Note need to response to the classmate post:
Case Study :
Our legal system implements the fact that a 6 year old child cannot form criminal intent for several biosocial, cognitive, and psychosocial reasons. In order to understand why authorities have this perspective on juveniles of this age, we will explore an overview of details in the case as well as developmental theories and ideals. Biosocial aspects such as maltreatment, the cognitive theories of both Piaget and Vygotsky, and issues relating to emotional development of children as well as parenting all affect this case in particular. (Berger, 2011)
Details of this case are that the 6 year old male student resides in a small town within a home in which the role models/mentors are known to either have been incarcerated or currently involved in gun-related crimes and/or drugs. There was also a playground scuffle between the offender and the victim on the precious day. After shooting the female victim in the library at school, the boy dropped the gun and ran out of the room. He was found in a corner and sat calmly drawing pictures until the police arrived. He then told police that he didn't mean to hurt her, he just wanted to scare her. A 19 year old who resided in the home and allegedly possessed the stolen gun was charged with involuntary manslaughter in connection with this case.
According to The Developing Person Through the Life Span, "close supervision and public safeguards are needed to protect young children from their own eager, impulsive curiosity". (Berger, 2011, pg. 234) Because children's growth and understanding are based upon their culture, income, and family customs the authorities will not charge a child under age 7. In the biosocial dynamic of young children neglect is common and harmful. Their health, learning, and social skills are all hindered by abuse and/or neglect. Maltreatment of a child includes intentional harm or avoidable endangerment of anyone under 18 years of age. The facts of this case clearly show maltreatment and neglect for the safety of the 6 year old male student in the home as well as others. (Berger, 2011)
Cognitive development is expeditious between the ages of 2 and 6. Young children are affected by the desires and emotions of others. A child is an apprentice in thinking, someone whose intellectual growth is motivated and guided by older more proficient members of society such as parents or mentors. At age 4 the theory of the mind is attained through neurological maturation, linguistic competence, and culture. If there is a lack of nurturing the zone of proximal development then achievement in learning suffers. They have to understand a belief and reality, but also know the difference. Piaget's theory makes an excellent point, young children have a preoperational thought process focusing on only one thing at a time (centration) seeing the situation only from their own point of view (egocentrism) remaining focused on the current reality. Vygotsky's theory stressed that children learn by participation or experiences lead by more knowledgeable adults. He believed that the guidance will assist in learning within the proximal development phase, which encompasses the skills that the child has the potential to learn. (Berger, 2011)
A psychosocial issue in this case is that neglectful or inconsistent caregivers can make impulsive children's emotional problems worse. Involvement of a parent plays an important role in both social and cognitive competence. The moral emotion of antipathy can lead to antisocial behavior. This can cause actions such as verbal insults, social exclusion, or even physical assaults. As a result of brain maturation, theory of the mind, emotional regulation, and interactions with caregivers by age 4 or 5 a child has deliberately prosocial or antisocial. The boy demonstrated a reactive aggression towards the other child after an altercation on the playground the prior day. Children this age are still searching for their own identification and becoming familiar with social awareness. These things become the basis for their morality. (Berger, 2011)
Legal repercussions cannot be passed onto a child this age because research has shown that they are not capable of understanding the full dynamic of an action of this type. Children become what they learn so we have to encourage them, support them, and have them in a healthy environment. Unfortunately, the authorities in this case came to realize that the responsible ones were in the home around this child exposing him to things that are very influential at his age. The child will more than likely carry these issues with him into adulthood. (Berger, 2011)
References:Berger, K.S. (2011). The Developing Person Through the Life Span (8th ed.). New York: Worth