Learning about Behavior

Questions about behavior: Why do children behave they way they do? What influences behavior? How do children learn behavior? What is the teacher’s role in influencing behavior?

What is behavior? Actions and reactions prompted by a combination of thoughts and feelings

Situation: Transition to Free Play action: – running through the preschool thoughts: –“If I hurry, I can get that truck before he does!”

Situation: Samuel knocks over Avery’s tower Reaction: Avery hits Samuel Feelings: “That boy hurt me and now I’m going to hurt him!”

Situation: Joshua is bored at stories. Action: Feelings:

Can behavior be appropriate in one situation and not in another? When is yelling and running allowed? When is it not allowed?

Types of Behavior Positive Behavior: Actions appropriate in a given time, place or situation Negative Behavior: Actions inappropriate in a given time, place and situation Exceptional Behavior: Actions which are not approved of but are tolerated for a special reason

Teacher’s must consider all circumstances and make judgments Scenario: Julia is using finger paints Positive or negative or behavior? Julia is using finger paint on the wall? Positive or negative behavior?

Do all people live by the same standards or values? How might standards differ from teacher to teacher? How might values differ from home to home? How might standards and values differ from culture to culture?

Why is it important for teachers to know that values and standards differ?

What influences behavior? External forces: –People: playmates, parents, teachers –Environment Personal care or neglect Internal forces: –Needs –Wants –Desires –Feelings of self- worth

Understanding Behavior Consider the child in two roles: –As an individual: concept of self, signs of independence, unique mental and physical characteristics –As a participator: the child’s interaction with peers, older children, parents and others

Every Child Benefits from Success as an Individual and as a Member of a Group Give an example of individual success with a child in the preschool Give an example of a child’s success at being a member of the group?

Basic Assumptions about People Every person has rights and privileges Every person has worth and dignity Every person wants to contribute to a group Every person must, at times, face desirable or undesirable consequences of his or her behavior

Basic Emotional Needs Security: Do I feel safe physically and emotionally in this place? Belonging: Do I feel that others want me to be a part of their lives? Recognition: Am I being noticed? Affection: Do I feel loved and/or cared for? New Experiences: Am I allowed to discover the world around me?

Understanding Misbehavior Child may act in a way which he thinks will enable him to get what he wants even if it does not meet the approval of others

Dr. Rudolph Dreikurs Child psychologist Studied under Alfred Adler Wanted to stimulate cooperative behavior without punishment or reward

Four Goals of Misbehavior Attention Power Revenge Disability

Attention Behavior: Acting silly, showing off, nagging at others, being a nuisance, making disruptive noises Message: “Notice me! Involve me!” Goal: To feel significant Wants to compensate for feelings of inferiority Teacher’s Response: Provide wholesome ways to receive attention, greet child by name and use name in group, recognize publicly their contributions to the group, give them jobs, allow them to help others

Power Behavior: defies adult, tries to take over, refuses to cooperate Message: “Let me help. Give me choices.” Goal: Need to feel as if I’m in charge. Teacher’s response: Avoid a power struggle. Child may feel powerful if adult loses control. Don’t expect blind obedience. Give them choices in rules, limits and routines. Allow time to cool off. Give them opportunities to lead.

Dealing with a Power Struggle Maintain respect for the child and yourself Remain calm and keep a moderate, but firm tone of voice Avoid a conflict in the form of words or actions Direct comments to the child’s actions rather than character

Revenge When children’s attention and power needs are not met, they may seek revenge Behavior: refusal to cooperate, running away, self-inflicted harm, disrespectful comments, telling lies Extreme case: Suicide Message: “Help me! I’m hurting!” Goal: I’ll hurt you before you hurt me! Teacher’s Response: Try to deal with hurt feelings. Use reflective listening and “I messages.” Use kindness but firmness, “I won’t let you hurt yourself or anyone else.”

Disability Behavior: “I can’t do this.” Tries to fail. “I can be successful at failure.” Active: may be destructive or violent Passive: may give up or withdraw Message: “Have faith in me. Don’t give up.” Goal: To get adult’s sympathy thus allowing child to do what he wants Teacher Response: Break it down in small steps. Don’t give up. Stop all criticism. Focus on strengths. Build on interests.

Ways Children Learn Behavior Imitation: Copying someone’s actions either consciously or subconsciously –May not wish to be like that person but will still copy actions Identifying: Learn by identifying with someone they like and respect –Wishes to be like that person We may not realize that child is using person as a model Child needs many effective models to serve as guides

Character Symbols Often learned by imitation and identification –Politeness, respectfulness, kindness Be aware of “Do as I say, not as I do.”

Reinforcement Children behave in ways that bring them satisfaction and reward Positive reinforcement used to continue behavior: –Pleasant response that bring satisfaction Negative reinforcement used to stop behavior: –Unpleasant consequence

Learning to Behave May start with extrinsic motivation –Outside reward or consequence Goal is to reach intrinsic motivation –Wanting to do the right thing without reward or consequence

Insight The ability to think and reason Promote understanding When an adult explains what will happen when certain things are done, child develops concepts on his own example: Mother stopping child from running into street. “Ahhh, now I get it!”