George Philip Lakoff is an American cognitive linguist and philosopher, best known for his thesis that people's lives are significantly influenced by the conceptual metaphors they use to explain complex phenomena.
Parenting or child rearing promotes and supports the physical, cognitive, social, emotional, and educational development from infancy to adulthood. Parenting refers to the intricacies of raising a child and not exclusively for a biological relationship.
Moral Politics: How Liberals and Conservatives Think is a 1996 book by cognitive linguist George Lakoff. It argues that conservatives and liberals hold two different conceptual models of morality. Conservatives have a strict father model in which people are made good through self-discipline and hard work, everyone is taken care of by taking care of themselves. Liberals have a nurturant parent model in which everyone is taken care of by helping each other.
Discipline is the self-control that is gained by requiring that rules or orders be obeyed, and the ability to keep working at something that is difficult. Disciplinarians believe that such self-control is of the utmost importance and enforce a set of rules that aim to develop such behavior. Such enforcement is sometimes based on punishment, although there is a clear difference between the two. One way to convey such differences is through the root meaning of each word: discipline means “to teach”, while punishment means “to correct or cause pain”. While punishment might extinguish unwanted behavior in the moment, it is rarely effective long-term, while discipline usually is.
Attachment parenting (AP) is a parenting philosophy that proposes methods aiming to promote the attachment of mother and infant not only by maximal parental empathy and responsiveness but also by continuous bodily closeness and touch. The term attachment parenting was coined by the American pediatrician William Sears. There is no conclusive body of research that shows Sears' approach to be superior to "mainstream parenting".
Child discipline is the methods used to prevent future unwanted behaviour in children. The word discipline is defined as imparting knowledge and skill, in other words, to teach. In its most general sense, discipline refers to systematic instruction given to a disciple. To discipline means to instruct a person to follow a particular code of conduct.
A form of child abuse, child neglect is an act of caregivers that results in depriving a child of their basic needs, such as the failure to provide adequate supervision, health care, clothing, or housing, as well as other physical, emotional, social, educational, and safety needs. All societies have established that there are necessary behaviours a caregiver must provide for a child to develop physically, socially, and emotionally. Causes of neglect may result from several parenting problems including mental disorders, unplanned pregnancy, substance use disorder, unemployment, over employment, domestic violence, and, in special cases, poverty.
The norm of reciprocity requires that people repay in kind what others have done for them. It can be understood as the expectation that people will respond to each other by returning benefits for benefits, and with either indifference or hostility to harms. The social norm of reciprocity may take different forms in different areas of social life, or in different societies. This is distinct from related ideas such as gratitude, the Golden Rule, or mutual goodwill. See reciprocity for an analysis of the concepts involved.
Tough love is the act of treating a person sternly or harshly with the intent to help them in the long run. People exhibit and act upon tough love when attempting to address someone else’s undesirable behaviour. Tough love can be used in many scenarios such as when parenting, teaching, rehabilitating, self-improving or simply when making a decision. Tough love is usually seen as positive due to its encouragement of growth, boundaries, resilience and independence.
The strict father model of parenting is one which values strict discipline, particularly by the father, in parenting. The strict mother model also exists.
A parenting style is a pattern of behaviors, attitudes, and approaches that a parent uses when interacting with and raising their child. The study of parenting styles is based on the idea that parents differ in their patterns of parenting and that these patterns can have a significant impact on their children's development and well-being. Parenting styles are distinct from specific parenting practices, since they represent broader patterns of practices and attitudes that create an emotional climate for the child. Parenting styles also encompass the ways in which parents respond to and make demands on their children.
Positive behavior support (PBS) uses tools from applied behaviour analysis and values of normalisation and social role valorisation theory to improve quality of life, usually in schools. PBS uses functional analysis to understand what maintains an individual's challenging behavior and how to support the individual to get these needs met in more appropriate way, instead of using 'challenging behaviours'. People's inappropriate behaviors are difficult to change because they are functional; they serve a purpose for them. These behaviors may be supported by reinforcement in the environment. People may inadvertently reinforce undesired behaviors by providing objects and/or attention because of the behavior.
