Pampered Children in Early Childhood
Pathological narcissism is a reaction that is recorded in children who have had periods of prolonged pampering during their formative years. Such children usually strike as being infantile/immature and/or childish either in their speech or deed (Bernhard, Lefebvre, Murphy, Chud & Lange, 2011, P.22). Is important to note that the perpetrators of this “abuse” could be parents, teachers other adults, relatives or even peers. When people treat a child with extra-ordinary kid gloves, the child may never get the chance to grow up and take responsibility for his or her life.
The long term effects of this abuse may be permanent and devastating to the personality of the involved person. The pampered child may find it difficult to assert his or her authority s whenever the parent/teachers are not around. The question and the idea of individuating may be an issue the child. Consequently, the child is left with two difficult options whenever the parent or teacher (perpetrators of pampering) are not around (Cunningham, 2005). Either the child would be forced to side with winning and/or dominant side during arguments or resort to empathy and self-pity with the aim of drawing sympathy from the others. This sort of approach is dangerous for the child given that the universe we live in today does not offer sympathy and compassion that readily.
Conclusion
The inability to grow up in later stages of life makes the child refrain from acquiring adult roles and duties (Vaughan, 2012, P.197). In some extreme cases, the child may refuse to move from his or her family of origin and birth thus being spared the burden of making adult decisions such as on marriage etc. This clinging ensures the cycle of pampering continues. In the long-end, the sort of individual made from a pampered child is not mature or responsible for being trusted with decisions.
References
Bernhard, J. K., Lefebvre, M. L., Murphy Kilbride, K., Chud, G., & Lange, R. (2011). Troubled relationships in early childhood education: Parent– teacher interactions in ethnocultural diverse child care settings. Early Education and Development, 9(1), 5-28.
Cunningham, H. (2005). Children and childhood in western society since 1500. Pearson Education.
Vaughan, J. (2012). Early childhood education in China. Childhood Education, 69(4), 196-200.
