In conclusion, I have learned many feelings that adopted children and parents of adopted children, experience while growing. Although I expected the social aspects that were revealed, I learned many of the cognitive results of adoption. I feel I better understand a friend who is an adopted child in a more objective sense rather than just expressions of emotions I witnessed. Some problems I feel that plagued this research is the fact that while interviewing I emphasized situations that I thought would be to try and get responses but, what I thought was not always correct. The attempts to gain access to the resources one must have to complete this project was the most difficult part of the process. I asked questions such as, in a biological sense, how has your child developed? Any problems with anger and emotional lag occur? How did these emotions and experiences effect the child’s educational process?

Sensorimotor stage of cognitive development. During this stage, the child learns about himself and his environment through motor and reflex actions. Thought derives from sensation and movement. The child learns that he is separate from his environment and that aspects of his environment -- his parents or favorite toy -- continue to exist even though they may be outside the reach of his senses. Teaching for a child in this stage should be geared to the sensorimotor system. You can modify behavior by using the senses: a frown, a stern or soothing voice -- all serve as appropriate techniques. In the first 2 years, the stages of attachment, the beginnings of separation, and the expression of anger and aggressiveness probably are the same whether your child is adopted or not. My second subject contradicted the first in a manner in which the child understood the meaning and actions of adoption. This subject’s child began to experience fears, especially about being abandoned, getting lost, or no longer being loved by his parents. He also engaged in "magical" thinking and had trouble distinguishing reliably between reality and fantasy. He became afraid of giants, monsters, witches, or wild animals. He became increasingly familiar with separation from his dad, often because he attended daycare and preschool programs. he also made new friends outside the family, and his interests began to broaden. My last subject, near adolescence, seemed to deal with the same problems as other children his age although with a more severe caution of loss, doubt, and abandonment. It seemed as if this child grew with a chip upon a shoulder. In a cognitive sense, subject one’s son has yet to understand the meaning of “being born” although, her son does watch Sesame Street, which has begun to teach him small portions of the birth process. This ed

Some topics in this essay:
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