About Adoptee Rage

Statistics Identify large populations of Adoptees in prisons, mental hospitals and committed suicide.
Fifty years of scientific studies on child adoption resulting in psychological harm to the child and
poor outcomes for a child's future.
Medical and psychological attempts to heal the broken bonds of adoption, promote reunions of biological parents and adult children. The other half of attempting to repair a severed Identity is counselling therapy to rebuild the self.

Sunday, May 17, 2015

Exploring Childhood of Biological Offspring

ADOPTEE RAGE!
Exploring Childhood of Biological Offspring

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Childhood is the age span ranging from birth to adolescence  According to Piaget's theory of cognitive development, childhood consists of two stages: preoperational stage and concrete operational stage. In developmental psychology, childhood is divided up into the developmental stages of toddlerhood (learning to walk), early childhood  (play age), middle childhood (school age), and adolescence (puberty through post-puberty). Various childhood factors could affect a person's attitude formation.


The concept of childhood emerged during the 17th and 18th centuries, particularly through the educational theories of the philosopher John Locke  and the growth of books for and about children. Previous to this point, children were often seen as incomplete versions of adults.

Age ranges of childhood

The term childhood is non-specific and can imply a varying range of years in human development. Developmentally and biologically, it refers to the period between infancy and adulthood. In common terms, childhood is considered to start from birth. Some consider childhood, as a concept of play and innocence, ends at adolescence. In the legal systems of many countries, there is an age of majority  when childhood officially ends and a person legally becomes an adult. The age ranges anywhere from 15 to 21, with 18 being the most common.

Early childhood follows the infancy stage and begins with toddlerhood  when the child  begins speaking or taking steps independently. While toddlerhood ends around age three when the child becomes less dependent on parental assistance for basic needs, early childhood 
basic needs, early childhood continues approximately through years seven or eight.
early childhood spans the human life from birth to age eight. At this stage children are learning through observing, experimenting and communicating with others. Adults supervise and support the development process of the child, which then will lead to the child's autonomy. Also during this stage, a strong emotional bond is created between the child and the care providers. The children also start to begin kindergarten at this age to start their social lives.

Middle childhood

Middle childhood begins at around age seven or eight, approximating primary school age. It ends around puberty, which typically marks the beginning of adolescence. In this period, children are attending school, thus developing socially and mentally. They are at a stage where they make new friends and gain new skills, which will enable them to become more independent and enhance their individuality.

Adolescence

Adolescence is usually determined by the onset of puberty. However, puberty may also begin in preadolescents. The onset of adolescence brings various physical, psychological and behavioural changes in the child. The end of adolescence and the beginning of adulthood varies by country and by function, and even within a single nation-state or culture there may be different ages at which an individual is considered to be (chronologically and the legally) mature enough to be entrusted by society with certain tasks.

Geographies of childhood

The geographies of childhood involves how (adult) society perceives the very idea of childhood and the many ways the attitudes and behaviors of adults affects children's lives. This includes ideas about the surrounding environment of children and its related implications. This is similar in some respects to children's geographys  which examines the places and spaces in which children live.

Play is essential to the cognitive, physical, social, and emotional well-being of children. It offers children opportunities for physical (running, jumping, climbing, etc.), intellectual (social skills, community norms, ethics and general knowledge) and emotional development (empathy, compassion, and friendships). Unstructured play encourages creativity and imagination. Playing and interacting with other children, as well as some adults, provides opportunities for friendships, social interactions, conflicts and resolutions.
It is through play that children at a very early age engage and interact in the world around them. Play allows children to create and explore a world they can master, conquering their fears while practicing adult roles, sometimes in conjunction with other children or adult caregivers. Undirected play allows children to learn how to work in groups, to share, to negotiate, to resolve conflicts, and to learn self-advocacy skills. However, when play is controlled by adults, children acquiesce to adult rules and concerns and lose some of the benefits play offers them. This is especially true in developing creativity, leadership, and group skills.
Play is considered to be so important to optimal child development that it has been recognized by the United Nations High Commission for human rights  as a right of every child. Children who are being raised in a hurried and pressured style may limit the protective benefits they would gain from child-driven play.
The initiation of play in a classroom setting allows teachers and students to interact through playfulness associated with a learning experience. Therefore, playfulness aids the interactions between adults and children in a learning environment. “Playful Structure” means to combine informal learning with formal learning to produce an effective learning experience for children at a young age.
Even though play is considered to be the most important to optimal child development,the environment affects their play and therefore their development. Poor children confront widespread environmental inequities as they experience less social support, and their parents are less responsive and more authoritarian. Children from low income families are most likely to have less access to books and computers which effects their development as they do not have access to resources that would enhance their development.

