child dev s.u. 7. ch.13 the role of discipline in ......moulding of child’s character in its...
TRANSCRIPT
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CHILD DEV – S.U. 7. CH.13 THE ROLE OF DISCIPLINE IN THE DEVELOPMENT OF THE YOUNG CHILD LEARNING OUTCOMES: -Definition of concepts (p. 188 – 191) -Factors influencing behaviour (p.191 – 192) -The purpose of discipline (p.192) -The value of discipline (p.192) -Different disciplinary styles (p. 192-193) -Implementation of discipline (p.194-196) -Language of discipline (p.196) -Discipline in the primary or family situation (p197-198) -Discipline in the school situation (p.198-200) -General guidelines for the application of discipline (p.200-201) -Red flags – unacceptable behaviour (p.201-202)
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Characteristics of the
educational relationship
UNIQUENESS
INTERACTION INEQUALITY
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The process of educating is dependent
on certain conditions
Relationship of trust
Relationship of knowing
Relationship of authority
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Discipline
To teach, to train, to coach
Moulding of child’s character in its entirety by encouraging good behaviour and correcting
unacceptable behaviour
An interpersonal concept, referring to the set of rule and norms that define acceptable behaviour =
form of social control
Child’s voluntary obedience to the influence and guidance of a suitable adult educator, as well as his personal appropriation of the educators knowledge
attitudes and ideals
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Punishment
A stimulus with a negative valence,
A stimulus which causes pain, discomfort and dissatisfaction when desired or previously estb. modes of behaviour are not forthcoming
Reform Reprisal
Protection Deterrent
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“Unisa Past Papers Qu”
In table form, compare punishment &
discipline (10).
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Reward
Any stimulus, situation or verbal expression which is given after the successful or satisfactory completion of a task or action
It increases the likelihood that the desired behaviour will appear again in similar circumstances
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DEVELOPMENTAL
FACTORS INDIVIDUAL &
PERSONAL
STYLE
SOCIAL &
EMOTIONAL
NEEDS OF CHILD
CULTURAL-
SPECIFIC
INFLUENCES
ENVIRONMENTAL
FACTORS
FACTORS INFLUENCING BEHAVIOUR
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“Unisa Past Papers Qu”
What is the purpose of discipline? Do you
think it is useful? Give a reason for your
answer. (10).
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To lead the child toward responsible moral independence
& decision-making
Involves leading the child through discipline to achieive self-
sicisipline and demonstrate socail behaviour
Adult teaches child to understand his//her physical and social world
and to live in harmony with it. Socially acceptable beh = social
integration & adopting norms and values of community
The educators should: gradually give child opps to be responsible for own actions; to ex self control = communicates trust to the child
Purpose of Discipline
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Gives child a sense of security
Serves as a reinforcement of the ego
Promotes socially acceptable behaviour
Child learns to conduct self so as to gain approval of his
behaviour
Helps the child develop self-discipline, incl. self-control and indep, decision making
The Value of Discipline
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Different Disciplinary Styles
PERMISSIVE ABSENT
AUTHORITARIAN DEMOCRATIC
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Four Components of the Implementation of Discipline
• Essence of discipline
• They set limits in which child can move
• Criteria against which behaviour will be measured
Rules & Regulations
• As a preventative measure
• As an educative medium
• As a motivator
Punishment
• Guides child in forming good habits
• Acknowledges good/correct behaviour
• Effective form of discipline
Reward
• Should be a measure of uniformity & stability in administering discipline.
