On other hand, child who is maltreated is often overwhelmed with the negative emotions and is lacking any motivation to succeed at school. One study showed that toddlers who came from abusive families were more likely to respond in a negative fashion to their mirror images and make very few positive statements about themselves (Barnett, 1997 ). Maltreatment can be presented in many ways and it seems that it produces specific behaviors depending on a type of abuse experienced. Physically abused preschoolers are more likely to present with aggressive and rebellious behavior when compared with nonabused peers. Children who experienced abuse are also more impulsive, disorganized and districtabilie which affects their ability to perform at school.
Initially, I define the two concepts of mistaken behavior and misbehavior, the first as an error in judgment and action made in the process of learning life skills. Mistaken behaviors occur at three levels which are: experimentation, socially influenced, and strong unmet needs. Teachers who use guidance see self-ruled life skills as difficult to learn, and they recognize that children are just at the beginning stages of a lifelong process of learning these skills. In the process of learning any difficult skill, children, like all of us, make mistakes. These teachers recognize that when children experiences conflicts it is because they have not yet developed the cognitive and emotional resources for more mature responses.
Causes of Attention Deficit Disorder Basically ADD is what it looks like, and at time also pertains to hyperactivity disorder or ADHD. The disorder generally causes the subject to be inattentive to stimuli; the subjects would find themselves easily distracted from any particular activity and may cause a difficulty in learning. The disorder does not readily become apparent until a child enters challenging situations such as elementary schools. Often children affected by the disorder make careless mistakes and are rather disorganized. They often lose their schoolbooks and assignments as well as non responsive when spoken to.
Therefore; is disciplining the children the same as positive guidance? This review will consider these questions using literature from articles and research in early childhood education and special education. Teachers struggle when dealing with challenging behaviour especially when a child refused to listen but not only that they throw themselves on the ground, kicking and screaming. Bishop and Baird (2007) explain challenging behaviour from the children’s point of view as their way of communicating that something is not right with their experience using pain or distress. In addition, children with no self control, maturity, less understanding and don’t know how to express emotions appropriately or tiredness respond through challenging behaviour (Flicker & Hoffman, 2002).
In knowing that the theory was excluded. Because children with ADHD often struggle in their schoolwork, peer relations, and ability to follow rules at home and at school, it is reasonable to hypothesize that their feelings of capability suffer as a result. Thus, the self-image of children with ADHD were lower than those of other children with regards to their feelings about their behavior, their ability to get along with others, and their ability to succeed in school. The parents need to pay attention to the feelings that a child with ADHD has about him or herself. In many instances, particularly when parents are struggling to manage their child's difficult behavior, it can be easy to lose sight of the effects that ADHD can have on some children's self-esteem.
Children who are maltreated have signiﬁcantly poorer mental and physical health outcomes compared with the general child population (Ho). Some of the causes of child abuse are lack of parenting support and skills, a history of child abuse, mental illness, etc. The lack of parenting support could be the main reason why children most children experience physical abuse. He/she are in their learning stages and need to parent to correct them when they are wrong. Your child will make mistakes along the way.
A child will isolate themselves from others and experience severe loneliness. Abused children are more likely to bully other children around, isolating themselves from their peers (Judith 117). They sometimes fall into the pattern of befriending people who will only betray and cause them more pain. Abuse to a child can be a source of very painful experiences. Children often handle these experiences in the wrong way.
Would you be surprised to learn that in today’s classroom children sometimes aren’t learning due to behavioral issues? Teachers are attempting to teach classes in which students can be disruptive, disrespectful and defiant. Classrooms are often overcrowded which adds to the frustration of the situation. Teachers are often tempted to take the easy way out, using antiquated strategies that will usually not help the child to learn. In fact, some types of punishments can actually cause the child to become even more rebellious.
Bullying is very relevant regarding school students in today’s society. The effects of bullying can be so bad that it can affect a child’s academic performance. The different ways it can affect a child are: emotionally, mentally, socially, and physically. Being a bully victim hurts a child’s dignity and integrity which hinders their learning ability and causes them to start slacking in school. Once the effects start messing with the victim’s mental process, it gets harder for them to concentrate.
They will struggle to complete work, and have difficulties with social interaction and linguistic cues. Lack of emotional development in a school-age child can result in detrimental consequences, and have a deep effect on the other domains. According to The Child Welfare Information Gateway, emotional maltreatment results in damage or lack of cognitive growth, and stunts learning. Exposure to emotional neglect and abuse will create changes in crucial areas, such as a child’s physical condition, social interaction, and ability to learn cognitively in the classroom.