My Virtual Child Paper
My virtual child is Sooah. I was worried at first about the idea of simulating a virtual child development project as I had inadequate experience dealing with children. Nonetheless, as time progressed, I began seeing the significance of parents understanding a child’s development needs and responding appropriately. It evoked a desire for me to get to learn more not only for the sake of coursework but also for my future engagements. In this paper, I will review my journal as I try to understand the effects of the authoritative type of parenting style that I used.
I adopted the style because I was fascinated by the idea that it places the child at the center of parents’ actions. I believe that an analysis of the work will reveal a goodness of fit between my actions and the changes in my child’s development.
At eight months, Sooah spent most of his time studying my face. By the time 19th months were ending, he had begun doing repetitive exercises. These behaviors form a reflection of Piaget’s Sensorimotor cognitive development stage as discussed in coursework. The child learns by engaging in motor activities or deciphering sensory impressions (JRank 1).
Past two years of age, he had begun learning from environmental events by way of manipulating images and symbols. For instance, at 2 ½ years a neighbor’s cat had scratched him painfully that he swore never to go back there even though he still liked the neighbors. Apparently, he had deciphered the incidence as something undesirable that should be avoided by keeping away. This phase is also the Preoperational Stage of Piaget’s cognitive stages. That is, it is a point in time where Sooah understood his environment by representing events as objects (JRank 1). By 5th grade, he was already a top performer in mathematics with his overall performance surpassing that of his average peers. Such a stage where there is operation ability albeit about concrete external objects rather than ideas is the fourth stage or Operational Stage (JRank 1).
Between 8 to 19 months, Sooah was very attached to me and would not permit other people to hold him for much longer. His active and feisty temperament made him fearful of new situations and people (Cherry 1). Even so, the level of attachment between him and my partner was more intense as compared to the one he had with third parties. Past 2 ½ months, Sooah began developing a liking for other children and would often join them in play activities. Beyond three years, his communication and language skills had improved making it easier for him to socialize freely at home and school. By ten years of age, he was very popular and active at school with a particular interest in visual aspects and basketball. Bolby and Ainsworth argue that the strong parent-child attachment is attributable to the proportion of time that is spent together explain these developments (Cherry 1). It explains why the more Sooah spent time with …