How to Discipline Child without Feeling Guilty - Literature review Example

Running Head: DISCOURSES OF CHILDHOOD AND DEVELOPMENT Critical examination of message in three articles: Baruch (1949): New Ways in discipline; Siberman (1980): How to discipline without feeling guilty; Dobson (2004): The new strongwilled child. Your Name Course Information Professor Information Date Due Introduction This paper seeks to investigate a child’s daily life with a goal of comprehending childhood and the experience of going through this part of life. The first part examines different discourse of childhood evident in Deconstructing Developmental Psychology. This will be followed by an outline of procedure followed in finding the three articles for analysis. The approach deployed in analysing the articles will be considered in addition to results and discussions. Burman (2008) asserts that discourses of childhood are critical determinants of an individual’s sense of place and position. Concisely, childhood discourses define people’s culture in terms of the past, present, and future. According to Burman (p. 69), development is a natural and inevitable process, which follows a defined route. In this case, culture does not play any role in determining development. It only informs the way development takes place. One of the approaches that have been used to demonstrate development of a child is categorizing age in terms of preoccupation that governs the age bracket. As an example, the preoccupation behind “Early adulthood” has been termed as loving and working (Bauman, p.70.). This approach has lead to segmentation of developmental description. Apart from classifying childhood discourses in relation to preoccupation, Bauman (p.71) mentioned the historical discourse. Historically, childcare was governed by moralities that were to be developed in the society. In the mid-eighteenth century to mid-nineteenth century, childcare was specifically guided by the need to develop religious morality for purposes of preparing children for death. During this period, child’s mortality rate was very high hence, parents concentrated on saving a child’s soul. It therefore implies that little attention was paid to indulgent and permissive parenting. In the wake of World War II, medicine became a dominant factor in commanding moral authority. During this period, mortality rate decreased due to improved sanitation. After medicine, mental hygiene emerged to guide on the development of morality (Bauman, p.72). This saw the substitution of hereditary inclination with behaviourist principles of childcare, where child development was guided by “regularity of habits”. Between 1930 and 1950, development of a child revolved around needs and natural development. The concepts of psychoanalysis were therefore considered critical. This means that play, emotional and physical wellness in addition to continuity of care was given priority. After the Second World War, individualism and the fun morality came into limelight. This was mainly driven by the need to forget deaths of Hiroshima and Nazi as well as the confidence and assertiveness that accompanied this period. It is therefore obvious that childcare across period varied and was mainly driven by moral authority. In the modern period of industrialization, children are viewed as people with distinct needs i.e. to be educated and stimulated. Mass schooling was introduced with a view of providing education to a child. Child labour laws have been enacted to protect the children against exploitation. The necessity to provide schooling to a child and protect them from exploitation clearly paints a child as a dependent and ignorant individual who should be cared and protected. It further demonstrates that childhood is uniform given the standardized schooling, uniformity, and coherence amongst population in rural and urban setting. This brings to light three important conclusions about childhood. First, childhood is viewed as being in relational terms with child, state, and adult. It implies that a needy and dependent child will always require guidance and indulgence of a mother. Similarly, a child has always been under strict parental surveillance must be guided by a controlling parent. Second conclusion is that children are in need of knowledge and protection. Finally, change in gender relations influences conventionalization of children. Method The procedure followed in finding the articles for analysis is a systematic study of the topic and consulting the Educational Library. In addition to the three articles, various books will also be reviewed. Websites and childcare magazines provide extensive information on childcare in different periods. Concisely, the three articles were published in different periods i.e. 1940s, 1980s, and after 2004. Successful analysis of these articles will give a correct picture of discourses of childhood and development. The three articles are: Baruch (1949). New Ways in Discipline Siverman and Wheelan (1980): How to discipline without our feeling guilty. Dobson (2004): The new strong-willed child. Analysis will entail a critical review of the position held by the three writers in their respective period. This demands an examination of thoughts regarding disciplining children. One particular component to be considered is the channel that a parent can use to discipline a child i.e. effectiveness of spanking or word of mouth. While analyzing discipline, it is necessary to explore facts behind failure of discipline. This will necessitate an inquiry into the effect of nonverbal communication and assertive behaviour. Besides, the analysis will look into the modern perception of spanking i.e. spanking seen as abuse. Results In the article New Ways in Discipline, Baruch (1949) held a view that discipline is important and children must be accorded necessary leadership and guidance. The writer observed that giving a child freedom and license is not a good approach to discipline a child since they are not strong enough to carry the responsibility. While leading a child, personality and leadership qualities are the top priority areas given that it describes the relationship between the leader and those who are being led (Baruch, p.4). Leadership is executed by word of mouth or through punitive measure like whipping and spanking. Silberman and Wheelan (1980) exemplified the great impact of nonverbal communication. When talking to a child, nonverbal communication determines how such a child receives and perceives the words (Silberman and Wheelan, p.82). Depending on nonverbal communication, one is perceived as aggressive, non-assertive, or assertive. If a child detects assertive behaviour, such a child would be in a better position to understand what is being communicated. In addition to assertive behaviours, Silberman and Wheelan (p.83) suggested a reduction in time allocated to negotiation between adults and children. The researcher proposed that excessive talk builds tension and resistance consequently leading to emotional outburst on either side. One of the best approaches is therefore