Prosocial behaviours in Early Childhood - Essay Example

? PRO- SOCIAL BEHAVIOURS IN EARLY CHILDHOOD (Your teacher’s due 1 Provide analysis of Childs behavior and identify what strategies would be implemented to address the situation? Pro social behavior is imperative to be followed in schools, mostly among early childhood generations. Most of the students face the problem of low pro social behavior such as the case scenario indicated Adams behavior in school is not adequate. There can be many reasons for this behavior such as lack of control, demonization and self-esteem on the perspective of parents as well as teachers. He may be suffering from some emotional and social problems, due to which he is harming other students. There is always specific reason behind this behavior of childhood. Adams present behavior is also related to his parent’s life, as parents influence have great impact in shaping a Childs behavior. If one gets frustrated in home, he behaves badly at other places to be calm and reduce the pressure of emotions. Therefore both parents as well as teachers should try to improve the behavior of Adam (Marion M, 2011). In the age of 5 to 7 years children’s go through development transformation most of which is adhered from school and a percentage is allotted to parental education. Due to this many changes occur in a child such as in the skills, thinking, behavior and emotions. The changes lead to positive and negative aspects. Adam is facing negative aspects of transformation of behaviors, in relation to social roles (MacNaughton G, 2003). Strategies In order to address the low pro social behavior of Adam many behavioral strategies can be used to prevent the situation. Some of them are discussed below: Promoting alternative thinking strategy- this strategy can help Adam to concentrate more on his emotional and social behavior. It will help to reduce aggressiveness and low pro social behavior of Adam. Teacher can conduct education and counseling programs for Adam to guide him towards social behavior. These activities can be conducted in class, school and parents should also take part in it because they play key role in developing ethnic behavior in their children. In this program Adam should be taught to express his feelings and behavior in a good manner, making him understand the perspective of others and their values so that in future he does not harm any student (Kauchak D & Eggen P, 2011). Development strategy- this strategy is mainly linked to psychodynamic education of children’s. It promotes social, emotional and cognitive growth. Teachers try to utilize classroom experiences with the children’s. By promoting this strategy on Adam it will create motivation and self-control in his nature and he would be able to recognize the needs and feelings of others. For example he will be become familiar of good and bad manners. He will believe more on himself and will do what is right and ethical (Gowen J W & Nebrig J B, 2000). Pro- social control strategy- this strategy have positive characteristics and concentrates on the well-being of peers. Adam is presently focusing on coercive strategy which is opposite to pro social strategy. He is focusing on unethical behavior. Teachers should try to adopt pro social strategy in order to improve the behavior of Adam. He should be provided learning’s of social relationships and should be continuously monitored for his action. Guidance should be provided to him on every step where he is wrong. This means that teachers can control the behavior of Adam through effective learning and monitoring systems (Gillies R M & Ashman A, 2003). 1.2 Highlight the relevant research work and theories related to this topic? Recent literature reviews have identified that there should be evaluating programs to prevent low social behavior of students which should be for longer durations, developmental and professional models should be included in the program to study the behavior of students and solution to their emotional problems, ongoing motivation and support should be provided to the students in order to prevent ill behavior in schools such as in case of Adam (Ostrov James M, 2009). In relation to transformation of behaviors research identifies that the negative aspects of this change is the result of the linkage between psychopathology and development. They both contradict each other (Archer J & Coyne S M, 2005). Learning experiences affects the relationships among peer students. It also helps to create emotional awareness and self-control among children’s. Promoting alternative thinking strategy not only focuses on peer-peer and teacher-child relationship but also promotes learning among students (Bierman K L, 2004). Research identified that children’s possess more complex strategies and plans in relation to their emotions. These plans mainly affect their behavior in school which may be sometimes negative. For instance, the ability to think on a problem situation and to expect its occurrence is important for socially competent behavior (Corrie L 2002). In order to study the changes of pro social behavior in children’s a research was conducted to identify the reasons and preemptive measures. Through pre and post improvement test children’s were assessed by both teachers as well as parents. In order to improve the pro social behavior of students a ten days program was conducted by teachers. Results suggested that this program improves the behavior of children’s. This means teachers should introduce different programs to enhance the pro social behavior among children’s and should emphasize on their future development and education (Ulutas Iikay & Aksoy Ayse, 2009). . Theory of anti-social behavior Theory of anti-social behavior mainly focuses on the correlation of response matching and negative reinforcement. People with such behavior mainly focus on coercive strategy which effects their present development and future social tactics, so anti-social behavior is a function of child which is created on the basis of interactions among peer groups. In a child 75% of tactics is chosen by him and 56% tactics is chosen by the parents. Stimulus control also leads to the development of anti-social behavior. Mostly, in family one person’s behavior is easily adopted by a child. Therefore, family pattern helps in shaping a child behavior. These behaviors are developed automatically and these interactions are major factor in shaping a Childs growth. Anti-social behavior leads to a rule governed behavior i.e. children’s do what they like and think. They make their own rules. Recently, many development and training