Children model themselves largely on their parents. They do so mainly through identification. Children identify【B1】a parent when they believe they have the qualities and feelings that are【B2】of that parent. The things parents do and say—and the【B3】they do and say to them—therefore strongly influence a child's【B4】. However, parents must consistently behave like the type of【B5】they want their child to become.
A parent's actions【B6】affect the self-image that a child forms【B7】identification. Children who see mainly positive qualities in their【B8】will likely learn to see themselves in a positive way. Children who observe chiefly【B9】qualities in their parents will have difficulty【B10】positive qualities in themselves. Children may【B11】their self-image, however, as they become increasingly【B12】by peers, groups, standards before they reach maturity.
Isolated events,【B13】dramatic ones, do not necessarily have a permanent【B14】on a child's behavior. Children interpret such events according to their established attitudes and previous training. Children who know they are loved can,【B15】, accept the divorce of their parent's or a parent's early【B16】. But if children feel unloved, they may interpret such events【B17】a sign of rejection or punishment.
In the same way, all children are not influenced【B18】by toys and games, reading materials, and television programs. In the case of a dramatic change in family【B19】, the【B20】of an activity or experience depends on how the child interprets it.
【B1】

A. to
B. with
C. around
D. for