THEORIES DEALING WITH
BEHAVIOUR GUIDANCE
BEHAVIOURAL THEORY- B.F. SKINNER
APPROPRIATE OR INAPPRORIATE BEHAVIOUR IS LEARNED AS CHILDREN
REACT TO THEIR ENVIRONMENT
CHILDREN ADOPT BEHAVIOURS THAT APPEAR
ACCEPTABLE BEHAVIOUR CONTINUES IF IT IS REINFORCED
PROBLEM BEHAVIOUR ALSO CONTINUES IF IT IS REINFORCED
SOCIAL LEARNING THEORY-BANDURA
ADD TO THE BEHAVIOURAL APPROACH – CHILDREN ALSO LEARN HOW TO
RESPOND TO A VARIETY OF SITUATION BY OBSERVING OTHERS AND
MODELING OR IMITATING THEIR BEHAVIOURS
PSYCHOANALYTIC THEORY
SIGMUND FREUD: EXAMINING WHY CHILDREN MISBEHAVE AND
TECHNIQUES FOR DEALING MISBEHAVIOURS
RUDOLPH DREIKURS – ALL MISBEHAVIOURS STEMS FROM ONE OF THE
FOLLOWING:
o SEEK ATTENTION
o POWER STRUGGLE WITH ADULT
o REVENGE AGAINST ADULTS
o FEEL HELPLESS AND UNABLE TO ACCOMPLISH REASONABLE
EXPECTATION
DETERMINE THE CAUSE OF BEHAVIOUR BEFORE EFFECTIVELY DEAL WITH
IT
PSYCHOANALYTIC THEORY
ERIK ERIKSON’S PSYCHOSOCIAL STAGE OF DEVELOPMENT – SENSITIVE TO
THE NEEDS OF CHILDREN AT A GIVEN STAGE AND RECOGNIZE THE TASK
FACING THEM AT THAT POINT IN DEVELOPMENT
TAKE INTO CONSIDERATION OF PSYCHOSOCIAL STAGE OF DEVELOPMENT
OF CHILDREN WHO MAY ACT INAPPROPRIATELY
HUMANISTICS THEORY
MUTUAL RESPECT AND ACCEPTANCE BETWEEN ADULT AND CHILDREN
MUST UNDESCORE ALL INTERACTION
TEACHER USES ACTIVE LISTENING
WHEN A CHILD OWNS A PROBLEM, THE TEACHER MUST RESPECT THE
CHILD’S RIGHT AND ABILITY TO SOLVE THE PROBLEM
WHEN ADULTS OWN THE PROBLEM, TEACHERS USE “I-MESSAGES” TO TELL
THE CHILDREN HOW THEIR ACTIONS MAKE THE TEACHERS FEEL
COGNITIVE THEORY
JEAN PIAGET-CONSTRUCTIVISM
o TEACHERS HELP CHILDREN UNDERSTAND THE CONSEQUENCES OF THEIR
BEHAVIOUR ON OTHER PEOPLE THROUGH LOGIC AND REASONING
o FOCUS IS ON THE RIGHTS AND FEELINGS OF OTHERS RATHER THAN
PUNITIVE ADMONITIONS OR RESTRICTIONS
LEV VYGOTSKY - SOCIOCULTURAL
o ROLE OF ADULTS AND OTHER PEERS IN HELPING CHILDREN LEARN ABOUT
THE EXPECTATIONS AND PARAMETERS OF THEIR CULTURE
POSITIVE ENVIRONMENT TO
ENCOURAGE APPROPRATE BEHAVIOUR
ARRANGEMENT OF PHYSICAL SETTING
MATERIALS AND ACTIVITIES
MANAGEMENT OF TIME
ADULTS’ ACTION AND REACTIONS
WHY CHILDREN BEHAVE
INAPPROPRIATELY
PHYSICAL ENVIRONMENT
INAPPROPRIATE EXPECTATIONS FOR CHILDREN’S DEVELOPMENTAL LEVELS
INCONSISTENT MESSAGES
OVERSENSITIVITY TO STIMULATION
HEALTH PROBLEMS
ALLERGIES
SENSORY DEFICITS
LACK OF ATTACHMENT
FAMILY STRESS AND CHANGE
STRESS OF MODERN LIFE
CHILDREN WITH SPECIAL NEEDS
PHYSICALLY CHALLENGED
COGNITIVELY CHALLENGED
LEARNING DISABILITIES
PRENATAL EXPOSURE TO DRUGS AND ALCOHOL
SENSORY CHALLENGED
SPEECH AND LANGUAGE CHALLENGES
CHRONIC HEALTH PROBLEMS
TECHNIQUES DEALING WITH
INAPPROPRIATE BEHAVIOUR
REINFORCEMENT
IGNORING
TIME-OUT
SELF-SELECTED TIME-OUT
PREVENTION
REDIRECTION
DISCUSSION
CREATIVE PROBLEM-SOLVING
SPECIAL TIME
STAR CHART
WORKING WITH PARENTS
POSITIVE PARENT-TEACHER INTERACTION: DROP-OO AND PICK UP TIME,
SPECIAL FAMILY EVENTS, PARENT-TEACHER CONFERENCES,WRITTEN
COMMUNICATION
WHEN PROBLEM ARISES
WHEN PARENTS AND TEACHERS DISAGREE
LETS DO!
APPROACH 1
STATE THE BEHAVIOUR
ONSRVE THE BEHAVIOUR
CONSULT WITH THE PARENTS
CONSIDER THE IMPLICATION
EXPLORE ALTERNATIVES
STATE THE GOALS
PROCEDURE
DEFINITION
LETS DO!
APPROACH 2
STATE THE GOAL
PROCEDURE
DEFINITION
BASELINE
STARTING POINT
PROGRAM
MAINTAINING THE CHANGES
Thank you
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