Child Behavior & Guidance Part I: Theories & Principles

Oklahoma Cooperative Extension ServiceCore In-Service

November 3, 20099:30-11:00 a.m.

Debbie Richardson, Ph.D.Parenting Assistant Extension SpecialistHuman Development & Family Science

Oklahoma State University

IntroductionWelcome

Centra Instructions

Overview of In-service

Resource Materials

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In-Service ObjectiveExtension Educators will be able to

identify definitions, major theories, and key principles relevant to the behavior,

discipline, and guidance of toddlers through school-age/pre-teen children.

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Terms & Definitions

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Child Behavior

Any observable response or action of a child

Form of communication - Verbal & nonverbal Conduct, actions, words children use to

express thoughts, feelings, needs, impulsesJudged whether it meets social, cultural,

developmental, & age appropriate standardsCan be positive/negative, impulsive/planned,

predictable/unpredictable, consistent/ inconsistent

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Child BehaviorCan elicit wide range of positive or negative

responses from othersDoes not occur in isolationInfluenced by:

child’s desires, temperament, & ability to adapt parenting style, family situation, various stresses

and transitions

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Self-regulationSelf-controlChild’s ability to contain and

manage his/her own behavior without relying on caregivers to guide him/her

Gradually internalizing an understanding of what behaviors are acceptable/non-acceptable, right/wrong, meeting social standards

Long process

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ComplianceChild’s ability and willingness to adjust

behavior to meet the expectations and limits of caregivers

Compliant when following a caregiver’s request or direction

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Conscience & Moral Development

Internal voice or system of moral values

Judge right/wrong Feelings of guilt or discomfort Not innate – built gradually from relationships Internalize standards of behavior taught by caregiversProcess of norms, rules, and values of family and

society become an internal motivator even in absence of external authority

Values → beliefs

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DisciplineTeach, lead, educateDoes not imply punishment or scoldingTeaches what behavior is appropriate in which

circumstance, or how to interact in a socially acceptable manner

Process of guiding in ways that supports development of self-control

Used to set reasonable limits in a consistent manner while still allowing some choice among acceptable alternatives

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DisciplineTeaches responsibility and right from wrongShows how to get along and respect rights

and feelings of othersEncourages independence and self-directionEnhances self-worth, sense of competenceProtects children from harm by

teaching what is safe Is ongoing - long-term focus

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PunishmentUse of an unpleasant experience to try to change or

eliminate behavior

Physical or emotional means to cause pain, humiliation, denial of freedom, and/or isolation

An arbitrary penalty

May stop bad behavior for the moment but does not teach expected good behavior

Often builds anger & resentment

Inhibits development of self-discipline

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Physical/Corporal PunishmentPhysical force with the intention of causing

the child to experience bodily pain or discomfort so as to correct or punish the child’s behavior

Physical restraint – use of physical force to protect the child or others from physical pain or harm

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AbuseOklahoma statute Tit. 10, § 7102, 7106(A)(3)

• Harm or threatened harm to a child's health or safety includes, but is not limited to, nonaccidental physical injury, mental injury…

• If…the incident reported was the result of the reasonable exercise of parental discipline involving the use of ordinary force, including, but not limited to, spanking, switching, or paddling, the investigation or assessment will proceed no further.

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GuidanceA constant ongoing process of learningEmphasis is on guiding & teachingSelf-discipline, not control, is the goalShapes behaviors with love, respect In context of relationship, each person influences and

is influenced by the other - may require changes in behavior of both the adult & child

Influenced by many factors – our origins, teaching experiences, cultural beliefs & values, family beliefs and values, & societal expectations

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SocializationProcess of imparting

competencies, values, and expectations of society to children

Process by which children learn to behave according to social expectations and standards

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Theories &

Frameworks Related to child behavior,

discipline, & self-regulation

Theories & Frameworks

Schools of thought, paradigms, perspectivesGrow out of efforts to make sense of

scientific observationsResearch tests and supports hypothesesDifferent theoretical frameworks are useful

for understanding different areas of behavior

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Some Major Differences Between Theories

