Research Paper on Awareness of Positive/Negative Environments

Introduction

The experiences children have in the early life and the environment, which they are raised in, not only influence their brain functionality and structure but as well as when, and how the development instructions carried in their genes are displayed. For instance, Romens (2015), argue that a neglected child has higher chances of developing health problems in adulthood due to maltreatment that causes stress, which disrupts brain development at an early stage of human evolution. Therefore, from birth and continuing in the entire life, one's ongoing relationships and experiences influence ability of one to succeed in life, and magnitude to which they are supportive, healthy, and reactive or not. However, not all stress is unpleasant, because, with the aid of supportive adults, a child can develop a robust stress reaction system. Families, friends, teachers, and supportive gives can improve the conditions of children through the development of awareness of children background; help them reduce the source of stress, carry talks on emotions and strengthening of critical values in life.

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Children originate from diverse communities and families, which they bring along their cultural, linguistic and perspectives strengthen and weakness. Kluckhohn (2017) adds that children from different culture come with diverse learning desire and strategies. For instance, one child may have developmental delay, special needs, or disability, while another one may be facing stress that has its origin from home or community resulted from trauma, violence, neglect, or abuse. Hence, recognizing each specific need and their development experience, that will assist the concern persons to adjust their care, daily activities, and environment to reduce the level of stress for the children.

Another suggestion is to reduce the level of the possible source of stress, that will shield child directly (their stress reaction is prompted less repeatedly and powerfully) and indirectly (the adults they rely on are better able to guard and provide support to them, thus, preventing lasting arm). Meichenbaum, (2017), suggest that reduction of obstacles to families retrieving rudimentary supports, such as nutritious food, safe shelter, health care, and mental health services, emphasizing distinct attention to the needs of children during phases of severe poverty or homelessness, is one of the methods to reduce stress in children. Other methods include providing adequate funds to eliminate unpredicted loss of services, that is the genesis of pressure for both families and service providers, and, incept clear rules for suitability determination and re-certification for profits and services. Example of how applying this suggestion is through helping parents reinforce the skills they want to establish a stable and caring home environment with constant and anticipated routines.

Moreover, having emotional talks with children can support their emotional development, which can help them cope with stress. The emotional development offers a secure basis for development and learning across all realms, and the value of children's relationships and experiences in the early years are vital. Trawick-Smith and Smith, (2014), defines emotional development as a process in which the human beings identify, make sense, definite, and standardize their emotions from birth period to the later points in their life. Emotional development, therefore, enables people to concentrate on doing action in attaining their objective, because, it facilitates human beings to withstand or adjust the connection between them and the surroundings, subjective on how noteworthy that specific issue is based on their emotional awareness. Teachers and parents have a role in helping children to express their feeling, comfort them, and teach them to manage the feeling as a way of stabilizing emotional of the young ones.

Moreover, instilling vital skills to children to be able to manage stress and relationships successfully in their childhood, all human being including children faces stress at one point in life, but with the aid of necessary skill, one can cope with the stress successfully. According to Patterson (2018), these essential skills support ones' ability to concentrate, plan and attain target, adapt to changing conditions and develop impulsive behaviors. These skills can be formed into a child through conducting simple social games with child, concerned persons acting as an emotional role model.

Conclusion

However, in the course of enhancing their environment, caregivers at some point may be required to employ verbal or/ and physical touches (verbal and physical redirection). Verbal redirection is a way of handling your child's behavior by verbally expressing a command or request. Physical redirection is necessary and is more effective with younger children when their language is not as well developed (Fox, Besasie, & Fung, 2017). However, when the use of physical and verbal touches are used to reprimand a child often, there are high chances that the child will be incapable of making a connection between the harsh physical reprimand directed by the parent, and the vulnerability to the object being touched. In the Nurturing Program, it is believed that hitting, slapping, spanking, and other forms or harsh touch are abusive thus, have negative impacts in helping a child learn appropriate behaviors. Despite the common belief, that child is supposed to be canned when they do wrong.

Reference

Fox, R. A., Besasie, L. A., & Fung, M. P. (2017). Tools for Treating Behavior Problems in Young Latino Children. In Toolkit for Counseling Spanish-Speaking Clients (pp. 403-428). Springer, Cham.

Kluckhohn, C. (2017). Personality in Culture. In Mirror for Man(pp. 128-146). Routledge.

Patterson, J., Williams, L., Edwards, T. M., Chamow, L., & Grauf-Grounds, C. (2018). Essential skills in family therapy: From the first interview to termination. Guilford Publications.

Romens, S. E., McDonald, J., Svaren, J., & Pollak, S. D. (2015). Associations between early life stress and gene methylation in children. Child development, 86(1), 303-309.

Trawick-Smith, J. W., & Smith, T. (2014). Early childhood development: A multicultural perspective. Upper Saddle River, NJ: Pearson.