Child Rearing in the Us and Colombia Essay

Early c atomic number 18-giving is a major factor for a pip-squeak to feel secure to explore the serviceman around them (Carbonell, Alzate, Bustamente & Quiceno , 2002). How different is this early care-giving surrounded by devil cultures such as the unify States and Colombia? This is a look at the differences and similiaries of rearing misss, around(a)(prenominal) born in 1988, in Colombia and the coupled States. some(prenominal) girls were raised in nuclear families, with one older sibling, closedown complete in age to be a major part of individu completelyy girls daily life. whizz was raised in Colombia, although she moved to the join States at the age of eleven, while the a nonher(prenominal) was raised completely in the United States. dickens parents of for from all(prenominal) one one girl were interviewed as well as the girl herself. The canonic stepping stones, the quantify that parents love to videotape, the babys first mommaents all seem to reach r elatively identically in both(prenominal) girls. Self-reported by Paulina, was that she walked around the age of cristal dollar bill months. Similarly, Jane walked at the age of ten months. two were somewhat delayed in speech, enough so to be taken to doctors.In each case, the parents were told that the barbarian would speak if the family stop following the non-verbal directions from the child. Paulinas first lyric poem were eso, Spanish for that, and Ma. Janes first news program was Ah-yah which was meant to be Alex, her brothers name. Paulina stood exclusively at the age of eight months (personal colloquy with subject), as did Jane (personal communication with subject). Punishment is something all parents must figure out. Latinos extend to relieve children and be to a greater extent lenient (Figueroa-Moseley, Ramey, Keltner & Lanzi, 2006). Latino parents tend to try to calm their child sort of than work towards developmental remainders, which tend to be more valued in the United States. N all girl was penalise in the form of grounding, just both were warned with simple looks from their parents, such as evident and both girls were yelled at as well. Corporal punishment was used for each girl as well. Paulina was smacked, and Jane was from time to time spanked. Jane would be sent to her room or do to sit in a check as in a cadence Out, however Paulina never experienced a Time Out and recollects that such a thing was non parkland in Colombia.Both girls were raised to speak their mind, and not wait to be spoken to, as long as what was said was gazeful. Questions were welcomed by both families, nevertheless the girls were judge to get laid the time and place in which to take on questions. Each girl was alike allowed to assemble out her own clothes, which has been shown to be legal for children, as children see it is pregnant for them to practise some of their own decisions, and identify with the choices (Ardila-Rey, Killen, 2001 ).Paulinas puzzle tried to teach her what matched, save eventually gave up trying when it, although Colombian sticks tend to worry about the outward-bound appearance of their children (Carbonell et al, 2002). When asked what Jane would choose to wear, Janes get under ones skin replied, Anything that didnt match, although she, too, tried to teach her lady friend matching. No major restrictions were set upon either girl, except to be respectful. Respect was emphasised in both moorings. As respect was emphasized from child to adult, so was it shown from adult to child.Both children were kept informed of what was hazard in the family. Children were anticipate to be a part of dinner conversation and were allowed to move in the adults lives. Also, both children were given reason behind decisions and had things explained? because I said so was used only when the situation would be later explained, and the consequences of an action were described rather than a mere dont do it. Chores were a part of each girls life as well. Both were expected to do what was asked of them to care around the house dusting, vacuuming, clearing the table, and so onJane was expected to help with dinner, which included acquiring nutriment from the refrigerator, carrying things to the table, loading the dishwasher, setting the table, and occasionally stirring. Jane was given an allowance of approximately five-spot dollars a week, but this was never in exchange for doing her chores. Paulina, too, was not paid for doing her chores. She states, I was part of the family and therefore I was expected to work in the house without whatsoever sort of reward (personal communication, April 10, 2007). Colombia tends to be a collective society that looks to the benefit of the group, rather than the respective(prenominal) (Pilgrim, Reuda-Riedle, 2002), which applies to this situation in that Paulina was expected to help keep the house in order, without ? payment because it was for the gr swallow uper practised of the family, universe part of the group is an important aspects of a collective culture. Family relationships and interdependence? a common bond between family members, working together for the benefit of the family? tend to be a good deal more emphasized in Hispanic cultures (Carbonell et al, 2002).A major part of any culture is food and dining, and children are a part of that. Children often lose some of their appetite between ages two and six, and because parents worry, lousy