Factual Knowledge about Matters of Life? 

We can conclude that the mother has factual knowledge that can be verified. Factual Knowledge about matters of life tells us to consider this includes knowledge about human nature, interpersonal relations, and social norms when dealing with the young child. The facts here include the fact that the neither the mother nor the child paid for the cookies. The cookies were not in the vehicle they went to the store in, and the child made no clear signs that the cookies came from home prior to going to the store. The mother knows this child understands the difference between wrong and right and that the child knew that stealing is unacceptable, not only to the mother, but to the store as well. At this point the mother must acknowledge the cookies and start assessing the options. This mother could choose to ignore this fact this child??™s behavior could likely result in stealing bigger and better items next time. The mother now should weigh her options as to how to handle the situation.

Procedural Knowledge

Procedural knowledge involves coming up with strategies for dealing with the problems life throws at us as well as, weighing our options, handling the conflict and offering advice. The procedural knowledge related to this incident needs to be looked at from all sides, including the child??™s. The mother actually has many positive choices here, as this is an ideal time to teach not only the consequences of stealing from someone but also the lack of respect that is shown to that person, or in this case, place. The mother could also become very angry at the child and let her emotions take over, which could cause any real teaching lessons to be cast aside. For this sake let us assume that the mother is using good judgment and decides this is an ideal teaching situation in a positive setting. Being that the mom knows this child well, she needs to open to the door to communication to find out why he or she thought it was OK to take the cookies. She needs to listen but be firm as well as nurturing in her responses as to why this is wrong. I say she needs to be firm, because you do not want the child to think that negative behavior results in positive rewards.

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Lifespan Contextualism

Now we go into different roles and contexts in life. When I was about seven years old, I was at a donut shop with my aunt and cousin. The donut shop had little straw flowers on the table that my cousin and I thought we would put in our hair and wear to school that morning. When we got into the vehicle to leave the donut shop, my aunt notices our flowers in our hair, she, like this mother knew we did not walk into the shop with them, nor did we have the money to purchase them. They were ???stolen???. I will never forget how scared I was when I had to walk back into the shop and let the manager know what I did. By my aunt making us do that, she was able to teach us a life lesson that forty years later is still with me. By teaching the child the consequences of stealing, appropriate behavior while in the store, and positive conflict management at this point will lay the foundation for future life issues, as well as open communication lines between the parent and the child. The mother could also take this opportunity to set guidelines as to what she and society as a whole call appropriate behavior. This is also an ideal time when the roles could reverse and the mother could learn from the child, as roles change throughout our lifetime. If she is patient and listens, this could have a positive lasting memory for both the mother and child.

Recognition and Management of Uncertainty

We learn as we grow that the future cannot be fully known in advance and life is unpredictable. We also know that they may not be a perfect solution, however I am a firm believer that positive begets positive as negative begets negative. If the mother takes this dilemma on in a positive tone, she will end up with positive results. Often the best intentions do not produce the desired results. With the mother acknowledging this, she will less likely blame herself and accept that this is one of life??™s moments where she was able to truly teach her child. She will draw from her wisdom and love for the child and feel good knowing she did her best. She could also take this moment to share a childhood story of her own and perhaps share how guilty she felt when she was caught to reassure the child that emotions are important to acknowledge and share. With the future being so uncertain, it is important that we focus on the moment in front of us and take advantage of us.

Relativism Regarding Solutions

If we apply the biblical verse ???An eye for an eye,??? I believe most of the people in the world would then be blind. When we consider how other cultures around the world would handle this, our young child could not only lose a limp for the action but could also be established as an outcast, which would bring shame to the family. While it is important to acknowledge the consequences for this behavior it is also important to keep in mind, this too is a human being and should be treated with respect while discussing this mistake.

My solution to this situation.

This would be handled as soon as I realized what happened. Knowing me, I would make a comment about wanting the same kind of cookie that is in the box he or she took. If the child did not then tell me about the box of stolen cookies I would let them know that I know about them. I then would try to gain insight as to the reasons behind the stolen cookies. I would listen carefully, and then address each issue. Our issues here involve the reasons behind the seven-year olds choice is stealing them in the first place and how he or she might feel if something they had were stolen from them. We also need to discuss fair consequences to this behavior.

The approach to the behavior must be done with care. I would try to stand firm while understanding that this is not the time to be angry. I would listen, while paying attention to non-verbal clues such as? body language, facial expression, and attitude. When speaking I would ask open-ended questions and use firm and direct statements to make my position clearly understood. I do not want to send mixed messages nor do I want to assume any reasoning for the childs behavior. Above all I need to maintain my commitment to follow the intervention through and come to a conclusion or solution that is best and beneficial for the child and the childs well-being. My discussion is an attempt to understand the rationale of the behavior. In approaching the subject with a firm but non-judgmental tone, I am hoping to establish that I do not condone the behavior, but accept the child and am here to assist in the coping of underlying causes for the behavior.

I would be inclined to demonstrate natural consequences for the behavior which would be contingent upon the information I received during the discussion with the child. The natural consequence of the behavior is simply that…what can be expected in the society we live in as an acceptable consequence for the deed Perhaps, I would require the child to return the cookies with a verbal apology or perhaps the child loses a favorite toy or activity for a short period. Natural consequences are intended to demonstrate what can normally be expected to result from an action in a specific society with an emphasis on learning or gaining knowledge from the behavior. I choose natural consequences because I want the child to gain something from this experience while understanding that there are certain unpleasant events we must endure to rectify our actions.

In summary, I think that wise judgment is the ongoing developmental process of awareness in life directions and guided actions; comprehension of humanity, tolerance, limits, and uncertainty; realization that perspectives differ, and that past and present cultures influence the way we view behavioral norms. In essence, our aptitude for wise judgment is constantly evolving as each new experience provides us with the knowledge and awareness to evaluate and respond to the daily dilemmas we face.


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