to be non-verbally assertive, which prevents miscommunication and resistance. Discipline fails owing to the reason that people concentrate on actions and miss to address feelings. Baruch (p.5) elaborated that badness has two parts: act naughty and feel naughty. In most occasions, people emphasize bad actions and miss to address bad feelings within the child. Baruch (p.7) proposed that in the process of discipline, feelings and actions must be given necessary attention to prevent adverse outcome of the disciplinary process. Ability to deal with actions and feelings culminates into improved leadership and fellowship. In summary, Baruch supported a view that discipline is well nurtured in an environment where parties value assets such as listening, seeing, empathy, open mind, and accord. Dobson (2004) reiterated that there has been an increase in societal concern for health and wellbeing of a child. This has prompted some parents to classify spanking as a form of child abuse. However, disciplinary spanking falls under loving discipline and not classified as abuse. Dobson (p.126) emphasized that an important factor to take into account is the usage of spanking. The use of spanking in an environment of bitterness, anger, and uncontrolled emotion has negative impact. On the other hand, disciplinary spanking positively influences behaviour in that it deters aggressive behaviour with some children. Dobson (p.127) brought to light a strong relationship between parenting and adolescence outcomes such as aggressiveness, delinquency, and psychological wellbeing. Discussion Variability in childcare presents an opportunity to comprehend cultural context of childhood and importance attached to childhood and parenting. Elias (2000) conducted his studies in Europe with an intention of understanding parenting forms in different political structures. He developed the theory of societal management of aggression that was put into practice after feudalism through rules of conduct. These rules have assumed diverse roles in various countries and have led to formation of strata that takes into account gender and class. Changes in childcare practices over time can be acknowledged by looking at various models that discusses fluctuation in childcare practices. The first model captures the period between mid-eighteenths to mid- nineteenth century. As noted earlier, childcare in this period was motivated by religious ideas, which aimed at preparing a child for death thus parenting was nonjudgmental. Parents were more concerned with what their children would become in hereafter. Moreover, Ennew and Milne (1989) affirmed that legal status of a child was not powerful. The period after World War 1 saw the decrease in child mortality rates following improvement in sanitation due to medicine improvement. Hygiene was a guiding moral principle during this period. After medicine, mental health came into limelight with emphasis being placed on behaviourist principles of childcare, where child development was guided by “regularity of habits”. From 1930s to 1950s, childcare shifted to child’s needs and development hence the emergence of psychoanalysis. In later years, childhood was then recognized as critical period calling for care and protection. It was then viewed that education and stimulation of a child was necessary. Presently, children are viewed as people with distinct needs and rights i.e. to be educated and stimulated (Alderson, 2000). Mass schooling was introduced with a view of providing education to a child. Child labour laws have been enacted to protect the children against exploitation by the industrialist. Children Act of 2004 came into being to highlight value attached to children. Through the act, children are guaranteed health, safety, enjoyment, and economic wellbeing (Everychildmatters). The necessity to provide schooling to a child and protect them from labour exploitation clearly paints a child as a dependent and ignorant individual (Belsky, 2003). It further demonstrates that childhood is uniform given the standardized schooling, uniformity, and coherence amongst population in rural and urban setting. The Australian form of school education is standard requiring children to go through specific stages. Cultural assumptions have a strong bearing on how children develop. A literature by Newson and Newson (1970) discussed cultural assumption behind breastfeeding. According to the writers, bottle-feeding during the period between 1920 and 1930 was a way of demonstrating ability to feed and manage children using the new technology. This however changed in 1980s as the middle class gained information on the effectiveness of breastfeeding to child growth. The point here is that medicine and technology limits choices made by women consequently bringing about stigma in terms of those who fail to attain the standard of care. Conclusion This paper discussed different discourses of child development. It emerged that childhood coexist with state, family, parents, and adults. The first section of the paper is a review of assertions made by Burman (2008) that discourse of childhood and development was diverse. Whist some educators classified discourse of childhood using preoccupation of a child, others categorised discourses with respect to moralities. Evidently, the three articles exemplified parenting styles across ages. While some parents supported spanking and whipping as an accurate means of developing discipline, some disagreed stating that the approach had negative impact on a child i.e. causing harm and abuse on a child. Nevertheless, it became clear that regardless of the strategy used in disciplining a child, the aspect of usage occupies the top priority. An example given was the use of spanking in an environment of anger and resentment. This will have negative effect. It further surfaced from the articles that non-verbal communication in addition to assertiveness has the greatest influence on words communicated to a child during a disciplinary process. Reference List Alderson, P. (2000) Young Children’s Rights: Exploring Beliefs, Principles And Practices. London: Jessica Kingsley Publishers. Baruch , D. (1949). New Ways in discipline. New York: McGraw- Hill. Belsky, J. (2003). Child Care and its Impact on Young Children, Encyclopedia on Early Childhood Development. Burman, E. (2008). Deconstructing Developmental Psychology. 2nd ed. London: Routledge. Dobson, J. 2004. The new strongwilled child. Wheaton, IL: Tyndale House Publishers, Inc. Elias, N. (2000). The Civilising Process. Oxford: Blackwell Ennew, J, & Milne, B. (1989). The next generation: lives of Third World children. London: Zed Books Ltd. Everychildmatter. (n.d). Working Together to Safeguard Children. Viewed 12 August, 2012 from. http://www.everychildmatters.gov.uk/socialcare/safeguarding /workingtogether/. Newson, J. & Newson, E. (1970). Four Years Old in an Urban Community. Harmondsworth: Penguin. Silberman, M. L., & Wheelan, S. A. (1980). How to discipline without feeling guilty: Assertive relationships with children. Champaign, IL: Research Press. Read More