By doing this you are giving the children the chance to gain confidence in resolving conflicts, an adult may not always be present when they are confronted with conflict. Conflict could occur outside the school or the home and by allowing children to resolve conflicts with each other whilst under supervision it equips them with the skills to do so in other situations. As a staff member we can inform children of how a conflict should be resolved and stress that it can always be done without the need for verbal or physical violence. This shows the children that verbal abuse or physical violence is not an acceptable way to resolve conflict nor an acceptable way to act in any instance. Therefore equipping them with the skills they need to manage on the outside world, skills that they will hopefully take on to later
To help a child with lack of confidence we need use praise, support and encouragement to try and overcome the problem and help them gain confidence. Opposing expectations Sometime people don’t have the same ideas about the purpose of an activity, meeting or they might have different idea, we need to explain exactly what we are there to do and why. Cultural differences people have different cultures and expectations. They communicate in different ways. In some cultures eye contact is discouraged so I would need to find alternative verbal and non-verbal clues.
This stage is where a child must learn and accept what is and is not allowed and that some of the things that are not allowed could result in a punishment. When children are given the opportunity to use their initiative, for example, by making up a game, greater feelings of security are introduced with their ability to lead others and their sense of initiative is boosted. A dismissive or over controlling attitude or criticism from a carer could cause the child to become under the impression that they are a nuisance to others, making them feel embarrassed and causing them to lack self initiative. During this stage, children tend to ask many questions as they exercise interest and become more curious about their world. If negative responses towards the child’s questions are shown from the parents or carer, then the child may begin to develop feelings of guilt for showing an interest.
1.1- Explain why behaviour can be seen as a means of communication: Behaviour can be seen as a means of communication because it includes the child or young person’s attitude, stance, facial expressions, repetitive actions and body language amongst people they are around. All of these mentioned are means of communication because they are expressing without needing to speak. Communication is a really important method for everyone to be able to control their environment and influence for other people. If some of the communication skills for children and young people are limited, this means that they don’t have any control which can then lead to frustration and most of all it can lead to challenging behaviour that may become present. Whereas if the child or young person realises that this behaviour can enable them to get what they want or need, this behaviour can show that it is more likely to occur in the future.
If children do not trust people then the will mistrust them thus leading to personality problems and classroom problems. The second stage of Erikson’s personal development is Autonomy is pride in one’s self and when a person has pride in their self they can accomplish anything. Also in stage two if the child does not have autonomy they may develop low self-esteem and have an urge to manipulate his or herself. Children with autonomy still have pride in themselves when they fail because they have done all that they can do. As a parent and teacher we have to make sure that we push children to their limit and make sure that we award them too.
“On the other hand children also begin to believe that when they receive a reward for stopping an unacceptable behaviour, they should be given something when they treat people with respect” (Hall, 2009). Therefore, children today should not expect to receive these rewards and need to understand that sometimes you may have to complete a task without receiving anything in return. In addition, researchers have discovered that children whose parents use the reward system frequently tend to be less generous compared to their peers (Fabes et al., 1989; Grusec, 1991; Kohn, 1990). The most commonly known example of rewards being used to alter a child’s behaviour is when parents take children shopping. Some parents bribe their children to be quiet or to display “good” behaviour by buying or promising them sweets, toys or other incentives.
Praise and Punishment: The Effects on Children -Jessica Broome We cannot teach children how to be successful adults by simply finding ways to make them obedient. When children do what they are told simply because they will either be rewarded or punished, they are being “obedient”. We want children to practice good behavior even when we are not there to offer a reward or dole out a punishment. As suggested by “insufficient punishment”, children will only change their behavior temporarily when the punishment is severe. This is also true of rewards.
Running head: CORPORAL PUNISHMENT: AN UNNECESSARY EVIL Corporal Punishment: An Unnecessary Evil Jason King Shirley Regis Comp II ITT Technical Institute Abstract The use of physical force to discipline children may be legal, but that in and of itself does not mean that it is right; or even the best way to achieve behavioral compliance from children. Once we have a better understanding on the ecological, physical, and psychological ramifications of the use of physical violence on our young, it becomes imperative that we find alternate means to discipline them. The goal of every parent should be to provide protection, education, and most importantly a stable loving environment for their children to grow up in. There are positive ways to discipline a child that do not include impeding their development and adaptation, so they can become well-adjusted functional members of society. Corporal Punishment: An Unnecessary Evil Corporal Punishment, as Struas and Donnelly (2005) define, “the use of physical force with the intention of causing a child to experience pain, but not injury, for the purpose of correcting or controlling the child’s behavior” (p.3).
Parents use discipline to teach their children the difference between right and wrong. Spanking is a form of discipline that has been used by many parents but it is now becoming the method that is being frowned upon. However, I believe if you follow proper rules and have the right intentions then this method is appropriate. If you choose to use this method on your child then make sure you are not angry or in a bad mood when doing so. Spanking the child when you are angry is very dangerous and could then lead to extreme abuse.