Positive discipline (PD) is a discipline model used by some schools and in parenting that focuses on the positive points of behavior. It is based on the idea that there are no bad children, just good and bad behaviors. Practitioners of positive discipline believe that good behavior can be taught and reinforced while weaning bad behaviors without hurting the child verbally or physically. People engaging in positive discipline believe that they are not ignoring problems but dealing with the problem differently by helping the child learn how to handle situations more appropriately while remaining kind to the children themselves.
Familialism or familism is a philosophy that puts priority to family. The term familialism has been specifically used for advocating a welfare system wherein it is presumed that families will take responsibility for the care of their members rather than leaving that responsibility to the government. The term familism relates more to family values. This can manifest as prioritizing the needs of the family higher than that of individuals. Yet, the two terms are often used interchangeably.
A narcissistic parent is a parent affected by narcissism or narcissistic personality disorder. Typically, narcissistic parents are exclusively and possessively close to their children and are threatened by their children's growing independence. This results in a pattern of narcissistic attachment, in which the parent believes that the child exists solely to fulfill the parent's needs and wishes. A narcissistic parent will often try to control his or her children with threats and emotional abuse. Narcissistic parenting adversely affects children's psychological development, affecting their reasoning and their emotional, ethical, and societal behaviors and attitudes. Personal boundaries are often disregarded so the narcissistic parent can mold and manipulate the child to satisfy the parent's expectations.
Maudsley family therapy, also known as family-based treatment or Maudsley approach, is a family therapy for the treatment of anorexia nervosa devised by Christopher Dare and colleagues at the Maudsley Hospital in London. A comparison of family to individual therapy was conducted with eighty anorexia patients. The study showed family therapy to be the more effective approach in patients under 18 and within 3 years of the onset of their illness. Subsequent research confirmed the efficacy of family-based treatment for teens with anorexia nervosa. Family-based treatment has been adapted for bulimia nervosa and showed promising results in a randomized controlled trial comparing it to supportive individual therapy.
Indigenous education specifically focuses on teaching Indigenous knowledge, models, methods, and content within formal or non-formal educational systems. The growing recognition and use of Indigenous education methods can be a response to the erosion and loss of Indigenous knowledge through the processes of colonialism, globalization, and modernity. Indigenous education also refers to the teaching of the history, culture, and languages of Indigenous peoples of a region.
The Oxford Development Preschool Program in Great Britain is an approach to early childhood development that emphasizes a caring, nurturing, positive atmosphere for preschoolers to learn through personal, directed experience and creativity. In the Oxford Program, every minute is a ‘teaching moment’ and every action, attitude and interaction is undergirded with an unwavering commitment to each child as a unique and delightful individual; an individual that should be guided through an exciting, sequential journey of self-discovery and personal creativity, as they develop a sense of character, good judgment, and positive self-worth while building foundational language and mathematical skills in an environment rich in social development.
The concept of nurture kinship in the anthropological study of human social relationships (kinship) highlights the extent to which such relationships are brought into being through the performance of various acts of nurture between individuals. Additionally the concept highlights ethnographic findings that, in a wide swath of human societies, people understand, conceptualize and symbolize their relationships predominantly in terms of giving, receiving and sharing nurture. The concept stands in contrast to the earlier anthropological concepts of human kinship relations being fundamentally based on "blood ties", some other form of shared substance, or a proxy for these, and the accompanying notion that people universally understand their social relationships predominantly in these terms.
Gender roles are culturally influenced stereotypes which create expectations for appropriate behavior for males and females. An understanding of these roles is evident in children as young as age four. Children between 3 and 6 months can form distinctions between male and female faces. By ten months, infants can associate certain objects with females and males, like a hammer with males or scarf with females. Gender roles are influenced by the media, family, the environment, and society. In addition to biological maturation, children develop within a set of gender-specific social and behavioral norms embedded in family structure, natural play patterns, close friendships, and the teeming social jungle of school life. The gender roles encountered in childhood play a large part in shaping an individual's self-concept and influence the way an individual forms relationships later on in life.