Consistency
• Diversity in society – different norms and values
• Beware of this when confronting p’s about chns behaviour Values and norms
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Four Components of the Implementation of Discipline
• Essence of discipline
• They set limits in which child can move
• Criteria against which behaviour will be measured
Rules & Regulations
EFFECTIVE RULE: 1. STATEMENT 2. DESCRIPTION 3. COMMUNICATION 4. METHOD 5. PLAN
Type and number of rules depend on: a) Size of group b) Age of chn c) Type of activity
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Four Components of the Implementation of Discipline
• As a preventative measure
• As an educative medium
• As a motivator
Punishment
Guidelines when punishment is given: a) Child must understand why being punished b) Child must realise his/her action is being rejected, no him/herself c) Should only be administered to cause change of behaviour, not revenge d) Don’t punish a group because of one guilty one e) Should always be fair and appropriate f) To fit the crime and have a direct relationship g) Avoid frequent punishment & continual threats h) Be consistent in giving punishment i) Don’t use sarcasm or belittling j) Estb reason for behaviour before using punishment k) Never shout l) No spanking/
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Four Components of the Implementation of Discipline
• Guides child in forming good habits
• Acknowledges good/correct behaviour
• Effective form of discipline
Reward
2 TYPES OF REWARDS: 1. INTRINSIC Occurs within the child when he feels happy and content about something he has done well = self-respect 2. EXTRINSIC Use in disciplining young chn. 3 types:
i. Social Rewards ii. Activities & special privileges iii. Tangible rewards
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Four Components of the Implementation of Discipline
• Should be a measure of uniformity & stability in administering discipline.
Consistency
BENEFITS EDUCATIONAL VALUE MOTIVATIONAL VALUE
Consistent behaviour from educator means child doesn’t become confused. Gives child a feeling of safety and accelerates the educative process
If acceptable behaviour consistently brings rewards & unacceptable behaviour is constantly punished, child is motivated to shape behaviour accordingly.
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Four Components of the Implementation of Discipline
• Diversity in society – different norms and values
• Beware of this when confronting p’s about chns behaviour Values and norms
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CHOICE OF WORDS
Use fewer words
Clear, simple statements
1. short explanation of what has happened
2. word about what behav is
acceptable/whats not
3. Suggestion of possible solution
TONE OF VOICE
Firm, calm – conveys
authority & child knows
whats expected.
Controlled speech
BODY LANGUAGE
Distance
Body position
Facial expression
Eye contact
Touch
ATTITUDE
Adults own childhood exp
often guides way they treat
child or react.
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Discipline in the primary situation
Start early Set an example Set aside time for special attention
Set fixed limits
Be consistent Structure the young child’s environ
Divert the child’s att Control the situation, not the child
Involve the child by giving choices
Reward positive behaviour
Praise what your child does in specific terms
Strengthen child’s self-image
Decide on the specific behaviour that must be changed
Give a simple warning in a firm voice
Ignore some types of bad behaviour
Allow the child – within limits – sometimes to take the consequence of bad choice or decisions
Give punishment that is appropriate to the offence
Make use of “time out”
Reassure the child and explain things after the confrontation is over
When a disciplinary situation keeps on occurring, change the activity or venue
Individualise Discuss the situation with the child
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Discipline in the school
DIRECT INDIRECT
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INDIRECT ACCOMPANIMENT
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“Unisa Past Papers Qu”
How would you use a direct manner of
discipline in terms of physical & affective
guidance within a group you are responsible for
(10).
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DIR
ECT
AC
CO
MPA
NIM
ENT
Physical
Verbal
Affective
Normative
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RED FLAGS: 4 motives which underlie chn’s behaviour
ATTE
NTI
ON
All chn want att.
Don’t assume “good” chn don’t need att
Child’s need for att. Is so great h/she would prefer –ve att to no att @ all
PO
WER
When an educator tend to act very authoritatively the child may feel powerless
He/she could rebel in effort to manipulate the adult
The result is a power struggle
REV
ENG
E Small chn have a highly dev. Sense of justice.
When they feel they are being punished unfairly / too severely, or feel hurt, they try to get back at adult
Child who seeks revenge often believes nobody loves him/her
AV
OID
AN
CE Poor self-concept
- may refuse to co-op, whine & complain, stress own helplessness Adult feels obliged to “save” them by doing everything for them. Child’s perception of incompetence - strengthened.
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Video clip: Libby’s Little Tigers
• Establishing Ground Rules in a Reception Year Class: Behaviour in the Classroom
• ..\..\..\..\..\..\Videos\Teachers TV\Bayley on Behaviour - Libby's Little Tigers.wmv
• http://www.tes.co.uk/teaching-resource/Libby-s-Little-Tigers-6084445/
http://www.tes.co.uk/teaching-resource/Libby-s-Little-Tigers-Revisited-6084606/
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