A Girl's Childhood: Psychological Development, Social by Linda C. Mayes, Stephen Lassonde
By Linda C. Mayes, Stephen Lassonde
Sixty years in the past, a gaggle of in demand psychoanalysts, developmentalists, pediatricians, and educators on the Yale baby learn middle joined including the aim of formulating a normal psychoanalytic conception of children's early improvement. The group's contributors composed precise narratives approximately their paintings with the study's youngsters, interviewed households usually and visited them of their houses, and over the process a decade met per month for dialogue. The participants to this quantity reflect on the importance of the kid research Center's landmark research from quite a few views, focusing fairly on one child's unfolding experience of herself, her gender, and her relationships.
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Extra resources for A Girl's Childhood: Psychological Development, Social Change, and The Yale Child Study Center
In general, boys seemed more reluctant to engage with the diary format than girls. Sebastian (N, 14), for example, focused on describing media he had seen, explaining in interview that this was a deliberate strategy because he was not able to write about his ‘feelings’. Even at this stage, however, many students clearly oriented their tasks to a ‘public sphere’, as when Lysa (S, 10, D), with more than a touch of deﬁance against an imaginary interlocutor, declared of a problem page ‘I want you to know that the page below does not make me feel uncomfortable in any way it’s excellent’.
According to them, sex education in schools taught them nothing new; while parents’ efforts in this respect were generally quite misplaced: Kelly (N, 14, P): My mum has spoken to me about bits, but it’s embarrassing. And we kind of know it all already, don’t we? Indeed, for some, much of the embarrassment here seemed to derive from having to pretend that they did not know about such things, in order to keep their parents happy. While some, like Courtney, believed that their parents were content for them to ‘know it all’, others felt that parents might be disturbed to discover the full extent of their 43 44 Young People, Sex and the Media knowledge.
For instance, Kelly’s (N, 14, W) notes on the video assessed each one in terms of its didactic content in earnest terms that seemed almost out of place in relation to a cartoon: ‘Watching The Simpsons made me think what “love” is really about and what it really does mean. (…) I think this helps people to try and be faithful to their partners and how to tell a partner the truth about past cheatings etc’. As with the scrapbooks, then, our research often provoked a moral discourse that Phil (N, 12, P) identiﬁed bluntly as ‘a mum thing’.