The Boy in the Striped Pajamas- Movie Interpretation

            In this paper I have pointed out certain behaviors from the movie “The Boy in the Stripe Pajamas”, and theories from “The Developing Person Through the Life Span 9^th Edition” by Kathleen Stassen Berger. I have pointed out behaviors/theories from Biosocial, Psychosocial, and Cognitive domains. 

            My first theory pointed out starts at the beginning of the film when Bruno, and three other friends were running through town, simulating as though if they were fighter planes. While running through town making plane sounds, with their arms out; the children had joyful expressions on their faces.

            In the text this behavior of play falls into the Middle Childhood: Biosocial Development in Chapter 11 talks about Physical Activity. Beyond the sheer fun of playing, the benefits of physical activity--- especially games with rules, which school-age children are now able to follow--- can last a lifetime. Exercise not only improves physical health; it may also improve academic achievement. How could body movement improve brain functioning? A review of the research suggests several possible mechanisms, including direct benefits of better cerebral blood flow and increased neurotransmitters, as well as the indirect results of better mood and thus improved concentration (Singh et al., 2012. In addition, playing games with other children teaches cooperation, problem solving, and respect for teammates and opponents of many backgrounds)

            In my second behavior described in the Biosocial domain, Shmule was confronted by the German soldier, after being seen talking to Bruno inside of the house. The soldier said “How dare you talk to people in the house, how dare you!”  He then looks down, and notices that Shmule has one of the deserts, and asks “Have you been stealing food? and then yells “Answer me!” Shmule responds in fear with “No sir, he gave it to me; he’s my friend. The soldier responds with “What!”, then looks at Bruno.  When the soldier confronted Bruno and said “Little man, do you know this Jew?”, Bruno looks in fear, but doesn’t respond; then the soldier yells “Do you know this Jew?” Bruno, in fear lied and said “No, I just walked in, and he was helping himself; I’ve never seen him before in my life”, and made it seem as though Shmule stole the cookie from the food display on the table when he clearly offered, and gave the desert to Shmule. The soldier then looks at Shmule and says “You! Finish cleaning the glasses. When I come back we will have a little chat about what happens to rats who steal”.  The soldier then escorted Bruno away. After three visits back to the concentration camp, Bruno is doesn’t see Shmule again until his fourth visit back to the camp. Bruno see’s Shmule, and runs over to the fence where Shmule is sitting with his head down. Shmule lifts his head slowly, and has a black eye. Bruno then explains why he lied, and then asks for Shmule’s forgiveness, which Shmule forgave him, and gave him a handshake.

            In chapter 8: Early Childhood: Biosocial Development it talks about Child Maltreatment, which is all intentional harm to, or avoidable endangerment of, anyone under 18 years of age. Thus, child maltreatment includes both child abuse, which is deliberate action that is harmful to a child’s physical, emotional, or sexual well-being, and child neglect, which is failure to meet essential physical or emotional needs. 

Signs of Maltreatment in Children Aged 2 to 10

·    Injuries that are unlikely to be accidents, such as bruises on both sides of the face or body; burns with a clear line between burned and unburned skin

·    Reluctance to talk, to play, or to move, especially if development is slow

      ·    No close friendships; hostility toward others; bullying of smaller children

            In my first Psychosocial domain describe, which ties into the Biosocial domain mentioned above Bruno lied in fear, when confronted by the German soldier; he looked out for his own, when his new friend Shmule needed him the most

            This behavior in the text falls in to the Psychosocial domain, and interpreted as Kohlberg’s Preconventional Moral Reasoning Level 1: The goal is to get rewards and avoid punishments; this is a self-centered level.  However, the stage is two: Look out for number one (an instrumental and relativist orientation). Each person tries to take care of his or her own needs. Be nice to other people so that they will be nice to you.

            In my next to behaviors mentioned, which fall into the Psychosocial domain, Bruno met a Jewish kid named “Shmule”, who he befriended in the film: bringing him food, playing chess, and having conversations with him about Jews. Bruno even lied at one point to his mother, about what was in his bag, which was food to give to Shmule, and where he was heading to, which was to see Shmule. Shmule was a slave working in the camp, but went off on his own because he didn’t get along with the others.

            Psychosocial- (In the text this is interpreted as Kohlberg’s Preconventional Moral Reasoning Level 1: The goal is to get rewards and avoid punishments; this is a self-centered level. Stage one: Might makes right (a punishment-and-obedience orientation). The most important value is to maintain the appearance of obedience to authority, avoiding punishment while still advancing self-interest. Bruno packed food inside of his bag, and when confronted and asked why he had his bag, he mentioned that he was going off to read books that he packed inside of his bag; Bruno lied to cover up the fact that he had food inside of his bag, to take to Shmule).

            Psychosocial- Bruno’s level also falls into Level 2: Conventional Moral Reasoning: Emphasis on social rules; this is a family, community, and cultural level. Stage three: Good girl and nice boy. Proper behavior pleases other people. Social approval is more important than any specific reward.

In my last and final behavior pointed out, Bruno said “It wasn’t fair; me being stuck over there on my own, and you (Shmule) over there playing with friends all day. Shmule responded with “Playing”, and Bruno responded with “That number, isn’t it part of a game or something?”. Shmule then responded with “It’s just my number; everyone gets given a different number”. Bruno then said “Oh, then what happens?”

            As described in Chapter 9; Early Childhood: Cognitive Development, it talks about Theory- theory. Theory-theory refers to the idea that children naturally construct theories to explain whatever they see and hear.