Child Rearing Practices & Discipline PDF

Child Rearing Practices & Discipline Prof. Awatif Elsharkawy 2023/2024 1  Outline: Introduction. Definition of child rearing practices. Techniques of child rearing practices. Guidelines for Implementing Disciplines. Types of Disciplin...

Child Rearing Practices & Discipline Prof. Awatif Elsharkawy 2023/2024 1  Outline: Introduction. Definition of child rearing practices. Techniques of child rearing practices. Guidelines for Implementing Disciplines. Types of Discipline. Elements of Proper Punishment. Parenting Behaviors. Family home care to minimize misbehavior. Parental Styles for Child Rearing. 2  Introduction Rearing children is one of the most challenging tasks to be performed by the family. Mother plays an essential role in the child's life; she is the most important element in the child's experiences. She facilitates the development of the child into an adult who is capable to function in the society. 3 Definition of Child rearing practices: these refer generally to all the interactions between parents and their children. These interactions include the parent's expressions of attitudes, values, interests and behaviors as well as their care taking and training behaviors. 4  Child rearing practices are usually achieved through biological and psychosocial situations. Biologically, is the satisfaction of feeding, sleeping, elimination and motor activities, which are the vital parts of the child's day. Psychosocially, through fostering the child's self control by discipline. Child rearing practices are usually achieved through the use of two main techniques, which are discipline and punishment. 5  Techniques of Child Rearing Practices: A: Discipline (to keep under control) It is training of the mind and body to produce obedience and self control. Purposes of discipline are to : establish limits, grant permission, help the child to understand social standards and guide him to direct his impulses into socially acceptable ways of behaving. 6  Discipline gives the child a feeling of security by telling him what he may or may not do. It is a process of training and learning that fosters growth and development. It is most likely to be needed in connection with routine activities such as eating, sleeping, preparing for school. Toddlers have little control over their behaviors and need limits to learn how to behave and how to follow the rules and expectations of society. 7 Early studies described two kinds of discipline: 1. Power-assertive discipline Which include physical punishment, forceful commands, threats and shouting. It produces the least mature forms of reasoning. 2. Love-oriented techniques e.x. showing disappointment, praise, love withdrawal and reasoning. It result in somewhat lower levels of moral reasoning. 8  Essentials of Discipline: 1- Rules Clearly established rules (limit setting) give children guidelines to what is acceptable and is not acceptable. They learn that some actions are never acceptable because they are dangerous, illegal, antisocial or unethical. They learn that some behaviors are always acceptable. Rules are essential to the child moral development. Direct verbal communication is increasingly used as a child masters language. direct verbal methods are not effective until children reach school age. Younger children respond to a tone of voice when explanation is given. 9  2- Consistency Consistency means holding to the same principles or practices throughout child rearing, it is a difficult goal to achieve for many parents. In order for discipline to be effective, it must be consistent. When parents are inconsistent in evaluating their children's acts, the children are confused and cannot establish clear values of right and wrong. 10  To be consistent or functional, discipline must be: Related to social demand that can perform at child's stage of development. Simple and clear. Consistency in rules should be applied to all family members. Any differences between parents should be resolved in privacy. Rules must be consistently applied by all care givers. 11  3- Simplicity Parents who make too many rules at one time are unable to have a consistent response to the child's behavior. Parents should remember that they are older and more sophisticated than the child and if the rules are so extensive that the parents forget, then it is unlikely that the child will remember. 4- Reward Reward must be used to build up pleasant association with the desired behavior. There are 2 types of rewards: Symbolic reward: implying approval or affection Tangible reward: offering a material like money or candy... etc 12  Guidelines for Implementing Disciplines: 1. Consistency Implement disciplinary action exactly as agreed on and for each infraction. 2. Timing Initiate discipline as soon as child misbehave if delays are necessary, verbally disapprove of the behavior and state that disciplinary action will be implemented. 3. Commitment Follow the details of the discipline, such as timing of minutes, avoid distractions that may interfere with the plan, such as telephone call. 13  4. Unity Make certain that all caregivers are familiar with the details of the discipline to prevent confusion. 5. Flexibility Choose disciplinary strategies that are appropriate to child's age, temperament. 6. Planning Plan discipline strategies in advance and prepare child if feasible, try to discipline when you are calm. 14  7. Behavior-orientation Always disapprove the behavior not the child. 8. Privacy Administer discipline in private, especially with older children who may feel embarrassed in front of others. 9. Termination Once the discipline is administered, avoid bringing up the incident or lecturing. 15 Types of Discipline: 1: Reasoning Involves explaining why an act is wrong. It is appropriate for older child. Unfortunately, reasoning is often combined with scolding, which takes the form of shame or criticism. 2: Positive and negative Reinforcement is the basis of behavior modification theory. behavior that is rewarded will be repeated, behavior that is not rewarded will be stopped. 3: Positive and negative Punishment Punishment means creating an unpleasant situation for the child after he has done something he is not supposed to do. 16  Positive and negative do not mean good and bad. Instead, positive means you are adding something, and negative means you are taking something away. Reinforcement means you are increasing a behavior, Punishment means you are decreasing a behavior. Reinforcement can be positive or negative, and punishment can also be positive or negative. 17  Reinforcement Punishment Something Something Positive is added to increase the is added to decrease the likelihood of a behavior. likelihood of a behavior. Something Something Negativ is removed to increase t is removed to decrease t e he likelihood of a he likelihood of a behavior. behavior. All reinforces (positive or negative) increase the likelihood of a behavioral response. All punishers (positive or negative) decrease the likelihood of a behavioral response. 