EDU20004 Understanding And Supporting Behaviour Essay

1.0: Introduction

The behaviour of children has many aspects and impacts many sides of their existence. Early childhood educators should first get an awareness of behaviours before they can assist the children in developing the behavioural abilities, self-control, and social skills. Children who have problems with social skills, self-control, and learning disengagement will not succeed in school in the future. For shaping the development and growth of the children the relationships and environments are very critical. During the past years, children manage and create their social and emotional behaviours within their social and cultural contexts (Standard, 2018). The development of pro-social behaviours is very important for school readiness and success, as children progress and begin school. Bilofsky-Shearer, Dominguez & Bell (2012) note ‘There is no doubt about it: children who struggle with emotional control, focus, making friends, and maintaining interest in schoolwork are more likely to experience problems in school. The goal of the humanistic approach is to encourage the full development of the student. The physical, social, emotional, and personal well-being of Children are all incorporated into the learning process when using a humanistic approach. (University, 2020)The development of social and emotional behaviours of children is examined from a humanistic standpoint, taking sociocultural circumstances into account. Particular attention is paid to the actions mentioned in the aforementioned quotation.

2.0: Discussion

2.1: Theoretical underpinning for Behavior

The behavioural development of children is influenced by different environmental influences. These might include ethnic origin and religion, societal ethics, and social and economic status. For example, the humanistic impacts on children, are going to influence their opinions and beliefs, as well as their education, socioeconomic class, personal characteristics, and religious views. According to the Early Years Learning structure, children learn about themselves and develop their own identities within the framework of their families and communities, these social and cultural circumstances have an important influence on the social, psychological, and behavioural development of children (Moleiro, 2018). The acceptability of various connections or communication can determine the qualities of children and which of these should be encouraged or denied. For example, Schools have a tremendous impact on a child's growth, helping to manage the moral and interpersonal growth, interpersonal interaction, behaviour, and intellectual advancement. Humanists’ theory believes that these social-cultural shape the behaviour of children.

The Humanities theory believes that the development of children is comprehensive, encouraging the growth of the children rather than a subsector of personality development. the personal beliefs of the children are thought to be important in determining their behaviours (Danisch, 2023). For example, if a child believes they will fail at an activity, there is a high chance that they capitulate easily. Behaviour is seen as developing in a social term in which healthy self-concepts are affected by the character of upbringing of a children, particularly their relationships with their primary caregiver. The significance and principles that children identify with events, objects, and people in their lives have a significant impact on how they behave (Ogundele, 2018). For example, children may address their level of accomplishment in an activity based on the quantity of praise they receive. Humanists believe that children set their self-worth on their sociocultural principles and act in ways that reinforce these ideas. For example, in certain households, competitiveness is prized, and the self-worth of children is determined by whether they win or lose something. The humanist theory believes that children who have their basic needs addressed and assured of secure circumstances, affection, and a feeling connected to others will develop appropriate self-concepts and behaviours. Humanistic theory teaching methods promote the growth of social and emotional skills of children to academic accomplishment. These self-concepts shape the social and emotional regulation of children (Danisch, 2023)..

2.2: Chosen Quote

Children who struggle to regulate their emotions are more likely to struggle in school. Anger, irritation, and frustration are behaviours associated with children who have difficulty managing their emotions. These behaviours may emerge in a humanistic approach if a child attempts to finish a goal that they believe is impossible. Humanists view behaviours in terms of self-concepts. The opinions of Children about their talents and success expectations are influenced by their feelings of self-worth and self-efficacy. The humanist theory considers that children who are shown unrestricted admiration and respect grow up with healthy self-concepts (Frank W. Paulus, 2021). These positive structures would produce realistic, adaptable, and self-governing behaviours. Furthermore, humanism investigates the physiological demands of children. It is possible that a child who exhibits irritability and impatience is not getting a sufficient amount of rest, which leads to a smaller tolerance level. A final humanistic perspective that might explain the emotional control of children that is through environmental effects. Emotional connections with parents affect evolving abilities of children for controlling their feelings within their sociocultural environments. These include learning how to express oneself, think about emotions, as well as react to them. In situations where families have a low tolerance for expressing anger or impatience, children may try to repress these emotions to secure the love and approval of their parents. It is critical that children feel safe in expressing their emotions (Chai M. Tyng, 2017). This will assist them in developing good emotional management skills. Difficulties controlling emotions can have a detrimental impact on children's effective participation in learning activities with peers and teachers.

2.3: Reasons for the mentioned behaviors

As stated in the quote above, healthy peer interactions can assist children in developing the emotional and social skills essential for school adjustment and academic achievement. There are two behaviours (Shyness while remaining withdrawn or constrained) that might negatively impact the capacity of children to interact with their classmates. Shy and withdrawn children often do from starting discussions with their classmates, take longer for them to begin interactions, and take accession own more confident classmates in social situations. Low self-esteem could be a humanistic reason for these behaviours.

2.4: Principles, policies and practices to maintain positive learning environments

Shy and withdrawn children generally do not start interactions with peers, take longer to start discussions, and communicate less frequently than their more confident classmates in social situations. Low self-esteem might be a humanistic reason for these behaviours. Humanism holds that for children to acquire great self-esteem, they must feel good and worthwhile in the eyes of others. When youngsters are denied unconditional positive respect, their self-development can suffer. Children thrive in situations that provide them with warmth, affection, and value (Amy Orben, 2020). For example, parents who genuinely care about the development of their child and interact with caring acts and words, demonstrate unconditional love. Humanists believe that through these kinds of relationships, infants learn a basic sense of safety and security, rather than becoming apprehensive or anxious in potentially dangerous situations. It is critical for students to feel at ease in the classroom since participation and social contact are regarded as important aspects of achieving learning objectives. Dissatisfaction in the classroom can also contribute to academic disengagement (Mcleod, 2023). Children who are intellectually disengaged in class may exhibit a lack of focus, frustration, and behaviours that is disruptive. According to the humanistic theory, such behaviours can manifest when a child cannot pursue intrinsic interests and learning that is meaningful to them. According to humanist theory, children have a natural need to acquire inner resources such as ability, independence, and self-esteem.

Building self-esteem and knowing about themselves is an important factor of motivation for the learning and behaviours of children. A humanistic theory holds that teachers should treat children as learning classmates who bring their views and values to the classroom. In addition to motivational demands, children who do not have their fundamental physiological needs satisfied may demonstrate characteristics such as bad concentration. For example, being too hot, cold, or hungry can be enough to divert them and create reduced levels of attention. A further cause for disengagement behaviours of children could be a sense of uneasiness or not belonging in the school. The third level of Maslow's hierarchy of wants is the need to belong.

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