Morality Part 2

Next ,we have a whole host of caretakers, including father, siblings, day care, preschool, teachers and others interacting throughout the developmental stages of the infant. Without a doubt, the only consistency that exists is the inconsistency between the adults in their manner of nurturing, protecting, taking care in meeting the needs of the growing infant. Once again, all of us, have our own unique psychologically-based techniques and our idiosyncratic idea of being a caretaker. The perception of the infant is the key to its psychological emotional growth with the ability to trust or have confidence that its needs are going to be met. How much or what degree of frustration tolerance [how long is it going to take before my needs are met or resolved] is necessary for survival? Just because I cry, how long is it going to take before relief comes? Remember, frustration leads to anger. Within its psychological development, the young child now begins to initially identify with the mother and then the father figure. This means an incorporation of words, behavior, values, rules, and restrictions, standards that are exhibited or demonstrated by the caretakers. The child begins to learn when these parental figures reinforce “good” as well as “bad” behavior. What a parent likes, is often exhibited as in a smile or some verbal expression. By the same token, what a parent dislikes can be exhibited in a gentle, or not so gentle behavior. Is the motto or belief of the caretaker “Spare the Rod and spoil the child; children are to be seen not heard; do what I say, not what I do?” In any event, the child can be disciplined by a lengthy explanation while their arm is being pinched. To be sure, mixed messages and variability for identical or similar acts can be expected. Once again, there’s often inconsistency, as well as unpredictability in parental responses to good or bad behavior. Good or bad behavior is initially defined by some idea in the mind of the caretaker. These ideas very significantly, especially between males and females. Regardless, the identification occurs. Furthermore, with praise, the child experiences positive feelings. However, with parental disapproval, loss of love or some other form of punishment, the development of guilt is established. Ideally, child’s behavior is to seek out pleasure or approval from the identified and avoid bad behavior that leads to feelings of guilt. Bad behavior generally pertains to poor or inappropriate actions toward another. In other words, conscience is an internalized standard and if there is disagreeable thinking or behavior, guilt can be triggered to guide appropriate behavior. To Be Continued