We can state that having children is motivated by a variety of factors. Understanding them is challenging because the majority of them are unconscious. But when we take a step back and look at it, we can see the truths that underlie our desire to mould our child and our expectations of him.
We could be acting out of conscious rationality and emotional innocence. Perhaps subliminally, things operate differently. We may therefore become better parents by embracing the challenging aspects of parenthood.
I'll attempt to assess this matter from four different angles in an effort to build a conscious bond with our shadow.
Ironically, reading proficiency in England is lower than in other European nations where reading is learned later when considering early reading programmes.
One would not anticipate any drawbacks from starting early. There is, however, no proof that kids who start reading at age five go on to succeed academically.
On the other hand, pressuring kids to start school too early has a detrimental impact on their drive and curiosity about learning. Compared to play-based schools, children attending kindergartens where academics are prioritised report higher levels of test anxiety, lower levels of creativity, and a more negative perception of school.
We cannot expect youngsters to grow up to be successful and healthy adults if their entire life is moulded by expectations and who otherwise fear rejection. There are, of course, exceptions. It can be just as detrimental to discourage young children who approach reading with wonder and excitement as it can to force them to learn.
Children are shown a depressing puppet called "Doggy" in a research. After being split up into three groups, the kids are handed stickers to give to the puppet. The first group's children are informed that they are free to give the stickers to the puppet or keep them for themselves.
It is up to the second group to give it to the dummy or the research assistant. The puppet needs to receive the sticker from the final group.
The same kids are then given three extra stickers, which they are allowed to share as many times as they like. Consequently, it is shown that the kids from the first group to be given autonomy are the ones who share the most stickers.
Though it is the proper thing to do, it is difficult to believe that the only way to raise our children to be sharers—or virtuous in any manner—is to simply provide them option without instructing them. A fundamental desire that promotes the development of numerous virtues and abilities is autonomy.
Of course, it is impossible to discuss granting kids unrestricted freedom to behave as they like. This will have an effect that is at least as detrimental as disregarding autonomy.