1) Part 1 – Explain the statement “Every behavior a child does has a healthy impulse/good idea behind it.”
In a healthy impulse a child’s behavior that we might not think is not safe, but in children’s eyes it’s something greater. An adult or caregiver might think differently and think it’s not safe, and unhealthy, because it doesn’t fit adult’s needs and expectations (HELP handout). And that could jeopardize what that child was thinking at that time. Every child we see has a good healthy impulse/and good idea behind it, but mostly not all parents can or can’t see what’s going on in that’s child mind, so we sometimes yell and scream at the child but in a child defense their fight or flight response is kicking in because someone is upset or scared for the child’s well being, so that child will want to run or get away from that scary situation, that could cause stress on that child. And might think there intent was out of curiosity, but now that child is afraid of that object (Jean notes), and that could really hurt a child’s self esteem.
Part 2- For example; a toddler is at home with her mom and the toddler is in the living room, mom is on the couch reading her book, looks up and the toddler is pulling all her toys out the toy box, and mom told her not to do so for the 5th time, so (honoring the impulse) mom says “I see you have all the toys out, and you want to play with them, do you want to play with all of them?” “The toddler nods no, so mom says; “Lets put aside the toys that you do want to play with, and help me put away the other toys, the child screams and cries and kicks her feet,” mom says (Empathizing) “I see your upset do you want to put them away yourself?” The child nods yes, so mom says: “Ok I’m goi...
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... denying the feeling the child that was crying. For example if a child is crying because a family member dropping them off, and a caregiver might say “I see your really upset” lets go to the window and wave at your mom for the last time” (Jean notes). And this way the child could have some form of closure when a parent of family member is leaving, if that child is still upset and crying I will let that child let out all of his or her emotional needs and to let them take as much time they need to cry. If they go to there cubby and get a picture of there mom I will let them look at the picture and I will even let the child draw a picture for mommy or daddy or who dropped them off, I will ask if they want help, if the child doesn’t need help I will let him or her have some time to draw or write to there family member, and come back to the group when they are ready.
The text cautions us to not label poor choices as misbehavior. “For me, the cultural baggage of this term causes teachers to make a moral judgement about a behavior and then make another moral judgement about the child” (6). By using morals to create judgements, this means that a teacher is directly connecting the behavior to the child. This is also why the author does not agree with using patience to address children 's behavior. When we are quick to judge a situation without taking all components into consideration, it clouds our thinking and does not offer a full picture of what the child could be possibly trying to tell us. This is not a respectful way to handle these situations and can harm the relationship between a teacher and their
Fussing over children who cry only encourages them, she told us. That 's positive reinforcement for negative behavior." (Walls, 2005, pg. 28)
...ts set for them. Children are constantly aware of adults’ choices, and they begin to formulate their own understanding of general values at a young age. When adults are hypocritical of their pre-set standards, it sends children into a state of discombobulation. Staying true to one’s values as an example for children will be beneficial to them as they travel along the highway of childhood and come upon the exit necessary to reach the interstate of adulthood.
Teaching a child right from wrong is another point it brings up but I feel I have covered this point in the section above.
Kids in general learn from the people in their environment. If they see something good that someone else does, they too will do the same thing. They are not able to control the way they think yet because their cognitive learning skills aren’t as strong as they are when you become an adult. If a child sees someone doing something bad instead of good, the same reaction as the first example will take place and that child will exhibit bad behavior. This goes hand in hand with the social learning theory. The social learning theory focuses on individual behavior. Kids are easily influenced by other kids in their age group bec...
1. The parent just needs to calm down and separate himself from the child until he is calmed.
Moral development of a school age child is based on Kohlberg's theory. Children move from egocentricity to a more logical thinking as they grow. Children of about six or seven years old know the rules and behaviors that are expected of them unlike ch...
Morals are a big part of childhood, because there are so many of them. What the difference between right and wrong is. If stealing is alright. We are not born with these inbeded into our heads. We get them from watching people. Just like how we learn to talk, we mimic our parents behavior. Parents are our biggest influence on us. They should show us their good morals. Of course everyone isn’t perfect, and we all make mistakes, yet when we do something wrong in front of a child we say something a long the lines as “What you just saw, don’t ever do it.” because we don’t want our children to do what we think is wrong. Morals dictate a lot of our lives Our jobs, what we learn in school and what we learn from people revolve around our morals. If we don’t believe that something isn’t right, then we don’t do it, and we learn that from our parents. That’s why morals are a big part of childhood.
