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Nature Vs Nurture - A Sociological Approach to Feral, Isolated, and Institutionalized Children

Sociological questions relate to human nature rather than the way they are raised. Does one know if he or she is a man or a woman at birth, or does it make a difference based on the actions and words of the people around him? How does prison affect one's function when he is released to the world? These questions are more related to nature than to preservation - is it that humans enter the world with basic human functions, or does it develop these functions as a result of the people around it.

One topic sociologists can learn is wild kids. These are children left at a very young age, with death usually the parent's intention, but rather raised and bred by animals. Sociologists have found that children raised by animals have acquired the instincts and behaviors of the species that raised them. An example of this happened in the 1700s, when a little boy known as the "wild Aveyron boy" was discovered by scientists that day. He was discovered in France in 1798, and observed that he walked on all fours, showed no pain associated with cold temperatures, and plucked small animals - eating them raw in terrible fashion. Although most sociologists will discard the importance of wild children in the wrong case, it still teaches us a lesson that children must learn how to act at a young age. This important time for youth is when children develop many important social behaviors.

The most common study is on isolated children. These are children raised by one person or a small group of people in remote areas with little or no contact with the common people. A girl, Isabelle, is raised by her deaf, mute mother in her grandfather's attic. When she was 6 years old, she found that she could not speak, and relied on gestures to communicate with her mother. He also has a disease known as rickets due to an inadequate diet and lack of sunlight. This basically makes his feet useless. His behavior towards strangers, especially men, is like wild animals. He treats them with fear and hostility - and can only make noise in strange ways. At first she scored almost zero on the IQ test - but since Isabelle was discovered at a young age, she was able to achieve the level of learning expected at the age of two. It is possible that the separation decision could be reversed if the child is younger than twelve. However, the main problem is the lack of language, which is the basis for all human interaction. All other interactions can be divided into sub categories for voice communication.

The first two studies, isolated and weak children, can be seen through Charles Horton Cooley's theories of human interaction. Cooley, who lived in the late 1800s, invented a theory that concluded how human development took place, capturing the theory of the concept of 'visible glass'. This theory has three main elements: we imagine how we look to the people around us, we interpret the reactions of others, and we develop self-concept. The basic point is that we look at the people around us, and base our appearance and social interactions on what they do and what they expect. If a child is raised by an animal, he or she will acquire the properties of the animal. Likewise, isolated children will base their actions on other isolated individuals, and will develop little or no basic interaction skills.

Still more common than isolated or wild children are institutionalized children. Two or three centuries ago, the orphanage was much different than it is today. Children are brought up with little or no care on tight schedules. In addition, children are often beaten, abused, and denied food. As a result, children from orphanages tend to have difficulty establishing close bonds with others, and have lower IQs. In the good accounts of Iowa orphans in the 1930s, children were raised on nursery for up to six months. They are housed in high-quality beds, effectively limiting their vision to the world around them. No toys hanging from the swing, no mother holding them tight. The interactions they make are limited to nurses who change diapers, beds, and give them medicine. Although everyone thinks that mental retardation is a "newborn" issue, two sociologists are investigating and following the lives of children raised in this Iowa orphanage. H. M. Skeels and H. B. Dye began to understand that a lack of mental stimulation prevented these children from the basic human interaction skills they needed to become effective members of society. In one study, they recruited thirteen children who clearly hated and assigned them a heaviest woman who would take care of them. They also selected twelve children to be raised in a normal orphanage, and tested both groups for IQ. The first group was observed developing a strong relationship with 'mother'. each, and receive more

attention from their friends. Although all the children studied were retarded, it was noted that the first group IQ stood out with an average jaw drop of 28 points. In equally shocking statistics, it was found that the other group average dropped by an average of 30 IQ points. This study shows the importance of human interaction at a young age.

The final lesson can be taken from the deprived animal. These are animals that were stripped from their mothers at a young age and raised separately. A well-known study on this topic was conducted by Harry and Margaret Harlow, who raised baby monkeys separately. They built two 'mom's' for their monkeys, one was a wire frame with a nipple on it from which the monkey could nurse, and one with a soft cloth. They found that even when the mother first fed, the baby would hold on to the gentle mother in fear, indicating that the monkeys felt more comfortable through intimate physical contact - or hugging.

When the monkey was introduced to the monkey community, he was rejected, and had no concept of how the common monkey civilization was organized. He doesn't know how to play with other monkeys, or how to have a sexual relationship, despite some poor attempts.

When conducting this study with female monkeys, they found that those who became pregnant became violent mothers - they hit their babies, kicked them, or crushed them on the floor. These are monkeys who have been raised in this remote environment for many years, and have no chance of joining the community. Another monkey was observed to overcome this defect with a more positive outcome: a relationship that corresponds to the amount of time spent separately. Three- to six-month-old monkeys are relatively easy to integrate, while monkeys who have been isolated for years experience irreparable effects. When applied to humans, we understand that social interaction is the key to a socially efficient product.

In short, society makes us human. Babies do not naturally develop into adults, and social ideas are not transmitted through DNA. Although the body can grow, isolation disturbs them to be little more than mere animals. In fact, the lack of language skills has led to inability to understand relationships - such as father, mother, teacher and friends. In order to grow up, children need to be surrounded by people who care for them. This process called "socialization" shows that we are created by the people around us.


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