I will pay for the following essay The Development of Children`s Attitude towards Disability. The essay is to be 6 pages with three to five sources, with in-text citations and a reference page.Downloa

I will pay for the following essay The Development of Children`s Attitude towards Disability. The essay is to be 6 pages with three to five sources, with in-text citations and a reference page.

The social-cognitive developmental theory emerged from these wide-ranging beliefs, and beginning at the latter part of the 1970s a number of scholars have used the Piagetian model of cognitive development as a way of explaining children’s prejudice. As argued by Aboud, various kinds of prejudice emerge at different ages due to cognitive development (Shaffer 2008). This development results in distinct ways of interpreting the world. Hence, children’s inadequate skills to sort out diverse categories and to quickly divert their attention are the foundation of their prejudiced views and inflexible stereotypes of out-group and in-group members (Killen &amp. Rutland 2011). Nevertheless, according to Killen and Rutland (2011), even though the theory claims that the cognitive strengths and weaknesses of children establish the constitution of prejudice, it argues as well that various social factors, such as peers, family, etc., either push the child to retain prejudices or prevent the child from keeping them. According to Aboud, “Children who think about other people in terms of stereotypes are more likely to have a prejudice against those people. people who are prejudiced define all members of a group not just as similar but also as bad” (Parke &amp. Clarke-Stewart 2010, 199). Fascinatingly, parents usually think that their children are mostly unaware of ethnicity or disability and that bigoted thoughts and actions in other children surface when their prejudiced parents instil to them their own narrow-minded beliefs. Nevertheless, studies show the contrary, for the ethnic behaviours of children normally have slight connection to their peers or parents (Smith, Cowie, &amp. Blades 2003). In fact, children display great tendencies to organise individuals into groups and to relate to and favour the group to which they fit in. For instance, children aged 3 to 5 who are grouped into ‘blue’ and ‘red’ eventually developed much more positive outlooks towards their own group. Moreover, first-graders at the time favour committed in-group members who prefer to have fun only with buddies of their own ethnic background (Martin &amp. Fabes 2009). Categories representing ethnic groups encourage children to assume that members of different ethnic groups will vary in major ways (Smith et al. 2003). Hence, according to Levy and Killen (2010), the roots of prejudice could be cognitive instead of social, revealing the inclination of self-centred young individuals to inflexibly label individuals by ethnic background or physical/intellectual ability and to rigidly prefer their own group, without unavoidably being too unfriendly toward individuals of other ethnic groups. There is a certain extent of disagreement about the development of prejudice past the preschool stage. While children go through the phase of concrete operations or grow to be more open in their judgment, explicit prejudice normally weakens (Ram 2007).