Research evidence indicates that the use of non-physical punishment has been shown to be necessary to enhance the effectiveness of reasoning in young children and that determining child temperament is crucial for vital for developing optimal discipline strategies. It will be argued that non-corporal punishment does have a role in child rearing practice in the 21st century. The Role of Punishment in 21st Century Child Rearing Practices Burton, Weston, and Kowalski (2009) state that punishment and reinforcement are used to control behaviour through the process of operant conditioning whereby a specific behaviour (e.g., swearing) becomes associated with a consequence (e.g., time-out). Reinforcement aims to make a particular behaviour more likely to occur whereas punishment (either corporal or non-corporal) is an action that is intended to reduce the likelihood of a behaviour recurring. It can be administered in either a positive (e.g., spanking, time-out, send child to room) or negative (e.g., no dessert, loss of television privilege) approach.
This assumption is further researched by the Bandura bobo doll experiment which studies if aggression behaviour is imitated by seeing a model being rewarded for being aggressive. Bandura found out that the children who had had observed an adult behaving aggressively behaved much more aggressively themselves than those who had observed non obsessive behaviour. They also found out that boys behaved more aggressively than girls and behaviour is most likely to be learned from a same sex model. The strengths of this experiment is that they used children because they are easier to influence so therefore it is easy for them t imitate behaviour. The limitations of this experiment is that the children did not know the models
This article states that social status is not just an individual status but also a group status. Using personality features or traits researchers try to predict social status in a child’s peer group. Behavioral actions that benefit other people are needed for high social status. Helping, sharing and actions that benefit society as a whole it is predicted to be correlated with status across peer groups. Authors believed the level of aggression is believed to be accepted depending on similarity between individuals and peer groups.
Firstly, the child observes a model displaying a certain behaviour. If the child pays attention to the behaviour been modelled, they will repeat (imitate) the behaviour, and it will be practised and eventually interlised. It is thought that we are more likely to copy the behaviour is we see the model like ourselves, as well as if the person has a higher status then ourselves, as we have a desire to be like them. However there are many cognitive factors between the stage of observing the behaviour and imitating the behaviour, this is known as mediating cognitive factors and there are 4 steps. Stage 1 is attention, the observer pays attention to the model, stage 2 is memory, this is an effect of how much attention was given to the models behaviour, if the observer remembers the behaviour enough then the behaviour will be recalled, the observer also assesses their own ability and asked themselves if they are capable of carrying out that particular behaviour.
Outline one Social Psychological Theory of Aggression Aggression is the intent to harm someone through verbal or physical actions. Bandura was the founder of Social Learning Theory (SLT) which suggests that children learn aggressive behaviour by observing other’s acting aggressively. They learn through either direct reinforcement, where the individual themselves are rewarded or punished for their own behaviour, or through watching others being rewarded or punished for their aggressive acts, (vicarious reinforcement). As a result, aggressive behaviour may repeat if a child receives a reward or witnesses a role model getting positively reinforced after committing an aggressive act and consequently imitates this behaviour to also seek the reward. SLT is supported by Bandura et al (1963), who found that children who observed an adult role model behaving aggressively towards a Bobo doll were more likely to reproduce these behaviours when later allowed to interact with the doll alone, children even improvised their own violent methods towards the doll.
Also not gaining the sense of trust could later on lead to suicidal attempts. In the second stage the ego developmental outcome should be Autonomy vs. Shame. Between the age of 18 months and 3 years the child will develop its fine motor skills. Walking, talking, and feeding themselves are only the minor characteristics developed. Self- esteem is built up as they acquire new skills in their body.
Social Influences on Behavior Social influences on behavior This paper will attempt to explore and explain basic concepts of human interactions regarding a perspective on psychology and examples given regarding how human behaviors change based on different social situations, including specific behaviors, environments in which the behaviors occurred, associated phenomenon associated with behaviors, and if the behavior exhibits any necessary therapeutic intervention. Social Influences on Behavior Social psychology and sociology are very similar and travel the same path. Conformity may make a new situation easier and combining the identity to a group is a social identity theory. An individual’s behavior often changes by changing the individual’s environment or group setting. Humans crave social interactions; to withhold social interaction is a squandered effort.
Positive and negative award reinforces the influence. When an individual obtains positive reinforcement through behavior, they use this behavior as part of themselves. A person will continue to behave in the same manor to keep receiving that positive reinforcement. Cognitive approach views the thinking process and cognition as a cause of an individual’s behavior. The act or process of knowing, referring to the mental development of a person including their perception, attention, reasoning, judgment, memory, speech, thinking, and imaging.
A CRITICAL DISCUSSION OF PSYCHOLOGICAL ASSESSMENT IN EARLY CHILDHOOD INTRODUCTION This essay is a critical discussion of psychological assessment in early childhood. There a various reactions to and feelings about the assessment of children. Some people are positive about it and see the need and benefits of assessing young children while others are against it as they feel it is intrusive and may result in labelling of the child. In my opinion Psychological assessment is a wonderful process that can help detect any challenges or strengths a child may have and get appropriate interventions into play to promote optimal development of the child. In the essay, the rationale of child assessment will be delved into as well as factors that affect the assessment process.
The Thinking Chair gives constructive direction for a child’s mind, producing a ripple of empathy in consideration of the circumstance. This in turn becomes practice and helps to lay a foundation for behaving appropriately based on lasting internal reasons. In order for a child to learn to make better decisions about behavior, he certainly must be aware that there are consequences . He will like some of the consequences, but some consequences will make him uncomfortable, causing dissonance. He needs to experience these things,