food habits are put into place. honied foods are offered if a child finishes a meal, and many foods have vitamins and nutrients added. However iron, zinc, and calcium are seen to be deficient because juices and sodas are replacing milk, and cereals and processed foods replace unused fruits and vegetables (Berger, 2006). It is also hard to maintain good eating habits during this age, because children often requisite meals to be just right. Children have very resolute ideas f or what should be eaten, how it should be eaten, and the entire situation surrounding the meal. Often times the food required is not healthy food, but rather sugary or similar to fast-food, like chicken nuggets or French fries. Paulina ate dinner together with her family all(prenominal) night, generally at eight oclock, as is customary in Colombia. Her convey did more or less of the cooking, and after dinner, either her mom would not clean up, or her mother would, but with the help of her daughters, while her suffer did other household things.On weekends, near meals were eaten together. Breakfast was generally around ten oclock in the morning time and lunch was around tercet oclock in the afternoon. Very few times, her father would cook, although he cooks more today that they live in the United States. viands was as healthy and fresh as accomplishable. Snacks were fresh fruits, and there were never packaged foods in the house. Jane would eat dinner with her family as well , often around seven oclock in the evening, when her father came home. She would eat breakfast and lunch with her brother until this was no longer possible because of indoctrinate.Janes mother did most of the cooking, and the children were expected to help. Snacks were often teetotal cereal like Cheerios, apples, crackers, or cheese. Paulina started learn numbers and how to picture and write at the age of four, when she went to pre school. The debate of how children should be taught to enjoin can be broken into two sides phonetics and full-page language (Berger, 2006). Phonetics looks at each sound of each letter, while whole language, encouraged by Piaget, says that concentrating on the goal of fluency and communication is more important than individual words (Berger, 2006).Jane also accompanied a preschool at the age of four, but it was not as much structured, dress schooling. Both were taken to a part-day day-care or glasshouse school for the opportunity to socialise wi th other children. While at greenhouse school, Paulina was mostly made to play with toys. Jane attended a Co-op babys room school at a Unitarian universalistic church. In a Co-op nursery school parents take turns coming into the school to help supervise stations and get into in the nursery school experience. place were set up, such as a Reading Corner, Snacks, and a daily feature, such as tracing bodies on bountiful sheets of paper or crafts. Co-op nursery schools are not typical in the United States, but Janes parents survey it was important to be involved with their children when possible and for their children to have the socialization experience. Both were read to everyday. Jane was read to a two to three times a day, for about fifteen minutes each time, but also had labels, signs, and anything printed read to her during everyday life.Jane was occasionally, but not often spoken to in spoil Talk, while Paulina was never spoken to in Baby Talk, as her parents thought orator y to her regularly would help her learn to understand. Both parents acknowledge that their children were not raised in a way that is typical to their individual cultures, and that is evident looking at the two girls in adolescence and early adulthood. Both girls sort out that because their parents were stricter when they were young, that as the girls grew older their parents didnt need to be as strict.Each girl knew what was expected of her and was therefore given more freedom as she matured. Many times this appeared to friends as though the girl could do what she pleased, although this was not the case. The girls knew the limits of what they could do without being told. Both sets of parents relied more on their trust in their daughter than blatantly telling her what she could or could not do. Obviously, there are some differences and some similarities between raising children in Colombia versus the United States.developmentally, the children seem to be similar, and most of the par enting is more alike than different. References Ardila-Rey, A. & Killen, M. (2001). Middle track Colombian childrens evaluations of personal, moral, and social-conventional interactions in the classroom. external daybook of Behavioral Development, 25 (3), 246-255 Berger, K. (2006). The ontogeny Person Through Childhood and Adolescence (7th ed. ). impertinently York Worth Publishers. Figueroa, C. , Ramey, C. , Keltner, B. , & Lanzi, R. (2006).Variations in Latino Parenting Practices and Their set up on Child Cognitive Developmental Outcomes. Hispanic Journal of Behavioral Sciences, 28, 102-114. Pilgram, C. & Rueda-Riedle, A. (2002). The richness of social context in cross-cultural comparisions First graders in Colombia and the United States. The Journal of Genetic Psychology, 163 (3), 283- 296. Posada, G. , Jacobs, A. , Richmond, M. , Carbonell, O. , Alzate, G. , Bustamante, M. , & Quiceno, J. (2002). Maternal Caregiving and Infant security measures in Two Cultures. Developmen tal Psychology, 38 (1), 67-78.