Scenario 1
The behavior of the 5-year old girl can be explained using the theory of strategic reciprocity which occurs later in development and has no association with past event reciprocity (Sebastián-Enesco & Warneken, 2015). The child in the case may have assessed the opportunity to be reciprocated following their decision. The delayed satisfaction has a positive association with the ability to share. The kind of relationship is evident in the understanding that cognitive development in 5-year-olds takes the form of recognizing the difference between right and wrong. Children in this stage of development start to grasp the concept of rules and seek to follow them to please parents. However, the action of the child in the scenario indicates the contrary.
To address the child and the situation as a parent, it is crucial to have intricate knowledge of the elements of cognitive development. One element of cognitive development in relation to the case is that 5-year olds enjoy the dramatic play. This may explain the unexpected behavior to disposes the child of their toy and scream at them. The other child may have failed the cooperation test, which is maintained by reciprocating favors over repeated interactions (Sebastián-Enesco & Warneken, 2015). The actions of the 5-year old are an exhibition of extreme behavior, which for a parent, is of concern. Therefore, a parent must first talk to the child and convince them that returning the toy is good for building a lasting friendship. Also, the 5-year old must be taken for examination to the physician or psychologist.
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Disciplining the 5-year old requires a pragmatic approach. The parent is also required to exercise agility because a technique that worked the previous time may prove to be ineffective. Also, a parent may at times adopt a trial and error approach in order to ascertain the most effective method. Five-year-old preschoolers have little mastery over temper tantrums due to a limited developed impulse that makes them unable to control aggressive behavior. However, punishment is an option for use in resolving the situation. Aggression is a major rule violation that attracts automatic time-out where they are isolated in a quite-room or area. Another tactic can be taking away privileges such as the denial of a favorite toy or television for the entire day.
However, a parent should understand that prevention is the most effective strategy in disciplining five-year-olds. It is essential to have a head start by being mindful of the situations that expose the child to challenges. A child’s cognitive abilities can enable them to reciprocate in situations that require reaction or anticipation of the peer’s behavior (Sebastián-Enesco & Warneken, 2015). A parent needs to create clear rules and expectations for unfamiliar situations because children at this development stage can follow the rules. The strategy would assist the child in addressing the struggles in managing their behavior.
Scenario 2
The 13 and 15-year olds in the case are in their adolescence, one of the complex developmental stages marked by the transition to mental maturity. Teens in this age bracket show heightened cognitive activity concerning their ability to think and reason. Children in the age bracket engage in complex, logical thought processes (Murty, Calabro & Luna, 2016). They partake in abstract thinking that involves the exploration of possibilities, and reason based on known concepts to develop new ideas or questions. Teens also express different points of view by comparing or debating ideas and opinions, and show awareness of the thought process. However, parents need to recognize that cognitive development in children in the teenage bracket occurs at a different rate for each child. Besides, children develop their worldview of the phenomena. However, encountering emotional problems create challenges in the child’s ability to think. Their decision-making may also face hurdles due to the ability to determine possibilities and facts, which may lead to positive or negative outcomes (Murty et al., 2016).
The stage of adolescence can be described as that of cognitive exploration because children are experimenting with their ideas and thoughts in a manner that may be reflected in behaviors. Cognitive development may be exacerbated by social development where children seek independence from their parents and become closer to peers. Social development may lead to problems such as depression and anxiety that impair thinking. Therefore, to address the 13-year old boy, the parent needs to determine the reason why he is using e-cigarettes. Teens are vulnerable to peer-pressure, and he may be doing vapes to fit into his social group at school. The 15-year old girl may also be engaged in similar behavior, given how she reported her brother.
When dealing with such sensitive issues, a parent must be direct and credible by pointing out the behavior and explaining its consequences. However, parents must understand that despite teens’ problem-solving ability, they experience difficulty thinking about the future, which may have led to the behavior. Nevertheless, the extreme nature of the crime calls for a consequence approach to punishment. Consequential punishment applies to the 13-year old boy who should face withdrawal of cooperation and privileges. The punishment can be reinforced through communication and self-reflection to enhance the child’s understanding of the behavior and its consequences. For the 15-year old girl, the parent can engage her in discussing responsibilities and setting rules and limits. A parent can also visit the school to ascertain the source of the problem of e-cigarette smoking. This would allow collaboration with teachers to address the root cause of the vice at school.
Scenario 3
At 21 years, an individual is in their late adolescence and young adulthood, a developmental stage that the State Adolescent Health Resource Center (n.d) observed to be defined by very little normative. The stage is characterized by frequent changes in relation to many aspects of life, including family, school/work, and relationships. Nevertheless, cognitive development that occurs relates to transition into adult roles and responsibilities, including learning business skills or pursuing college or university education. Individuals in this age bracket fully understand abstract concepts and developed awareness of consequences and personal limitations. They are capable of identifying career goals and setting plans for their achievement. However, cognitive development in this stage is immensely influenced by the emotional paradigm that is manifested through enhanced intimacy skills and feelings of invincibility. The situation is further complicated by the challenges of sexual development.
In the case, the 21-year old daughter approaches and informs her mother about her decision, which reflects the transition into an adult relationship with parents. However, the daughter’s approach reflects the different state at this stage that requires renegotiating relationships with parents, developing a personal value system, and meeting the demands of mature roles and responsibility (Perron, 2018). The intense emotional and sexual development that occurs at this stage may be responsible for the observed behavior that is contradictory to the expectations of a young adult.
As a parent, it is vital to take into consideration that the person in the case is an adult, but may be vulnerable to pressures associated with this developmental stage. Therefore, consequential punishment, in this case, is inappropriate, as it would worsen the situation. Instead, the parent should help the young adult to regain focus in her life. Open communication is necessary to allow the daughter to express her concerns and reasons for taking the drastic action. It is necessary to provide choices and alternatives rather than dictating to an adult. Physical and emotional proximity is necessary while ensuring respect for privacy. Guidance, value sharing, and sexual and reproductive education and care can be useful in resolving the situation.
References
Murty, V., Calabro, F., & Luna, B. (2016). The role of experience in adolescent cognitive development: Integration of executive, memory, and mesolimbic Systems. Neurosci Biobehav Rev , 70, 46–58.
Perron, N. (2018). The four Cs of parenting: Applying key counseling concepts for raising healthy children across countries, cultures, and families. The Family Journal , 26(1).
Sebastián-Enesco, C., & Warneken, F. (2015). The shadow of the future: 5-year-olds, but not 3-year-olds, adjust their sharing in anticipation of reciprocation. Journal of Experimental Child Psychology , 129 , 40-54.
