Discussion: Metatheories of Childrearing
Consider the following two quotes by infant/toddler expert Ronald Lally:
“Every single adult, whether conscious of it or not, has an overarching theory that drives his or her childrearing practices” (Lally, 2006, p. 7).
“Often differences of opinion about strategies for childrearing occur between a child development professional and a client, parent, or trainee. Many times this difference is caused not because of a lack of information but rather because information that does not fit one’s metatheory is rejected. To be effective in our work, we not only have to share the latest research theory about who children are and how they grow, but we also need to acknowledge and relate to the strong and sometimes unacknowledged theories that are held by those engaged in childrearing—including ourselves” (Lally, 2006, p. 8).
Based on what you have learned about how personal metatheories of childrearing impact how each of us relates to and cares for children, complete the following:
By Day 3
An example of your own personal metatheory of childrearing
Whether and how your own personal metatheories of childrearing have changed over the course of your study
How you would learn about the metatheories families have for their young children
Why knowledge of metatheories is important
Course Text: Lally, J. R., Mangione, P. L., & Greenwald, D. (Eds.). (2006). Concepts for Care: 20 Essays on Infant/Toddler Development and Learning. San Francisco: WestEd.
“Infant Mental Health” by Jeree Pawl (pp. 71–75)
“Teachers and Family Members: Talking Together” by Amy Laura Dombro (pp. 59–63)
“Metatheories of Childrearing” by J. Ronald Lally (pp. 7–1 3)