Children's rights are the human rights of children, with particular attention to the rights of special protection and care afforded to minors, and provision of basic necessities. Children's rights are not respected in all countries. Globally, millions of children are subjected to exploitation, including deprivation of education, child labor, forced military service, or imprisonment in institutions or detention centers where they endure poor conditions and violence

Sociology of childhood

The values learned during childhood are important in the development and socialization of children. The family is considered to be the agency of primary socialization  and the first focal socialization agency.
The child as a social actor: This approach derives from youth sociology as well as ethnography. Focusing on everyday life and the ways children orient themselves in society, it engages with the cultural performances and the social worlds they construct and take part in. Theory and research methodology approach children as active participants and members of society right from the beginning. Thus they are neither analyzed as outsiders to society nor as merely ‘emergent’ members of society. Therefore, the sociology of childhood distinguishes itself from the established concepts of socialization  research and developmental psychology  of the last decades.
The generational order: The second approach centers on socio-structural and socio-theoretical questions concerning social equality and social order in a society, which categorizes their members by age and segregates them in many respects (rights, deeds, economical participation, ascribed needs etc.). These issues can be summarized under the overall concept of thegenerational order. Thus the categorization of societal members by age is far from being an innocent representation of natural distinctions, but rather a social construction of such a “natural truth”. It is, therefore, a relevant component of social order and deeply connected to other dimensions of social inequality. Social and economic changes and socio-political interventions thus become central topics in childhood sociology. The analysis of these issues has increased awareness of the generational inequality of societies.
The Hybridity of Childhood: This discussion is more critical (though not dismissive) of the social constructionist approaches that have dominated the sociology of childhood since the 1990s. More open to materialist perspectives, it seeks an interdisciplinary path that recognizes the biological as well as the social and cultural shaping of childhood and holds open the possibility of an interdisciplinary Childhood Studies emergent from current multi-disciplinary efforts. Representatives of this trend include Alan Prout (The Future of Childhood: towards the interdisciplinary study of children, 2005, as well as younger scholars such as Peter Kraftl at the University of Leicester.

Gender and childhood

There has been much research and discussion about the effects of society on the assumption of gender roles in childhood, and how societal norms perpetuate gender-differentiated interactions with children. Psychologists  and sociologists suggest that self-gender identity is a result of social learning from peers, role modeling  within the family unit, and genetic predisposition. The sociological implications are as follows:
Peer interactions:
There are significant gender differences in the relationship styles among children which particularly begin to emerge after early childhood and at the onset of middle childhood around age 6 and grow more prevalent with age. Boys tend to play in larger groups than girls, and friends of boys are more likely to become friends with each other which, in turn leads to more density in social networks among boys. Boys also have more well-defined dominance hierarchies than girls within their peer groups. In terms of dyadic, girls are more likely to have longer-lasting relationships of this nature, but no literature suggests that girls engage in more dyadic relationships than boys. Girls are also more prosocial  in conflict situations and are better at collaborative work and play than boys. They also spend more time in social conversations than boys and are more likely to self-disclosure among their peers than boys. On the other hand, boys are more likely than girls to engage in organized play such as sports and activities with well-defined rules. One theory suggests that because of this, boys have more opportunities to exhibit their strength and skill and compare theirs to that of their peers during these competitive activities. Girls’ peer groups are characterized by strong interpersonal relations, empathy for others, and working towards connection-oriented goals, while boys focus more on asserting their own dominance in the peer group and agenda-oriented goals. 
Significant social differences also exist between boys and girls when experiencing and dealing with social stress. Boys experience more social stress among their peers than girls in the form of verbal and physical abuse, but girls experience more social stress through strains in their friendships and social networks. To deal with social stress, girls do more support-seeking, express more emotions to their friends, and ruminate  more than boys. Boys use humor as a distraction from stress and seek less emotional support within their friendships and social networks.
Family interactions:
Overall, the literature implies that the biological gender of children affects how parents interact with them. Differentials in interaction range from the amount of time spent with children to how much parents invest financially in their children’s futures. On average, fathers tend to exhibit more differential treatment than mothers, and fathers tend to be more invested in families with sons than families with daughters in terms of both time and money. However, the association of gender with father investment has been weakening over the years, and the differentials are not large. Parents tend to enroll their daughters in more cultural activities than their sons (e.g. art classes, dance classes, and musical instrument lessons), and tend to be more invested in school-related parent involvement programs for their sons than their daughters.
Sons and daughters are not only treated differently by their parents based on gender, but also receive different benefits from their parents based on gender. Parents, both fathers and mothers, may be less invested in their daughters’ higher education than their sons’ and tend to save more money on average in anticipation for their sons’ enrollment in educational institutions after high school graduation. However, this may not lead to more academic or work success for sons later in life. Parents are also more likely to underestimate daughters’ abilities in math and science while overestimating that of sons. Daughters also, on average, also do more housework than sons, which reflects gendered divisions in the workplace and household in society.
Sibling relationshipsations, show no consensus in the literature about being gender-differentiated in interactions and benefits. However, sex-minority siblings may have more difficulty receiving necessary sex-specific treatment from parents.