18 Positive reinforcement, a desirable stimulus is added to increase a behavior. For example, you tell your five-year-old son, that if he cleans his room, he will get a toy. He quickly cleans his room because he wants a new toy. In negative reinforcement, an undesirable stimulus is removed to increase a behavior. Ex: You take away your child's chores (household tasks) for the weekend because they kept their room clean all week. 19 Punishment always decreases the unaccepted behavior. In Positive punishment, you add an undesirable stimulus to decrease a behavior. An example of is scolding a student to get him to stop texting at the wall of the class. In Negative punishment , you remove a pleasant stimulus to decrease a behavior. For example, when a child misbehaves, a parent can take away a favorite toy. In this case, a stimulus (the toy) is removed in order to decrease the behavior. 20  Other forms of punishment for restricting the child behavior: Deprivation of privileges. Withdrawal of love. Isolation. Shaming him. Ignoring him. Frightening him (verbally). 21  Elements of Proper Punishment: ▪ Punishment must be suitable to the transgression and it must follow the transgression as soon as possible immediately so that the child will associate the two. e.g. if a child throws food on the floor in a fit of temper tantrum, he must be made to clean it up immediately. ▪ Punishment used must be consistent, clear,and firm so that the child will know that whenever he breaks as a rule, punishment is inevitable. ▪ Whatever form of punishment is used, it should be impersonal. 22 ▪ Punishment must be constructive so as to motivate socially approved behavior in the future. ▪ An explanation of the reason for the punishment must accompany the punishment so that the child will see it as fair and justice. ▪ Punishment must lead to conscience-building to guarantee future inner control of behavior. ▪ Punishment must not humiliate the child and arouse his resentment. 23  4: Consistently ignoring behavior It will eventually minimize the act. Although this approach sound very simple, it is often difficult to implement consistently. 5: Time out Is a common parental practice, it is "sending the child to his or her room". When placed in an unstimulating and isolated place, children consequently agree to behave in order to reenter the family group. Time out avoids many of the problems of other disciplinary approaches because no physical punishment is involved; no reasoning or scolding is given. It offers both the child and the parents a "cooling off' time. To be effective, time out must be planned in advance. 24  Parenting Behaviors: Attitude toward child rearing There are variations in the way parents rear their children. Some are related to cultural influences, others are related to social class and economic resources. The results of numerous studies suggest that parents differ from one to another in two major attitudes: 25  1- Permissiveness- Restrictiveness attitude Refers to the degree of autonomy that parents allow to their children. Permissive parents make few demands and allow their children considerable freedom in exploring their environment, expressing their opinions and emotions, and making decisions about their activities. Some parents exercise close, restrictive control over much of their children's behavior. They limit their children's freedom of expression by imposing many demands. 26  2- Warmth-Hostility attitude: Refers to how frequently parental affection is expressed and the degree to which affection is mixed with feelings of rejection or hostility. Parents described as warm are those offer smile at praise and encourage their children while limiting their criticism, punishment, and disapproval. Children who come from home in which they are loved and accepted display socially acceptable behavior and are generally good-natured, cheerful, friendly, co-operative and emotionally stable. 27  Cool, hostile or rejection parents are quick to criticize, punish or ignore their children while limiting their expressions of affection. Parents’ rejection to their children and express feeling of dislike indicate that the child is unwanted. Children who are rejected develop feelings of insecurity ad inferiority. 28  Family home care for minimizing misbehavior: Set realistic goals for acceptable behavior and expected achievements. Structure opportunities for small success to lessen feeling of inadequacy. Praise children for desirable behavior with attention and verbal approval. Structure the environment to prevent unnecessary difficulties (e.g., place fragile objects in inaccessible area). Set clear and reasonable rules; expect the same behavior regardless of the circumstances, and if exceptions are made, clarify that the change is for one time only. 29  Teach desirable behavior through own example, such as using a quiet, calm voice rather than screaming. Review expected behavior" before special events, such as visiting a relative or dinner in a restaurant. Phrase requests for appropriate behavior positively, such as "put the book down, "rather than" don't touch the book". Call attention to unacceptable behavior as soon as it begins; use distraction to change the behavior or offer alternatives to annoying actions; such as quiet toy for one that is excessively noisy. 30  Give advance notice or "friendly reminders", such as "when TV program is over, it is time for dinner" or "I'll give you to the count of three and then we have to go". Be attention to situations that increase the likelihood of misbehaving, such as overexcitement or fatigue. Offer sympathetic explanations for not granting a request, such as "I am sorry I can't read you a story now, but I have to finish dinner, then we can spend time together". Keep any promises made to children. 31 Parental Styles for Child Rearing: 1: The authoritarian parents: They are very demanding, Exercising strong control over their children's behavior. They tend to use more power assertive techniques to control children and enforcing their demands with threats and punishment. Discipline is firm. Verbal give and take between parents and child is discouraged. 32  Parents tend to establish rigid standards of conduct without consideration to child's need. Rules are not explained. They don't encourage independence and individuality in their children. The children of authoritarian parents are easily upset, aggressive, have less social contact and conduct problems. 33  2: Permissive parents They are loving and emotionally sensitive to their children, they tolerate children impulses, use little punishment and avoid asserting authority or imposing control or restrictions. They allow children to regulate their own behavior, and have few rules. Negative effects of permissiveness include aggression, difficulty in taking responsibility, lack of independence and poor self control. This parenting style clearly has the most positive effects on early social development. 34  3: Authoritative parents They foster their children's independence, demand mature, age-appreciate behavior, and set clear standards. They firmly enforce rules, use more positive reinforcement and less punishment, listen to their children's reasonable demands. The children of the authoritative parents tend to be competent, self controlled, self confident and independent. 35 36