The Boy Who Was Raised as a Dog
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The Boy Who Was Raised as a Dog
With reference to Justin’s case, this study will explain the behavioral, cognitive psychosocial, and physical development of Justin in full consideration of cognitive development theory and learning theories. Cognitive development theory explains how children and youth gradually develop cognitive thinking through a logical and scientific form (Babakr et al., 2019). In Piaget’s (1936) view, cognitive development is a process that occurs as a result of biological maturation and interaction with the environment (Babakr et al., 2019). Learning theories explain how an individual acquire, retain, and recall knowledge (Badyal & Singh, 2017). Learning theories include behaviorism that explains that behavior change is due to association between stimuli and response; Cognitivism that explains that processing of information results in understanding and retention; and Constructivism that explains that an individual constructs their knowledge basing on the surrounding individual experiences (Kay & Kibble, 2016).
Justin’s development
Behavioral development
Behavioral development entails a behavior analytic approach that examines the acquisition of basic skills and complex behavior development (Wohlwill, 2016). From Justin’s scenario, he used to be treated like a dog, and therefore all he learned was to act like the dogs. He could shriek after some time just as the dogs also bark. He also had the behavior of sniffing people since that’s what the dogs do when they meet someone for the first time. Moreover, the behaviorism learning theories concept explains that behavior is shaped by the association of a stimulus and a response. Further, the cognitive development theory aspect explains that behavior cognitive development is a resultant of an interplay of environmental interaction. Therefore, Justin was behaving like a dog because he was treated like an animal caged and only allowed to interact minimally.
Cognitive development
Cognitive development entails a child’s developmental aspects of thinking, exploring, and figuring out. Moreover, it encompasses skills, knowledge problem solving, and disposition development that help a child understand the surrounding (Ranjitkar et al., 2019). The behavior of Justin depicts his cognitive conception of the surrounding. Since he was raised as a dog, he tends to be hostile since he has the dog’s hostile mental picture. According to cognitive development theory individual cognitive thinking as resultant of environmental interaction and biological maturation. Moreover, the constructivism aspect of learning theory relates to an individual surrounding to his cognitive knowledge.
Psychosocial development
There is a lot of fear in Justin’s face when he sees another person approaching that makes him shriek. Afterward, he moves backward in his cage. The habit comes from a dog’s behavior when they see an unfamiliar face that makes them bark. The fear shows a lack of trust and insecurity. It is difficult for Arthur to notice what is going on since he has never had a child. The cognitive theory is indicated by the poor mental development making him have fear and bark like a dog.
Physical development
Justin is not independent enough to stand or even try to balance and eat on his own. He is not able to gain control of his body by himself and does not often observe physical activities done by Arthur or anyone around him since he is always with dogs. Arthur does not offer such assistance to Justin to help him learn how to control himself because he has no knowledge hence affecting Justin. These depict the learning theory whereby the child is deprived of association to enable him to learn. Since he is not observing physical activities occurring in his surrounding, he is not able to learn like other children.
Gene-environment interaction
In simple terms, gene-environment interaction is the association of genes to the environment. Therefore, the gene-environment interaction concept is the relationship that existing between the environment and the individual’s genotype and the environmental effect on the genotype. The gene-environment interaction gives rise to random environmental influence called the gene-environment correlation. Gene-environment correlation depicts a concept that the child’s parent is the sole provider of the child’s genotype and the best effective rearing environment among the biological relatives. The sensory genotype concerning the environmental surrounding gives the child the perception of a secure and comfortable environment full of parental care. Therefore, the neural system of the brain develops in terms of the more dominant activities hence indicating why Justin’s brain was very tinny. Because of the sudden change from the usual activities to very few ones. It’s also seen in his inability to speak since he was unexposed to language. In the case of Laura, neglect from her mother (Virginia) triggered the stress response that she did not know how to respond. The poor gene-environmental interaction here, therefore, leads to a complication that even the doctors do not understand.
Conclusion
I have learned that the development of a child in terms of behavior, cognitive, psychosocial, and physical fully depends on the child’s environmental surroundings. Environmental surrounding plays an important role in shaping the developmental aspects of a child as explained by cognitive-developmental theory and learning theories. Therefore, caregivers should ensure that the child under them gets the best treatment in accordance with psychological development. Also, caregivers should ensure that the child’s environment provides a suitable surrounding for all development. In the future, maybe one day as a parent, I will make sure that my child’s environment is appropriate for his all-round development. Further, I will provide the best stimulus-responses to the child that aid in his development both cognitive, behavioral, physical, and psychosocial.
References
Kay, D., & Kibble, J. (2016). Learning theories 101: application to everyday teaching and scholarship. Advances in Physiology Education, 40(1), 17–25. https://doi.org/10.1152/advan.00132.2015
Badyal, D. K., & Singh, T. (2017). Learning theories: the basics to learn in medical education. International Journal of Applied and Basic Medical Research, 7(Suppl 1), S1.
Babakr, Z. H., Mohamedamin, P., & Kakamad, K. (2019). Piaget’s Cognitive Developmental Theory: Critical Review. Education Quarterly Reviews, 2(3). https://doi.org/10.31014/aior.1993.02.03.84
Wohlwill, J. F. (2016). The study of behavioral development. Academic Press.
Ranjitkar, S., Hysing, M., Kvestad, I., Shrestha, M., Ulak, M., Shilpakar, J. S., … Strand, T. A. (2019). Determinants of Cognitive Development in the Early Life of Children in Bhaktapur, Nepal. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02739