Can A 11 Year Old Boy Get A Girl Pregnant Nature Vs Nurture – A Sociological Approach to Feral, Isolated, and Institutionalized Children

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

A common question related to sociology is related to human nature and the way it is presented. Does a person know at birth whether they are a boy or a girl, or do they make this distinction based on the actions and words of those around them? How does prison affect a person’s functionality once they are released into the world? These questions are closely related to nature versus nurture – does a person enter the world with basic human functions, or do these functions develop for them under the influence of those around them.

One topic that sociologists can study is feral children. These are children who were abandoned at a very young age, usually by their parents’ intent to die, but rather raised and cared for by animals. Sociologists found that children raised by animals acquired the instincts and behaviors of the species that raised them. One example of this occurred in the 1700s, when scientists of the time discovered a wild child known as the “Wild Boy of Aveyron.” He was found in France in 1798 and was observed to walk on all fours, show no signs of pain associated with cold temperatures, and pounce on small animals, devouring them raw. Although most sociologists will dismiss the importance of feral children due to the rarity of cases, it still teaches us the lesson that children must learn to behave at an early age. This crucial period of adolescence is when children develop many essential social behaviors.

A study of individual children is carried out a little more often. These are children who were raised by one person or a small group of persons in an isolated location with minimal or no contact with typical society. One girl, Isabella, was raised in her grandfather’s attic by her deaf, mute mother. When she was discovered at age 6, she was found unable to speak and rather relied on gestures to communicate with her mother. She also had a disease called rickets, which was caused by inadequate nutrition and lack of sunlight. It basically rendered her legs useless. Her behavior towards strangers, especially men, was like that of a wild animal. She treated them with fear and hostility—and could only make noise in the form of strange screeches. Initially, she scored almost zero on an IQ test, but because Isabella was discovered at such a young age, she was able to reach the level of learning expected for her age within two years. It is possible that the results of the isolation can be changed if the child is under twelve years of age. However, the main problem was the lack of language, which is the basis of human interaction. All other interactions can be sub-categorized into vocal communication.

These first two studies, isolated and feral children, can be viewed through one of Charles Horton Cooley’s theories of human interaction. Cooley, who lived in the late 1800s, created a theory that summarized how human development occurs, capturing the theory in the concept of the ‘looking glass self’. This theory had three main elements: we imagine how we appear to those around us, we interpret the reactions of others, and we develop a self-concept. At its core, we look at those around us and base our appearance and social interactions on what they do and what they expect. If a wild child is raised by animals, he will take on the characteristics of those animals. Similarly, an isolated child will base his actions on other isolated individuals or none at all, and will have little or no basic interaction skills.

Institutional children are still more common than isolated or feral children. Two or three centuries ago, orphanages were much different than they are now. The children were raised with little or no care on a strict schedule. In addition, children were often beaten, torn and denied food. As a result, children from orphanages had difficulty forming close relationships with others and had lower IQs. In an account of a good Iowa orphanage in the 1930s, children were raised in the nursery for about six months. They were placed in cots that had long sides, effectively limiting their view of the world around them. No toys were hung from the cribs instead of being held tightly by the mother. Their interactions were limited to nurses who changed their diapers, bed linen and provided them with medication. While everyone thought that mental retardation was a “he was just born that way” problem, two sociologists studied and followed the lives of the children who grew up in this Iowa orphanage. HM Skeels and HB Dye began to realize that a lack of mental stimulation was denying these children the basic human interaction skills they needed to be effective members of society. In the study, they took thirteen children who were clearly retarded and assigned a retarded woman to look after them. They also selected twelve children who would be brought up in a normal orphanage and tested the IQ of both groups. The first group was found to develop intense relationships with their respective “mothers” and received much more

attention than their colleagues. Although all the children studied were still behind, it was noted that the IQ of the first group increased by an average of 28 points. In an equally surprising statistic, the other group’s average was found to drop by an average of 30 IQ points. This study showed the importance of human interaction at a young age.

One final lesson can be learned from needy animals. These are animals that were weaned at a young age and raised in isolation. A famous study on this topic was conducted by Harry and Margaret Harlow, who raised a baby monkey separately. They built two “mothers” for their monkey, one of which was a wire frame with a nipple from which the monkey could feed, and the other covered with soft fabric. They found that although the first mother provided food, the baby clings to the soft mother when frightened, showing that the monkey is more comfortable with intimate physical contact or petting.

When the monkey was introduced to the monkey community, he was rejected and had no idea of ​​the structure of a normal monkey civilization. He did not know how to play normally with other monkeys, nor how to engage in intercourse, despite several weak attempts.

When they did this study with female monkeys, they found that those who became pregnant became mean mothers – hitting, kicking or pinning their babies to the floor. These were monkeys that had been raised in this isolated environment for years and had no chance to integrate into society. Other monkeys were observed to overcome these disabilities with increasingly positive results: a corresponding relationship with time spent in isolation. Monkeys isolated for three to six months integrated relatively easily, while monkeys isolated for years suffered irreversible effects. Through people, we understand that social interaction is the key to a socially effective 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, the isolation makes them mere animals. In fact, the lack of knowledge of the language leads to the inability to even understand the relationships between people – for example, father, mother, teacher and friend. In order for children to become adults, they need to be surrounded by people who care for them. This process, called “socialization,” shows that we are shaped by those around us.

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