With the help of Erickson’s theory, it is understood that the children of Ben’s age should learn to take initiative whenever required and also learn about the kinds of behavior that are not allowed. This theory also teaches us that a delicate balance should be maintained in being tolerant and preventive (Charlesworth R., 2013).
At the pre-conventional level, behavior is motivated by anticipation of pleasure or pain. The child is aware of cultural rules and labels of good or bad and right or wrong. (1) The subject interprets the labels in terms of the physical consequence, such as punishment or reward. (3) The child has an extreme self-interest. The first level of moral thinking is generally found at the elementary school level, before the age of 9. This level is divided into the following two stages. (2)
... growth where a child is forced to start looking for solutions for everything that is wrong instead of simply being a child. This analysis prove that children have their own way of seeing things and interpreting them. Their defense mechanisms allow them to live through hard and difficult times by creating jokes and games out of the real situation. This enables then to escape the difficulties of the real world.
Martina made two special friends in her kindergarten group that helped her to reach her full potential and allowed her to “make sense of her world, shape her ideas and beliefs” (Kearns, 2014, p.1), Martina being an only child, has had to adjust socially and learn to share with others. Martina has been conditioned to rely and depend on herself. Martina’s social development at this age could be linked to Bandura’s social learning theory which says that “people learn from one another, via observation, imitation and modeling” (Learning Theories, 2015, p.1). Martina might have been watching her friends sharing and taking turns whilst playing, which she decided she wanted to take a part in. An idea to support Martina’s social development would be to give praise to Martina when she is playing well with others and help her to consider how the other children feel. Martina continued to develop emotionally, she was learning how to deal with grief when her grandmother died when she was 4.6 years of age. When Martina felt as though her peers were not being fair and easily angered her, it could be linked to being in Erikson’s initiative vs guilt stage which states that whilst the child is in this stage, it is a “time of vigour of action and of behaviours that the parents may see as aggressive” (McLeod, 2013, p.1). Martina crying may have been her way to deal with the grief that she was experiencing from losing her
A person's ability to develop is due to two factors, maturation and learning. Although maturation, or the biological development of genes, is important, it is the learning - the process through which we develop through our experiences, which make us who we are (Shaffer, 8). In pre-modern times, a child was not treated like they are today. The child was dressed like and worked along side adults, in hope that they would become them, yet more modern times the child's need to play and be treated differently than adults has become recognized. Along with these notions of pre-modern children and their developmental skills came the ideas of original sin and innate purity. These philosophical ideas about children were the views that children were either born "good" or "bad" and that these were the basis for what would come of their life.
Children have been seen to act in a free manner, worrying mostly about themselves, over time learning to consider other’s views and feelings when completing an action. Typical adult actions, however, are almost entirely controlled by thoughts and feelings aware of the world around them. Children act on impulses, while adults have been mentally trained to act against these impulses, acting in a way to appear acceptable in their society, generally. There is a lot of pressure on adults to conform to act a certain way, as there is for children, but only adults feel this pressure. Children are somewhat aware of what they can get away with, as figuring this out is one of the basic ways they learn how to act. By the time they reach adulthood they understand what is acceptable at what times and what is not. Whether they conform to these standards or not is their choice, but they are aware of the fact that the standards do exists. Others around them know that they are aware of this, and have expectations, increasing the pressure to act that way. Children aren’t expected to be as aware, and other’s expectations are lower for them, allowing children more freedom under this pressure. So as children act on their impulses and learn what is acceptable, they begin to understand how to control their actions. This knowledge is always present in their actions as they become adults, as they now wear the pressure of conformity with every step they
(Berger 2014 p 279). Early on the first emotions a child will feel is contentment and distress, from those children will continue to grow in their emotions as they also grow into their mind and body. (Berger 2014 p 182) Early on emotions are very delegate, if not regulated they can become out of control result in a number of disorders. (Berger 2014 p279) Two reactions can stem from improper regulation of emotions are externalizing and internalizing problems (Berger 2014 p279) Both these problems deal with children being unable to have reason and process their emotions properly. However as they grow older and gain more reason they grow out of these two disorders and begin to act more emotionally appropriate. (Berger 2014 p279) While adults are able to control their emotions in social situation, children from ages 2-6 are unable to have such control; their emotions and social behaviors are still being developed. Expectedly children will often act emotionally incorrect in society, for instance when a child doesn’t get there way they will often throw a temper tantrum. However if an adult is put in the same situation and not given what they wanted, they will act according with reason and the proper emotions instead of acting out. In light of the three scenarios given, the children were clearly not in control of their emotions, it is seen in the outcomes of each