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types of childrens behaviour

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Introduction

Managing Behaviour- Task 1 Jodie Bloomer "Behaviour is a complex concept and can mean many different things to many different people...Behaviour includes everything that we say or do that can influence or have an impact on another person." (Riddall-Leech, S. 2003. p.3). There are a range of factors that can affect behaviour in young children. These are: Physical and health-related factors Parenting strategies Birth trauma Difficulties in pregnancy Possible vaccine reactions Medication Genetic influences Disabilities Brain development Communication Hearing and speech development An example of the effects of parenting strategies is if the parents adopt an authoritarian approach to parenting with "high levels of control and demands on child" as this could result in the child having "low self-esteem, lower achievement in school, subdued/ aggressive tendencies." (Tassoni, P. 2006 p.401). Mental and emotional Family states of well being Support structures Financial Stress Siblings Nuclear and extended families Baby/ child care facilities Family patterns Life experiences Low self-esteem Chaos Nurture stimuli Gender Cultural Religious influences An example of the effects of low self-esteem is that "children who have low self-esteem are less likely to put themselves in challenging and new situations." (Tassoni, P. 2006 p.402). This means that children may not accept what adults ask them to do and could result in the child disobeying the adults. ...read more.

Middle

Maslow's (1908-1970) hierarchy of needs shows that a child will not be able to grasp the understanding of acceptable behaviour if their basic needs are not met. Piaget (1896-1980) was interested in the similarities between children of how they discover things and learn for themselves through mental milestones (schemas) and was therefore a constructivist. He believed that children are pre-programmed to acquire knowledge and therefore to learn, and there is no need for adult intervention. This means that they can acquire behaviour from those around them. His theory was that "children actively construct their understanding of the world by interacting with it." (Harding, J. 2000. p.113). He believed that cognitive development was the result of both nature and nurture. Vygotsky (1896-1935) believed that the child is an active constructor of knowledge and understanding. At the centre of his theory is the zone of proximal development (ZPD), which is the "gap between what the child is currently able to do and what he has the potential to do." (Tassoni, P. et Al. 2002. p.197). His theory suggests that parents/teachers should take into account the context in which the knowledge is to be applied, e.g. real life situations. Unlike Piaget he believed that the role of the adult is crucial to the child's learning. ...read more.

Conclusion

2002. p.139). He developed pschyoanalysis which is a set of assumptions that are fixed. Erikson (1902-1994) links to Freud as his is a psychoanalytical theory. He believed that "behaviour is guided both consciously and unconsciously by our minds." (Tassoni, P. et Al. 2002. p.227). Unlike Freud though he called the stages "psychosocial stages because his emphasis was on the child's exploring relationships." (Tassoni, P. et Al. 2002. p.227). During my first placement in a nursery there was a boy aged 3 who was constantly tired as he was taken to a nursery at 7:30am and was there until 5pm or 6pm. His home life was believed to be disruptive and he had a lack of routine as he would go to sleep at differing times, and then sleep on and off throughout the day. This lack of routine is an example of environmental factors affecting his behaviour. As a result of his tiredness he was quite aggressive and 'snappy' when talking to people and would snatch toys from the other children. His lack of social skills seemed to be a result of little interaction with his parents and family and he seemed to think that he had to shout to be heard and get what he wants. This situation links to Maslow's theory of hierarchy of needs. As the child's basic needs were not being met he was not able to grasp the understanding of acceptable behaviour in social settings. ...read more.

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