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Frankenstein Childhood Environment Analysis

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I am writing you because I want to inform you about people being formed by their childhood environment. While some believe only friends can influence someone, others argue only parents have the power to influence. Through both my research and analysis of Frankenstein, I have learned people can become who they are during their childhood because that is when their brains are developing. Therefore, I am claiming that people are formed in their childhood by parents, interactions, and siblings. The first reason someone is formed in their childhood is because their parents influence them. For example, according to chapter one of Frankenstein, Victor Frankenstein explains that his improvement and health are thanks to his parent's care. In addition, the article titled “Parenting Knowledge, Attitudes, and Practices” states that for children's positive development, you need a suitable environment that acknowledges emotional needs that help children develop skills for anxiety, fears, and environmental challenges. To clarify, parents support a child’s …show more content…

For example, according to chapter ten of Frankenstein, the monster tells Frankenstein about the time he once walked into a town, and was attacked by the townspeople until he was bruised and hurt because of his appearance. To add, the article titled “Learning Opportunities for Young Children'' reveals that a socially interactive environment can help children develop creativity, language skills, social intelligence, and confidence. Social learning opportunities for young children can come from playing with peers and adults. To analyze, positive interactions can shape people’s personalities. Negative interactions can leave a bad mark on a child’s view of people and the world around them as seen in Frankenstein. Therefore, positive and negative interactions can shape children's childhood because interactions can influence a child for a

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Frankenstein’s Monster is not categorized as evil by his malicious behavior and is sympathized with due to his creator abandoning him and the role of nature versus nurture taken place II. Monster’s Nature and alienation A. Monster originally had an inquisitive nature yet gentle nature a. Information on the German family was “each interesting and wonderful to one so utterly inexperienced as [he] was” (105) B. With the rejection and alienation from society, the only interactions the monster experiences, he becomes full of hatred a. Rejected by De Lacey family by his looks and labeled a monster b. Tries to save a child but is shot by child’s father C. Reader may feel sympathy towards the Monster’s actions because the readers know that his true nature was not evil and he was misjudged III.

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1274 Words | 6 Pages

Luke Peters Sarah Khatry ENGL:1200 27 February 2023 Emotional Development in Frankenstein Throughout the book the monster develops becomes emotionally intelligent while Victor devolves emotionally and loses the intelligence that once made him a genius. Victor undoubtedly had scientific skill, being able to create life out of corpses, but it wasn't his scientific intellect that deteriorated, it was his emotional and logical intelect. In the prelude to the story we see him chasing the monster across ice, but it is clear that even if he catches the monster he is clearly physically outmatched. This is something the Victor at the start and middle of the story would never attempt.

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1058 Words | 5 Pages

Frankenstein could be focused on two different parent-child relations: that of Victor and his parents, and that of him and his creation, even though the entire novel is filled with parent-child relations that are abnormal, such as Safie’s with her father, where her interests are betrayed, Elizabeth’s with her parents, where she is left an orphan, Walton's relationship to Margaret, in which she failed to respond to her younger brother’s needs, and many more. In the beginning of the novel, Victor talks about his childhood in a way that makes it seem as if he had the perfect childhood. The reason he does this could be a psychological defense of an only child (which he was for a long time) who maintains a love/hate relationship with his parents because he senses that they share a love and affection that he is not and cannot be involved in.

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456 Words | 2 Pages

Frankenstein and his Creations tone toward their Creators Mary Shelley's theme for Frankenstein is the neglectful and obsessive aspirations of parents manifest into reality and contribute towards the destiny of their creations and children. Shelley conveys this idea by creating two main characters with expressive portrayals of their contradicting parents and childhoods. Victor Frankenstein is born into an aristocratic family who love him dearly. As a child Victor's mother sees it as a necessity to “[present] Elizabeth to me as her promised gift”(Shelley 21). Victor's mother's gift of another creation acts as a true testament to Victors mothers love.

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3034 Words | 13 Pages

In Mary Shelley’s Gothic Frankenstein, neglect is an essential characteristic of Victor Frankenstein and the creature. Neglect is child abuse that occurs when a child’s basic needs for love, support, and protection are not met (Font and Kennedy 371–396). The parents of Victor Frankenstein, the protagonist of the story, are neglectful. His mother dies when he is young, and his father does not give him the emotional support he needs to grow up. Neglect inspires Frankenstein to become a scientist to create someone who extends love to him, something Frankenstein has missed his entire life.