programs have established in schools to control anti-social behavior of students and to maintain a control on them (Essa E, 2003). Theoretical framework of behavior According to Berk L E. (2009), theories of behavior are based on five conceptual models. Firstly, ABCD model (Affective-Behavioral-Cognitive-Dynamic). It mainly focuses on the growth of students in an ethical manner. Secondly, eco-behavioral system, it identifies the manner in which teachers guide and educate the students i.e. the material which they teach should be linked to pro social behavior in students. Third is neurobiology, in which one tries to read the brain of students i.e. what they think and perceive. Fourth is psychological education, in which students are informed about self-control, ethical behaviors and are shown a difference among good and bad. Fifth and most important is psychological issues related to emotions. It is mostly linked to emotional intelligence because children’s behave in accordance to their emotions that can be related to school premises as well as parental influences. Therefore, all these five models are important to guide a child towards good and ethical behavior 1.3 Identify the implications for personal and professional development? In order to avoid this situation for occurrence in other students, teachers should conduct a program once in a week for personal and professional development of students in which they should be motivated towards problem-solving skills, positive peer relations, self-control, emotional literacy and interpersonal skills. The main objective to promote these skills among students should be to reduce behavioral and emotional problems of students and to promote ethical behavior among them. These practices will not only help students in their academic life but will also help them further in their profession. Teachers should also be provided training in workshops or should meet the consultants of curriculum in order to educate students towards right path. This will lead to a professional development of teachers and an effective system (Knafo Ariel, 2006). Children’s should be encouraged to discuss their ideas, feelings, experiences and thoughts. They should feel that someone is listening to them, they are respected, motivated by both the teachers as well as peers. This will create more confidence in them. It will result in the fact that children’s will care, respect and value each other, their social groups, parents, other people and the environment. This practice will be beneficial for students for a long time period and will help to develop skills of children in an ethical way. Five core characteristics which will help in the personal and professional development of children are problem solving skills, relationships, self-control, positive self-esteem and emotional understanding. These are the basis for the development of one’s personality and nature (Porter L, 2008). If these practices are implemented it will not only reduce low pro social behavior of students but will also leads ethical, professional and personal development among them . It will lead to significant improvements. Some of which are: Reduction of depression among students Improvement in self control Usage of more effective conflict resolution strategies Recognizing and understanding ones emotions Decrease in problems of conduct (Ebbeck M & Waniganayake M, 2003). 1.4 Conclusion Adam has low pro-social behavior. He is behaving unethically with other peer groups. There are many reasons of it such as transformation of changing behavior, low morale, self-esteem, emotional burden or lack of motivation from teachers and peer groups. This behavior can also result from the perspective of family members or parents i.e. sometimes child adopt the behavior of a family member they like the most this may result in good as well as bad behavior. This behavior can be controlled through various strategies such as pro-social strategy, promoting alternative thinking strategy or development strategies. All these strategies pursue to solve the behavior of children’s and promote development and motivating students. Researches have also indicated that teachers should introduce programs to strengthen children’s emotional and intelligence factors. They should try to identify the conflicts and problems among the relationship of peer-peer and teacher-student and then possible solutions should be identified. Then only behavior of children’s can be highly positive. Methods and procedures should be implanted in schools to educate students in relation to ethical and unethical behavior. Teachers should continuously monitor the performance of children’s in school in order to promote ethical behavior among students. References Archer, J., & Coyne, S. M. (2005). An integrated review of indirect, relational, and social aggression. Personality and Social Psychology Review, 9, 212–230. Berk, L. E. (2009). Child development (8th edition). Australia: Pearson Education. Bierman, K. L. (2004). Peer rejection: Developmental processes and intervention strategies. New York: Guilford. Corrie, L. (2002). Investigating troublesome classroom behaviour: Practical tools for teachers. London: Routledge Falmer Ebbeck, M. & Waniganayake, M. (2003). Early childhood professionals: Leading today and tomorrow. Sydney: MacLennan and Petty. Essa, E. (2003). A practical guide to preschool behavior problems (5th ed.). U.S.A: Nelson Thompson Learning. Gillies, R. M., & Ashman, A. F. (2003). Co-operative learning. London: Routledge Falmer. Gowen, J. W. & Nebrig, J. B. (2000). Enhancing early emotional development. Baltimore: Maryland: Paul H Brookes Publishers Kauchak, D., & Eggen, P. (2011). Introduction to Teaching: Becoming a professional. USA: Pearson. Knafo, Ariel. (2006). Pro-social behavior from early to middle childhood: Genetic and environmental influences on stability and change. US: American Psychological Association, 42(5), 771-786 MacNaughton, G. (2003). Shaping early childhood: Learners, curriculum and contexts. London: Open University Press. Marion, M. (2011). Guidance of young children. NJ: Merrill Prentice Hall. Ostrov, James M. (2009). A Longitudinal Study of Forms and Functions of Aggressive Behavior Early Childhood. Journal of child development, 80 (3), 828–842 Porter, L. (2008). Young children’s behaviour: Practical approaches for caregivers and teachers (3rd edition) Sydney: McLennan and Petty. Ulutas, Iikay & Aksoy, Ayse. (2009). Learning with play: How play activities program improve pro-social behavior of six year old children. Journal of humanities and social sciences, 4(1), 39-44 Read More