Emphasis on various ways to encourage compliance in children: Some focus on training by modeling and

reinforcement Some focus on self & interactions with

others

Emphasis on the emotional quality of the parent-child relationship

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Psychoanalytic (Freud)

Natural instincts, innate drivesParents (esp. mothers) are the most

important socializing agentsChildren internalize their parents’ values

which form a superego or conscience -occurs in first 5 years

Early influences are very important for children’s development

Harsh parenting methods are detrimental to children’s well-being

Behaviorism (Watson, Skinner)

Child is a blank slate at birth - filled in over time by experiences in environment

Based on stimulus-response relationships; stimuli → predict behavior

Classical & operant conditioningBehavioral changes occur when certain

consequences are contingent on (related to) the performance of desired behavior

Shape child’s development and control behavior in desired direction with rewards, praise, reinforcement, modeling, etc.

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Attachment (Bowlby, Ainsworth)

Emotional bond that develops between an infant and a caregiver (only a few)

Mutual, reciprocal interactions (partnership)Gradually develops in early months & yearsLeads to organizational changes in infant’s behavior

and brain function. Infant develops expectations about caregiving. Sense

whether caregiver is predictable, responsive, and available to meet needs.

Early experiences influence sense of control, security, self-worth.

Social Learning (Bandura)

Behavior is largely a social process learned through observation & imitation

Likely to imitate the behavior of a model seen as being rewarded

Importance of cognition, thinking – ability to listen, remember, and abstract general rules from complex sets of observed behavior affects imitation and learning

Strong emphasis on how children think about themselves and other people

Gradually more selective in what they imitate23

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Moral Development (Kohlberg)

Stages based on cognitive development3 levels of moral orientation:

Preconventional – punishment & obedience Conventional - role-conformity, expectations Postconventional - self-accepted principles

Cognitive disequilibrium and role-taking are processes involved in progressing through the stages

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Moral Socialization (Hoffman)

Emphasizes society’s transmission of moral norms through internalization and development of conscience

Appropriate types of discipline lead to acceptance of standards and moral norms

Success of internalization depends on development of empathy within child (considering the needs of others)

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Attribution (Bugental, Dix)

Emphasizes importance of parents’ viewAttributions and expectations of the child

on parent behavior and child developmentParental beliefs filter the child’s behavioral

acts, determine meaning for the caregiver, and influence how parent reacts

When a parent believes he/she has little power or competence and cannot control child, discipline becomes ineffective

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Coercion (Patterson)Parents and children train each other through

sequences of interactionsBehavior problems more likely when child is

reinforced for responding with negative behavior to parental requests or demands

Child tries to ‘coerce’ parent into terminating undesired requests

Parents’ repeated attempts to obtain compliance are met with increasingly difficult behavior

Parent’s withdrawal of request negatively reinforces child’s aversive behaviors

Importance of Theories, Frameworks, &

Principles Effective guidance &

discipline practices are based on child development theory

Makes program objectives, educational activities, parenting recommendations, and educators more powerful and effective

Check assumptions and theories used within various child development and parenting programs or resources

Identify concepts and actions that may indicate your own, parents’ or other caregivers’ orientation and personal frameworks

Find practices consistent with values & philosophies

Understand how different frameworks may be used to address different issues

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Wrap-upQuestions

Discussion

In-service evaluation

Follow-up

Next Session: Tuesday, November 1029

References American Academy of Pediatrics. (1999). Caring for your

school-age child: Ages 5 to 12. New York: Bantam Books Gershoff, E.T. (2008). Report on physical punishment in the

United States: What research tells us about its effects on children. http://www.phoenixchildrens.com/PDFs/principles_and_practices-of_effective_discipline.pdf

Landy, S. (2002). Pathways to competence: Encouraging healthy social and emotional development in young children. Baltimore, MD: Paul H. Brookes Publishing.

Various textbooks and other reference materials

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