representations of what others can see. They had the ability to co-ordinate different perspectives. Younger children could not do so. The ‘three mountains’ task provided evidence for Piaget’s stages of development. It showed that children in the pre-operational stage were egocentric whereas those in the concrete operational stage could take a different view from their own and co-ordinate different viewpoints."

Break

Parental praise patterns
• On average, 3 per cent of all parental comments to the child were praise.
• Process praise was 18 per cent of all praise and person praise was 16 per cent, showing similar proportions.

Parental praise and children’s frameworks The more process praise there is in early childhood, the more likely children (when older) will believe that putting in effort is worthwhile. There is a relationship between parents praising what a child does (process praise) and the child’s framework when older (believing that effort is worthwhile), which was as predicted (the correlation was 0.35). To test the results, researchers looked for a relationship between older children who believed effort was worthwhile (an incremental framework), as they were receiving process praise both when they were answering questions about intelligence and when answering questions about moral thinking. By looking at two different measures of motivational framework and finding a relationship with parents giving process praise in both, the conclusion that giving a person praise leads to a more incremental framework (meaning children are likely to see that effort pays off) was strengthened. The correlations found using these two measures were 0.26 and 0.29, which shows how similar they were. When researchers looked at the three different ages to correlate separately with the later motivational framework, they found correlations of 0.27, 0.21 and 0.32, again suggesting that the conclusion was robust. There was no relationship between parents giving person praise and children later showing an entity motivational framework (this time, the correlation was -0.05). Early person praise did not give fixed frameworks later in life.

Conclusions
A clear relationship was found between parents’ use of process praise and a child’s later use of an incremental motivational framework (ability being changeable). However, the study’s aims were only partly supported because the study did not find that parental use of person praise led to an entity motivational framework (ability is fixed). The researchers found that boys received more process praise than girls (boys were praised more for effort and strategy) so there are gender differences in the way each gender is praised. Also, boys tended to have more of an incremental framework than girls, which fits with the findings of other studies that girls tend to attribute failure to ability more than boys do."

https://www.scalbyschool.org.uk/seecmsfile/?id=736

https://www.scalbyschool.org.uk/seecmsfile/?id=736

 

[Phoenix]

I know there are a lot of teenagers who can only see things from their own points of view, no matter how they've been raised.

 

[Pepper]

Isn't that really old research?

 

[grahamg]

Isn't that really old research?

I'm unsure how old it is, but does it ring true regardless?

I'm sure you'll agree on the importance of giving praise anyway.

 

[Pepper]

Psychiatry/Psychology/Child development is a funny thing. No one would call themselves Freudian anymore, at least not openly. Freud is marred by what we now think of as sexism.

The researchers found that boys received more process praise than girls (boys were praised more for effort and strategy) so there are gender differences in the way each gender is praised. Also, boys tended to have more of an incremental framework than girls, which fits with the findings of other studies that girls tend to attribute failure to ability more than boys do.

The above certainly is changing. It's the parents, teachers, society in general making the changes. I do recognize it as valid from my childhood, but not from my son's and definitely not for my grandson.

 

[grahamg]

Psychiatry/Psychology/Child development is a funny thing. No one would call themselves Freudian anymore, at least not openly. Freud is marred by what we now think of as sexism.

The researchers found that boys received more process praise than girls (boys were praised more for effort and strategy) so there are gender differences in the way each gender is praised. Also, boys tended to have more of an incremental framework than girls, which fits with the findings of other studies that girls tend to attribute failure to ability more than boys do.

The above certainly is changing. It's the parents, teachers, society in general making the changes. I do recognize it as valid from my childhood, but not from my son's and definitely not for my grandson.

I did all I could to praise my daughter so I doubt she lacked anything in that regard, but whether there remains differences between the sexes, or not, I'd like to see what the research says, or whether there's a clear view, (girls do out perform lads here now, and id guess maybe the turnaround happened in about the last twenty years?).

 

[Pepper]

@grahamg
"girls do out perform lads here now, and id guess maybe the turnaround happened in about the last twenty years?"

My son turned 40. His schooling was definitely more modern than mine, without question; more equitable, more fair. I remember mine more like a prison. Change comes very slowly, generational. My grandson is seeing a place where girls, boys, ETC. are equal. That's the way it will be, his generation thinking that. At least at his educational and economic level, as well as being a city boy.

 

[grahamg]

USER=3884]@grahamg[/USER]
"girls do out perform lads here now, and id guess maybe the turnaround happened in about the last twenty years?"

My son turned 40. His schooling was definitely more modern than mine, without question; more equitable, more fair. I remember mine more like a prison. Change comes very slowly, generational. My grandson is seeing a place where girls, boys, ETC. are equal. That's the way it will be, his generation thinking that. At least at his educational and economic level, as well as being a city boy.

Oh dear you mentioned the forbidden word "equal", and now our discussion will get all outa shape as I try to explain my views on the way the word " equal" can more or less be defined, or redefined to mean whatever anyone wants it to mean!
I will try not to bore you too much, but simply looking at the performance of boys in single sex schools, I'm Told they do better academically than those in coeducational schools. Who then is being treated "equally", if educational policies decrees that for whatever reason besides their level of academic achievements, boys should be taught alongside girls? Some privately funded school remain single sex, as you may know, why would they do this if it made no difference is a further point id make in support of my argument.Last word on equality, "George Orwell"!