Some people will have strong ideas about what is proper behaviour; others will be less concerned about doing the right thing. Feudists believed that it was to identify with a parent so that they are able to resolve some of the conflicts. Behaviourists see children as little adults who will learn appropriate behaviour be a combination of reinforcements and imitation and punishment, when it comes to identification Freud would measure by which a child takes on the attitudes and ideas of their parent, their personalities are supposed to become very similar. When the child identifies with the parent it then seems that they become like their parent. Parents norms on good behaviour become a part of the child’s ego ideal, parents also think that bad behaviour then becomes the child’s conscience, that is why the family role plays an important part for the child as they determine the standards of good and bad behaviour, when it comes to imitating a parent children in the age bracket of three to four years are more likely to imitate, Freud believes this is because they do not usually start to understand there feelings until later. Sometimes children do not have the social skills or self-control to manage their behaviour. The family must teach these and when children cannot find the words to deal with aggressive feeling or are not encouraged to express themselves, they then become frustrated. At other times, children cannot cope with growing levels of anger themselves or in others, in both of these cases children need to learn acceptable ways to assert themselves and to learn coping skills. In the role of the family it is the parents responsibility to teach their children what is good and bad behaviour. Behaviour is not just good or bad it is about how we use behaviour to develop in society. Children learn more through experimenting in social structures than just by copying what other people do.
Every early years student should include play within the learning of the child’s behaviour as Vygotsky thought that adults are important for children as they learn to play, he believed that play could help advance what they can manage in real life (Bruce, Meggitt 2003 p213). Piaget and Vygotsky both agreed that through play could lead to the enjoyment of games where as Erikson et al see play as children turning into adult creativity. We must also ask ourselves is the child happy are they comfortable within their surrounding providing them with their own individual needs and by inspiring them with a range of activities and always offer them encouragement. Within the early years at all times show interest with the family as good relations with the family could alternatively bring about a good relationship with the child. Students who study early years play an important role within the social development of the child due to learning new skills and able to put these skills in practice within the early years classroom. Students learn to help children to believe in themselves so that they can in turn develop positive relationships with other people, as this is a good way they can interact.
To strive as an individual learner must first be able to understand what behaviour is and how as a student we can adapt and maybe bring forward our own ideas. As a person who is an activist I tend to prefer too interact with others and put the theory into practice, but tend to get bored and become hasty having to do all the research so doing a group presentation and each one of us researching a small amount suited myself better and being a team member was very beneficial. In his book Experiential Learning (1984), Kolb suggests that the learning process is not identical for all people and that identifying learning styles should not be used as a means of typecasting people, but as a way of determining choices, decisions and possibilities. He suggests that early educational experiences shape learning styles, and that we are taught how to learn. Later on, educational specialisation, job roles, and professional careers will influence learning styles. Kolb also acknowledges that people adapt their learning styles to suit specific tasks and problems. Learning styles should not be recognized as fixed personality qualities, but able to adapt your frame of mind. Kolb also suggests that experiential learning theory provides a system for managing the learning process in a way that can conform the different learning styles. Honey, Mumford (1992) found that different people prefer different ways of learning, but that most people are unaware of their preferences. It shows us how individual learning styles can be identified. Through gaining awareness of their preferred learning style and the other styles available to them, students can begin to understand the implications of these styles for all types of learning. Honey, Mumford has adapted Kolb’s learning cycles to indicate four stages of the learning process – experiencing, reviewing, concluding and planning, which are mutually supportive.
Human development reflects the complex interaction of the person, the person's behaviour, and the environment. A person's cognitive abilities, physical characteristics, personality, beliefs, attitudes, and so on influence both his or her behaviour and environment. These influences are reciprocal, however. A person's behaviour can affect his feelings about himself and his attitudes and beliefs about others. Likewise, much of what a person knows comes from environmental resources such as television, parents, and books. Environment also affects behaviour: what a person observes can powerfully influence what he does. But a person's behaviour also contributes to his environment. Learning is intertwined with community membership, it is what lets us belong to and adjust our status in the group. As we change our learning, our identity--and our relationship to the group--changes. Behaviour is not just the bad and not just the good things that we do it is why we do them and how to overcome them the way the family has influenced us the society in which all of us live in today how it has changed due to the media, internet etc than society say fifty years ago.
References
Bee, H. (2003) The Developing Child 10th Ed. New York: Longman
Bruce, T. Meggitt, C. (2003) Child Care & Education 3rd ed. London: Hodder & Stoughton
Davenport, G. (1994) An Introduction to Child Development 2nd Ed. London: Collins Educational
Honey, P. Mumford, A. (1992) The Manual of learning styles 3rd Ed. Maidenhead: P. Honey
Kolb, D. (1984) Experiential Learning Experience as the source of Learning and Development London: Englewood Cliffs. Prentice-Hall
