Guiding The Behavior Of Young Children Chapter 6 Analysis
Chapter 5 & 6 Summary
Laila J. Talibdin
Debbie McCune
IEC 102
September 20, 2013
In this chapter we learn about guiding the behavior of young children in positive ways. We must learn to understand that the goal of guidance is to teach children how to control themselves in socially acceptable, respectful ways. But before we can ever determine what behaviors need to be “guided” we need to know what the behavioral norms for each stage are and how to interpret them. Six week old babies cry not to manipulate adults but to get our attention and 2 year olds by nature are defiant. By behaving defiantly, they aren’t trying to be “bad” rather; they are learning to assert themselves in the world. It is very common for …show more content…
Guidance is much more than just responding to children’s behaviors. In fact it is actually the way an adult initiates interactions and the way adults deal with un-socialized behaviors. It is never ok to spank a child as children are most open to learning right after misbehaving or making a mistake. This is teachable moment where that child should remain calm and receptive to understand the consequences of their misbehavior or to accept feedback on their mistake. The primary lesson learned from spanking and other forms of punishment is that using force is okay. When children learn this lesson, they use force on other people, and this is never acceptable. Young children need limits more than rules. Limits are different from rules- they are restrictions, not regulations. Limits fall into two main categories: physical limits and adult limits. Physical limits consist of structural and security measures to keep children safe. Adult limits are like an invisible fence; they are the restrictions adults impose on children for their own good, for the good of others, and for the good of the environment. Children spend more …show more content…
Violence-prone children don’t consider the consequences when they lash out. Through calm dialogue we can help children understand the effects of their actions. There are two approaches to considering consequences that work well. The first is feedforward; it helps children to understand beforehand what consequences might result from their aggression. A second approach is to let children experience firsthand the result of their actions, when it’s possible to do so without promoting further violence. The modeling effect is very powerful, and one major factor in violence is low self-esteem. There are four aspects of low self-esteem: virtue, power, significance, and competence. Virtue is a word that evokes other concepts, such as integrity, morality, honesty, character, decency-all concepts that relate to “being good”. Dominating power differs from personal power as aggressiveness differs from assertiveness. An aggressive person just pushes forward, with little regard for other people. In contrast, an assertive person stands up for what he or she needs and expresses those needs and desires in a way that recognizes and respects
Laila J. Talibdin
Debbie McCune
IEC 102
September 20, 2013
In this chapter we learn about guiding the behavior of young children in positive ways. We must learn to understand that the goal of guidance is to teach children how to control themselves in socially acceptable, respectful ways. But before we can ever determine what behaviors need to be “guided” we need to know what the behavioral norms for each stage are and how to interpret them. Six week old babies cry not to manipulate adults but to get our attention and 2 year olds by nature are defiant. By behaving defiantly, they aren’t trying to be “bad” rather; they are learning to assert themselves in the world. It is very common for …show more content…
Guidance is much more than just responding to children’s behaviors. In fact it is actually the way an adult initiates interactions and the way adults deal with un-socialized behaviors. It is never ok to spank a child as children are most open to learning right after misbehaving or making a mistake. This is teachable moment where that child should remain calm and receptive to understand the consequences of their misbehavior or to accept feedback on their mistake. The primary lesson learned from spanking and other forms of punishment is that using force is okay. When children learn this lesson, they use force on other people, and this is never acceptable. Young children need limits more than rules. Limits are different from rules- they are restrictions, not regulations. Limits fall into two main categories: physical limits and adult limits. Physical limits consist of structural and security measures to keep children safe. Adult limits are like an invisible fence; they are the restrictions adults impose on children for their own good, for the good of others, and for the good of the environment. Children spend more …show more content…
Violence-prone children don’t consider the consequences when they lash out. Through calm dialogue we can help children understand the effects of their actions. There are two approaches to considering consequences that work well. The first is feedforward; it helps children to understand beforehand what consequences might result from their aggression. A second approach is to let children experience firsthand the result of their actions, when it’s possible to do so without promoting further violence. The modeling effect is very powerful, and one major factor in violence is low self-esteem. There are four aspects of low self-esteem: virtue, power, significance, and competence. Virtue is a word that evokes other concepts, such as integrity, morality, honesty, character, decency-all concepts that relate to “being good”. Dominating power differs from personal power as aggressiveness differs from assertiveness. An aggressive person just pushes forward, with little regard for other people. In contrast, an assertive person stands up for what he or she needs and expresses those needs and desires in a way that recognizes and respects