There are three components of morality, namely; affective, behavioral, and cognitive. The affective component of morality entails feelings of empathy, guilt, and pride when one is doing something. Simply put, the affective state informs the action(s) of the doer. The psychoanalytic theory expounds on this component of morality. The behavioral component of morality is based on our environments. The way we interact with others affects how we will act when faced with a moral decision. The social learning theory focuses on this aspect of moral development. Lastly, the cognitive component of morality is as a result of one’s understanding of right and wrong. Multiple social cognitive roles focus on this element of morality (Santrock, 2015).
Multiple theories including the operant and social learning theories, cognitive developmental theory, and psychoanalytic theory. Operant learning theory essentially argues that an individual’s morality is based on his or her history of punishers and reinforcers alongside other aspects. The psychoanalytic theory hypothesizes that morality is based on close interpersonal relationships during the formative stages. Lastly, the cognitive theory is contends that morality develops based on one’s understanding of other problems that need solutions (Santrock, 2015).
Summary of the cognitive, social, and biological influences on gender development and their interactions
Multiple biological theories have been proposed to explain how gender development comes about and one of them is evolutionary psychology. Evolutionary psychology theory bases gender development on ancestral programming. Male aggressiveness, parental investment in offspring, reproductive considerations, and mate preferences are some of the biological influences on gender development. Social influences are basically interpersonal. They operate familially and in peer settings. Cognitive influences on gender development are essentially based on the process of problem-identification (Santrock, 2015).
Biological, social and cognitive influences help with gender development. They all collectively inform the gender conception of an individual. They are therefore related to each other in that aspect.
Four types of parenting styles and personalities of children who experience them
The four main parenting styles are authoritarian, permissive, neglectful, and authoritative. Authoritarian parenting is also referred to as strict parenting. Parents with authoritarian style of parenting are demanding and set rules which they expect to be followed without question. They leave very little chance of being second-guessed and expect their children to follow everything they say with little to no dialogue. While rules are important in raising healthy children, authoritarian parenting can result in children who are shy, have low self-esteem and have difficulty in socializing. A permissive parent on the other hand is excessively indulgent. Such parents are often responsive and don’t have rules. They try as much as possible to avoid conflicts with their children. Though this parenting style is loving and homely, most children who experience it often end up lacking self-control, social skills, and discipline because of the lack of structure. They may also end up becoming egoistic. A neglectful parent is one who does very little to care for his or her child. This style of parenting has a damaging impact on children. Such children often end up being insecure, and unable to form close relationships. Authoritative parenting style is considered the best. Authoritative parents set expectations, give support, and a listening ear to the needs of their children. Children who undergo this style of parenting often end up becoming functional adults with great prospects of leading successful lives (Santrock, 2015).
Devices Appropriate for Early Childhood Consumption
The digital landscape has grown rapidly over the last few years. Nowadays, more and more children have access to devices that previous generations did not have. Televisions, smartphones, tablets, and phones are now more common than they were a few years ago. Devices especially those with access to the internet are not appropriate for childhood consumption. Multiple studies have reported significant links between media consumption and low educational outcomes, alcohol abuse, substance abuse, sexual behavior, and obesity. Higher media consumption has also been linked to increase in aggression and violence. Lastly, there is the issue of screen time becoming a habit. When a child starts consuming media at a young age, he or she will find it difficult to cut back on screen time when they are older. Offline access to devices with educational software and games is obviously a positive thing but it should also be limited to less than an hour a day to let the child to interact with others and gain socio-cognitive skills (Santrock, 2015).
Reference
Santrock, J. (2015). Essentials of life-span development
(4th ed.). McGraw-Hill Higher Education.
