The British psychoanalyst John Bowlby maintains that separation from the parents during the sensitive attachment period from birth to three may scar a childs personality and predispose to emotional problems in later life. Some people have drawn the conclusion from Bowlbys work that children should not be subjected to day care before the age of three because of the parental separation it entails, and many people do believe this. But there are also arguments against such a strong conclusion.
Firstly, anthropologists point out that the insulated love affair between children and parents found in modern societies does not usually exist in traditional societies. For example, we saw earlier that among the Ngoni the father and mother of a child did not rear their infant alonefar from it. Secondly, common sense tells us that day care would not so widespread today if parents, caretakers found children had problems with it. Statistical studies of this kind have not yet been carried out, and even if they were, the results would be certain to be complicated and controversial.
Thirdly, in the last decade, there have been a number of careful American studies of children in day care, and they have uniformly reported that day care had a neutral or slightly positive effect on childrens development. But tests that have had to be used to measure this development are not widely enough accepted to settle the issue.
But Bowlbys analysis raises the possibility that early day care has delayed effects. The possibility that such care might lead to, say, more mental illness or crime 15 or 20 years later can only be explored by the use of statistics. Whatever the long-term effects, parents sometimes find the immediate effects difficult to deal with. Children under three are likely to protest at leaving their parents and show unhappiness. At the age of three or three and a half almost all children find the transition to nursery easy, and this is undoubtedly why more and more parents make use of child care at this time. The matter, then, is far from clear-cut, though experience and available evidence indicate that early care is reasonable for infants.
江苏省高邮市界首中学高三英语一轮复习学案:《M6U1》
江苏省高邮市界首中学高三英语一轮复习学案:《Unit4 Law and order4》
江苏省高邮市界首中学高三英语一轮复习学案:《Unit4 Law and order5》
江苏省高邮市界首中学高三英语一轮复习学案:《Unit4 Law and order2》
2016届安徽省高考英语一轮复习提能演练:Unit 2 单元综合(人教版选修7)
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江苏省高邮市界首中学高三英语一轮复习学案:《Unit 3 Protecting ourselves3》
江苏省高邮市界首中学高三英语一轮复习学案:《Unit4 Law and order6》
2016届安徽省高考英语一轮复习提能演练:Unit 4 单元综合(人教版必修5)
江苏省高邮市界首中学高三英语一轮复习学案:《Unit 3 Protecting ourselves2》
2016届安徽省高考英语一轮复习提能演练:Unit 4 单元综合(人教版选修6)
2016届安徽省高考英语一轮复习提能演练:Unit 3 单元综合(人教版必修4)
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2016届安徽省高考英语一轮复习提能演练:Unit 4 单元综合(人教版必修1)
江苏省高邮市界首中学高三英语一轮复习学案:《Unit4 Law and order3》
2016届安徽省高考英语一轮复习提能演练:Unit 4 单元综合(人教版必须3)
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江苏省高邮市界首中学高三英语一轮复习学案:《Unit4 Law and Order导学案答案-》
2016届安徽省高考英语一轮复习提能演练:Unit 5 单元综合(人教版必修4)
2016届安徽省高考英语一轮复习提能演练:Unit 2 单元综合(人教版必修5)
2016届安徽省高考英语一轮复习提能演练:Unit 2 单元综合(人教版选修6)
2016届安徽省高考英语一轮复习提能演练:Unit 3 单元综合(人教版选修6)
江苏省高邮市界首中学高三英语一轮复习学案:《Unit4 Law and Order1》
江苏省高邮市界首中学高三英语一轮复习学案:《Unit 3 Protecting ourselves4》
2016届安徽省高考英语一轮复习提能演练:Unit 1 单元综合(人教版必修1)
2016届安徽省高考英语一轮复习提能演练:Unit 3 单元综合(人教版选修8)
江苏省高邮市界首中学高三英语一轮复习学案:《Unit4 Law and order10》
2016届安徽省高考英语一轮复习提能演练:Unit 5 单元综合(人教版选修6)
2016届安徽省高考英语一轮复习提能演练:Unit 4 单元综合(人教版必修4)
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