TheLong-term effects ofdivorce in young children can range from very mild insecurities toenormousdisturbances. Every child’s is unique in its own way. The factors arenumerous,whether it is their parents, environment, schooling, siblings, extendedfamily,and etc. All these factors have an impact on how a child will beaffected by adivorce. The parents may be able to produce a good transition, or theteachermay recognize the problem at home and make sure the child does not fallinschool, or the extended family could be the support for the children intheirtime of need. No matter what the influences there are many people thatbelievethat there are certain affects that cannot be avoided.
Wecannot say that theseare short-term effects on a child because something like divorce canand doeschange the perspective of a person for the rest of their lives. Theeffects mayonly show for a short period of time or at least until the child learnstoaccept the divorce, but some effects are always long term.
Mere repetitionabout conceptual matters can work in cases where intervening experiencesor information have taken a student to a new level of awareness so thatwhat is repeated to him will have "new meaning" or relevance to him thatit did not before. Repetition about conceptual points without new levelsof awareness will generally not be helpful. And mere repetition concerningnon-conceptual matters may be helpful, as in interminably reminding a youngbaseball player to keep his swing level, a young boxer to keep his guardup and his feet moving, or a child learning to ride a bicycle to "keeppeddling; keep peddling; PEDDLE!" ()
Thereare many ways thatchildren can cope with their parent's divorce to prevent long and shorttermeffects on them. There are different programs and counselingcenters thatchildren can get involved in to help them deal with the divorce. Childrenneed to know, that most of the time they themselves didn’t cause theirparentdivorce. Some children think they did cause it though and willbecomereally emotional. In order for this not to happen it is importantthatadults do something about it, and that is were the programs andcounseling canhelp.
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With such a wide spectrum of effects and situations, most psychologistsagreethat children having or lacking a sense of stability and a strong senseoffamily can help indicate whether a child will benefit or be at adisadvantageas a result of the divorce (Delcampo, 2004). In this paper, wewilldiscuss the long-term and short-term effects on children as a result ofdivorce, and the positive and negative effects within thosecategories. We will also present suggestions teachers or caregivers can use whenworkingwith children that are going through a family divorce.
As thenumbers of divorces filed each decade have increased, psychologistshave becomevery interested in how divorce affects a child mentally, physically,andemotionally. They have also studied long term and short-termeffects ofdivorce on children. For example, according to some reports,childrenfrom divorced homes are more likely to become divorcedthemselves. Conversely, other studies indicate that the quality of the post divorcehome ismore responsible for subsequent development in children than thedivorce itself(Del Campo, 2004). With mixed results like these, it is hard forpsychologists to tell for sure whether divorce has either a positive ornegative effect on children. As a result, this section willpresent bothsides of the issue.
Theshort-term effects ona child after the divorce of parents are not always easy. There aredifferenteffects on a child depending on the reason for the divorce. Sometimeschildrenunderstand more than adults might give them credit for. Children learnnot onlyfrom what they hear, but also from what they see. Children understandthedifference between happiness and sadness, so when they see anotherfamilysmiling and they see their own family frowning with tears in theireyes, theystart understanding the reason behind their parents’ divorce. When thedivorceis the result of the unhappiness, which it normally is, the childrenbecomeunhappy.
Becausechildren can learn to read numbers simply by repetition and practice, Imaintain that reading and writing numbers has nothing necessarily to dowith understanding place-value. I take "place-value" to be about and columns represent what they do and, not just knowing they are named. Some teachersand researchers, however (and Fuson may be one of them) seem to use theterm "place-value" to include or be about the naming of written numbers,or the writing of named numbers. In this usage then, Fuson would be correctthat --once children learn that written numbers have column names, andwhat the order of those column names is -- Chinese-speaking children wouldhave an advantage in reading and writing numbers (that include any ten'sand one's) that English-speaking children do not have. But as I pointedout earlier, I do not believe that advantage carries over into doing numericallywritten or numerically represented arithmetical manipulations, which iswhere place-value understanding comes in.