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868 Words | 4 Pages

It emphasizes the importance of positive social experiences in fostering healthy development and empathic behavior. This perspective aligns with the argument that the creature’s negative interactions with humans contribute to his descent into darkness. By drawing parallels between the creature's experiences and the research presented in the article, we can further validate the significance of social interactions in shaping behavior and development. The evidence from "Frankenstein " and credible online sources supports the notion that the creature’s behavior and development are influenced by his surroundings, interactions with humans, the absence of a nurturing figure, and the role of education.

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967 Words | 4 Pages

Parents have intentions of helping their children develop into functioning members of society, and of instilling values in them and building their character to make the right decisions in life. In all actuality, they do the opposite. Inequality, in the form of social norms, begins in the home. Creativity is hindered, if not discouraged, individual growth is discouraged, and major strain is placed on other social relationships. Children are often made, consciously or subconsciously, by one parent or the other to be a clone of said parent.

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1245 Words | 5 Pages

In a child’s development, the relationship between the parent and child is very important. The parent’s influence on the child can greatly affect who they become. It is imperative that a parent maintains a healthy and positive relationship with them. Through the characters in the novel, Mary Shelley's Frankenstein emphasizes the importance of a strong and healthy parent-child relationship during a child’s development. ______________________________________________________________________

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1063 Words | 5 Pages

A child's first steps towards the future are taken in the home, during childhood. These experiences shape their existence for the rest of their lives. Jean Hall says that “The family may help the child grow up...loving...or a tyrant” meaning that events in a childhood growing can change a mind forever. This fact holds ground in Mary Shelley's Frankenstein, as both Victor and Elizabeth's childhood and the Creatures “childhood” are vastly different; which propel them down acutely unlike paths. Shelley created these differences in childhood to shape the book to her overall messages: Commentaries on society’s emphasis on wealth and appearance, and the theme of Nature vs Nurture.

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986 Words | 4 Pages

Your Environment Plays a Big Part in Who You Are As Asa Don Brown once said, “children are like sponges, soaking up whatever they’re immersed in.” This quote most accurately describes the concerning behaviors of children because they are very impressionable and susceptible to bad behavior. But what more do they know? In Lord of the Flies, a group of kids are stranded on an island after a tragic plane crash took the lives of the adults, that were initially leading them.

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1606 Words | 7 Pages

Frankenstein : Psychology of Parenting When a child is created and brought into this world, it is the parent’s responsibility to nurture, guide, and teach he/she how to develop and strive socially, mentally, and emotionally in this world. Human beings have to be taught everything. Without someone teaching them right from wrong and how to survive, they could end up feral. It is the parent’s responsibility to teach their child socially and morally to help them survive.

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980 Words | 4 Pages

This is another example as to why our parents affect us and what we see and what they do because we kind go off of it and every experience we have with our parents can affect us in some way. Overall experiencing a positive childhood can help you have better social abilities, working with others, more confidence,

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983 Words | 4 Pages

While this did make it harder for him to develop socially, he was able to learn a lot from just watching; he began to The monster developed just like a human would, just in a different

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1197 Words | 5 Pages

Some people might argue that a child’s upbringing forms the child’s foundation of life. It forms the child’s identity and its view of life. The upbringing of children is a wide concept because it is never the same. The question is if there is an edge between upbringing and torture. The intention of upbringing is indisputable – you want your children to have a great life and a great future, but perchance certain ways of educating children can cause more damage than good.

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1558 Words | 7 Pages

According to his theory, individuals are born without built-in knowledge. Everybody learns through experience, perception and parental guidance. One answer to providing more effective circumstances to children could be a much more self-critical, reflective and differentiated strategies of instruction developed through meaningful observations, noticing and recognizing what is important, influencing and significant to the child and about the child, and reacting in a supportive way. This kind of healthy interaction between individual child’s genes and the environmental context in which they develop would mean a good initial start. Moreover, chances of positive pathways in life seem to be enhanced by heredity vulnerabilities and complex behaviors.

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