Even “well-meaning and loving parents can unintentionally do harm to a child if they are not well informed about human development” (Childhood Disrupted, pg.24).
Therefore, failing at parenthood can occur as soon as the decision is made to conceive and carry a baby to term.
By this I don’t mean they necessarily are or will be ‘bad’ parents. Rather, it’s that too many people will procreate regardless of not being sufficiently knowledgeable of child development science to parent in a psychologically functional/healthy manner.
They seem to perceive thus treat human procreative ‘rights’ as though they (potential parents) will somehow, in blind anticipation, be innately inclined to sufficiently understand and appropriately nurture their children’s naturally developing minds and needs.
As liberal democracies we cannot or will not prevent anyone from bearing children, even those who recklessly procreate. We can, however, educate young people for this most important job ever, even those who plan to remain childless, through mandatory high-school child-development science curriculum.
While it wouldn’t be overly complicated, it would be notably more informational than diaper changing and baby feeding, which often are already covered by home economics [etcetera] curriculum.
If nothing else, such child-development science curriculum could offer students an idea/clue as to whether they’re emotionally suited for the immense responsibility and strains of parenthood. Given what is at stake, should they not at least be equipped with such valuable science-based knowledge?
After all, a mentally as well as physically sound future should be every child’s fundamental right — along with air, water, food and shelter — especially considering the very troubled world into which they never asked to enter; a world in which Child Abuse Prevention Month [every April] clearly needs to run 365 days of the year.
The wellbeing of all children needs to be of great importance to us all, regardless of whether we’re doing a great job with our own developing children. But, largely owing to the Only If It’s In My Own Back Yard mindset, the prevailing collective attitude (implicit or subconscious) basically follows: ‘Why should I care — my kids are alright?’ or ‘What is in it for me, the taxpayer, if I support social programs for other people’s troubled families?’
While some people will justify it as a normal thus moral human evolutionary function, the self-serving OIIIMOBY can debilitate social progress, even when social progress is most needed. And it seems this distinct form of societal penny wisdom but pound foolishness is a very unfortunate human characteristic that’s likely with us to stay.
Still, we can resist that selfish OIIIMOBY. If I may quote the late American sociologist Stanley Milgram, of Obedience Experiments fame/infamy: “It may be that we are puppets — puppets controlled by the strings of society. But at least we are puppets with perception, with awareness. And perhaps our awareness is the first step to our liberation.”
________________________________________
"I remember leaving the hospital thinking, ‘Wait, are they going to let me just walk off with him? I don’t know beans about babies! I don’t have a license to do this. We’re just amateurs’.”
—Anne Tyler, Breathing Lessons
“It’s only after children have been discovered to be severely battered that their parents are forced to take a childrearing course as a condition of regaining custody. That’s much like requiring no license or driver’s ed[ucation] to drive a car, then waiting until drivers injure or kill someone before demanding that they learn how to drive.”
—Myriam Miedzian, Ph.D.
“The way a society functions is a reflection of the childrearing practices of that society. Today we reap what we have sown. Despite the well-documented critical nature of early life experiences, we dedicate few resources to this time of life. We do not educate our children about child development, parenting, or the impact of neglect and trauma on children.”
— Dr. Bruce D. Perry, Ph.D. & Dr. John Marcellus
“It has been said that if child abuse and neglect were to disappear today, the Diagnostic and Statistical Manual would shrink to the size of a pamphlet in two generations, and the prisons would empty. Or, as Bernie Siegel, MD, puts it, quite simply, after half a century of practicing medicine, ‘I have become convinced that our number-one public health problem is our childhood’.”
Even “well-meaning and loving parents can unintentionally do harm to a child if they are not well informed about human development” (Childhood Disrupted, pg.24).
Therefore, failing at parenthood can occur as soon as the decision is made to conceive and carry a baby to term.
By this I don’t mean they necessarily are or will be ‘bad’ parents. Rather, it’s that too many people will procreate regardless of not being sufficiently knowledgeable of child development science to parent in a psychologically functional/healthy manner.
They seem to perceive thus treat human procreative ‘rights’ as though they (potential parents) will somehow, in blind anticipation, be innately inclined to sufficiently understand and appropriately nurture their children’s naturally developing minds and needs.
As liberal democracies we cannot or will not prevent anyone from bearing children, even those who recklessly procreate. We can, however, educate young people for this most important job ever, even those who plan to remain childless, through mandatory high-school child-development science curriculum.
While it wouldn’t be overly complicated, it would be notably more informational than diaper changing and baby feeding, which often are already covered by home economics [etcetera] curriculum.
If nothing else, such child-development science curriculum could offer students an idea/clue as to whether they’re emotionally suited for the immense responsibility and strains of parenthood. Given what is at stake, should they not at least be equipped with such valuable science-based knowledge?
After all, a mentally as well as physically sound future should be every child’s fundamental right — along with air, water, food and shelter — especially considering the very troubled world into which they never asked to enter; a world in which Child Abuse Prevention Month [every April] clearly needs to run 365 days of the year.
The wellbeing of all children needs to be of great importance to us all, regardless of whether we’re doing a great job with our own developing children. But, largely owing to the Only If It’s In My Own Back Yard mindset, the prevailing collective attitude (implicit or subconscious) basically follows: ‘Why should I care — my kids are alright?’ or ‘What is in it for me, the taxpayer, if I support social programs for other people’s troubled families?’
While some people will justify it as a normal thus moral human evolutionary function, the self-serving OIIIMOBY can debilitate social progress, even when social progress is most needed. And it seems this distinct form of societal penny wisdom but pound foolishness is a very unfortunate human characteristic that’s likely with us to stay.
Still, we can resist that selfish OIIIMOBY. If I may quote the late American sociologist Stanley Milgram, of Obedience Experiments fame/infamy: “It may be that we are puppets — puppets controlled by the strings of society. But at least we are puppets with perception, with awareness. And perhaps our awareness is the first step to our liberation.”
________________________________________
"I remember leaving the hospital thinking, ‘Wait, are they going to let me just walk off with him? I don’t know beans about babies! I don’t have a license to do this. We’re just amateurs’.”
—Anne Tyler, Breathing Lessons
“It’s only after children have been discovered to be severely battered that their parents are forced to take a childrearing course as a condition of regaining custody. That’s much like requiring no license or driver’s ed[ucation] to drive a car, then waiting until drivers injure or kill someone before demanding that they learn how to drive.”
—Myriam Miedzian, Ph.D.
“The way a society functions is a reflection of the childrearing practices of that society. Today we reap what we have sown. Despite the well-documented critical nature of early life experiences, we dedicate few resources to this time of life. We do not educate our children about child development, parenting, or the impact of neglect and trauma on children.”
— Dr. Bruce D. Perry, Ph.D. & Dr. John Marcellus
“It has been said that if child abuse and neglect were to disappear today, the Diagnostic and Statistical Manual would shrink to the size of a pamphlet in two generations, and the prisons would empty. Or, as Bernie Siegel, MD, puts it, quite simply, after half a century of practicing medicine, ‘I have become convinced that our number-one public health problem is our childhood’.”
— Childhood Disrupted, pg.228