bcp
In My Opinion
First indications are sometimes hard to see when it comes to your children, and even though many parents see the patterns emerging, they fail to act on them and correct the children.
When little Johnny as an infant received that toy that has the different shaped blocks, and the corresponding shaped holes to put them through, parents that were educated on the subject and where aware could have known at this point that there was a possible abnormality forming in the child’s brain that over the years would grow and finally show itself somewhere in the child’s teens.
Let’s take two children and follow their growth through their teen years, and look at the difference between results based on how the one of the parents identified and corrected a possible serious condition, while the other ignored the symptoms and allowed the abnormality to grow and follow its course of destruction.
For our study we will refer to the children as N1 and G1.
Age, Toddler.
Both N1 and G1 are given the toy that requires the placement of a certain shaped block or peg through the appropriate corresponding hole.
N1, although N1 begain by trying to force the round peg through the square hole, his parents worked with him, showing him the proper way and he quickly learns that the round block works best in the round hole, the square block works best in the square hole, and as such, he takes pleasure in putting the peg or block into the properly matching hole.
G1 on the other hand is given no feed back from his parents and continues to push the wrong peg into the non-fitting hole until finally the structure around the opening breaks away, damaged to the point that it now allows the improper peg to fit.
N1 continues to play with the toy in the proper way, and seems to enjoy the activity
G1 quickly becomes tired and stops playing with the toy. The parents think he has just become bored with it until he is seen while visiting N1s playroom, trying to force the wrong block into the wrong hole again. G1s parents purchase him another block toy and G1 promptly begins forcing the improper parts together until once again he breaks the toy, and stops playing with it.
Small indications like the above continue for the N1 and G1 throughout their early years, every time finding that N1 makes the proper correlation between various parts and the correct corresponding counterpart, while G1 continues to force wrong parts together quickly losing interest once the toy is broken.
At the age of 13, we give both N1 and G1 models of cars to build from the box.
N1 quickly determines that in order for the finished product to be correct, he must read directions and put the proper parts in the correct locations if he is to expect the desired result. His model comes out perfect and is easily recognized by all that view it as a car.
G1 on the other hand determines that with enough glue and enough force, all parts can be utilized in any position that he desires. His results are not recognized by the viewers as the car on the front of the model box.
As N1 and G1 come to puberty, we note that N1 is attracted to girls, realizing that certain parts are meant to go with specific counterparts, and he is happy and content when he finds a girl that he is compatible with.
G1 as through the earlier parts of his life decide that he would like once again to try and make the “square peg fit the round hole” and he takes joy in forcing until, just as in childhood, the walls of the hole break away, and the damage allows the peg to fit without excessive force.
He quickly becomes bored with the relationship and goes back out to search for another.
If the parents had noticed when G1 first began to show signs of his illness back as a toddler with the peg and hole game, and worked with him to correct his improper concept of design, the chance that he would have grown to be an accomplished modeler would have been great. Yet, by ignoring and failing to nurture G1 when he needed it the most, He will live a life void of models or happy lasting relationships.
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When little Johnny as an infant received that toy that has the different shaped blocks, and the corresponding shaped holes to put them through, parents that were educated on the subject and where aware could have known at this point that there was a possible abnormality forming in the child’s brain that over the years would grow and finally show itself somewhere in the child’s teens.
Let’s take two children and follow their growth through their teen years, and look at the difference between results based on how the one of the parents identified and corrected a possible serious condition, while the other ignored the symptoms and allowed the abnormality to grow and follow its course of destruction.
For our study we will refer to the children as N1 and G1.
Age, Toddler.
Both N1 and G1 are given the toy that requires the placement of a certain shaped block or peg through the appropriate corresponding hole.
N1, although N1 begain by trying to force the round peg through the square hole, his parents worked with him, showing him the proper way and he quickly learns that the round block works best in the round hole, the square block works best in the square hole, and as such, he takes pleasure in putting the peg or block into the properly matching hole.
G1 on the other hand is given no feed back from his parents and continues to push the wrong peg into the non-fitting hole until finally the structure around the opening breaks away, damaged to the point that it now allows the improper peg to fit.
N1 continues to play with the toy in the proper way, and seems to enjoy the activity
G1 quickly becomes tired and stops playing with the toy. The parents think he has just become bored with it until he is seen while visiting N1s playroom, trying to force the wrong block into the wrong hole again. G1s parents purchase him another block toy and G1 promptly begins forcing the improper parts together until once again he breaks the toy, and stops playing with it.
Small indications like the above continue for the N1 and G1 throughout their early years, every time finding that N1 makes the proper correlation between various parts and the correct corresponding counterpart, while G1 continues to force wrong parts together quickly losing interest once the toy is broken.
At the age of 13, we give both N1 and G1 models of cars to build from the box.
N1 quickly determines that in order for the finished product to be correct, he must read directions and put the proper parts in the correct locations if he is to expect the desired result. His model comes out perfect and is easily recognized by all that view it as a car.
G1 on the other hand determines that with enough glue and enough force, all parts can be utilized in any position that he desires. His results are not recognized by the viewers as the car on the front of the model box.
As N1 and G1 come to puberty, we note that N1 is attracted to girls, realizing that certain parts are meant to go with specific counterparts, and he is happy and content when he finds a girl that he is compatible with.
G1 as through the earlier parts of his life decide that he would like once again to try and make the “square peg fit the round hole” and he takes joy in forcing until, just as in childhood, the walls of the hole break away, and the damage allows the peg to fit without excessive force.
He quickly becomes bored with the relationship and goes back out to search for another.
If the parents had noticed when G1 first began to show signs of his illness back as a toddler with the peg and hole game, and worked with him to correct his improper concept of design, the chance that he would have grown to be an accomplished modeler would have been great. Yet, by ignoring and failing to nurture G1 when he needed it the most, He will live a life void of models or happy lasting relationships.
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:shrug:
