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Answering Questions On Reality

Children judgment is clouded by many things such as inference of reality and illusions. A young child learns what is happening around him or her through first-hand experience. Each day presents an opportunity for these children to learn something new in their lives. On the other hand, children are introduced to new aspects or things in their lives that they have no direct contact. Some of these entities are not real while others are part of children's world. For example, children raised in a hygienic environment believe that there are germs. Germs cannot be seen with a naked eye, and an innocent child may ask whether they are real or not. Theorists suggest that a young child is credulous and believe that everything, they have encountered or heard, is real.

Various approaches are applicable when a child asks what is real or not. Reality questions signal the transitions in the thinking process of the child. For example, a child may ask whether Easter bunny is real. In answering this question, the parent or guardian should use the policy of honesty. The child may have heard about bunny from some of his/her peers in school. Asking such a question, the child aims at verifying the news. When the parent chooses to tell that Easter bunny is real will temporarily postpone the inevitable. In other cases, a white lie may work when the child asks for the reality of something. The child may frame the question in a manner that he/she believes in the existence of Easter bunny. Under these circumstances, telling a white lie may keep the child believing. When the child grows out of such a belief and is ready for the facts, the parent can reveal the truth.

Importantly, when the child asks about what is real or not, it is crucial to determine whether they are in a position to evaluate evidence. It is crucial for the parent to trust his/her gut and evaluate the knowledge of the child on the subject. For example, if a child asks me whether Santa Claus is real, I would ask him/her what they believe. From the response, the child gives on Santa Claus; I will be in a position to provide a candid response. Basing on both visual and testimonial evidence, children can make an inference on the reality of things they encounter. Conclusively, the propensity of children to believe in existence of certain things depends on their ability to assess evidence. For example, when a child receives candies on Christmas morning, he/she will be coerced into believing that Santa Claus is real.

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