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Bece 210 Case Study
Bece 210 Case Study
Behavior.
Heng Yuen Yee
B1301379
Department of Early Childhood Education
Bece 210
Ms. Maureen Szetho
Case Study
Table of Content
Title
1. Introduction
Page
3
2. Methodology
Procedure of the study
Sample of the study
Precaution taken to ensure the validity of study
Threats to internal validity
Data collection instruments used and their appropriateness
3-5
5
5-6
6
6-7
7-9
9 - 11
11 - 12
12 - 13
4. Conclusion
13 - 14
5. References
15 - 16
6. Appendix
17 - 27
Case Study
Introduction
The main objective of the study is to examine the socio-emotional, disciplinary and
socialization behavior of two children from different age groups through observation and
comparison. Furthermore, this study also aimed at exploring in depth the young childrens
behavior in order to better understand why children behave in such a way and thus provide
proper solutions, modifications and recommendations on both the childs behavior. Besides,
the purpose of conducting this study is to help professional educators, teachers and parents to
learn more about the children, caters to their needs and desires and thus measure the
appropriateness of each experience that are provided for them so to improve childrens
learning and development. Throughout this study, the socio emotional, disciplinary and
socialization behavior of the targeted children will be investigated. Both of the childrens
behavior will be observed and recorded for further investigation and thus comparison will be
made between the children.
Methodology
Procedure of the study. First of all, I came out with an idea of involving children of
aged four to five years old, teachers and peers in the study as well as choosing the location
which I would be carrying out my observation.
No.
1.
Procedure
Date/Time
Getting Permission
I called to the kindergarten which I have chosen, the
Summer Academy Kindergarten to get permission
from their principal regarding the request of carrying
out observation and interview there.
23rd of September
Afternoon
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2.
Scheduling Appointments
As soon as the principal approved my request, I
started to schedule my appointments.
3.
Morning
4.
24th of September
27th of September
Afternoon
14th of October
1.00-2.10pm
20th of October
2.30-3.40pm
5.
15th of October
10.00-10.20am
21st of October
Teacher Anonymous
10.00-10.18am
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6.
7.
Record Observation
I recorded my observation using the running record method and collected other
important data.
8.
Sample of the study. According to Gay and Airasian (2000), sampling refers to the
process in selecting a number of individuals for the purpose of a study, in which these
individuals represent the larger group from which they are selected. The sample of this study
comprised of two boys of aged four and five year old, which are Hunson and Julian.
Precautions taken to ensure the validity of the study. There were a few precautions
taken in order to ensure the validity of the study, for instance, I leaved my house earlier so to
avoid heavy traffic and because of that, I had more time to do my preparations before having
an observation and interview session with the children and teachers. Other than that, during
each observation, I observed and recorded the child quietly without having the child noticing
that he was actually being observed by someone. As children might behave differently when
they know there are eyes observing and watching them. Hence, observing the child quietly
might help to improve the validity of the study so that the child would behave naturally and
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also takes the responsibility in transmitting important information and knowledge to the
young children (Perrino, 2011). As children socialize with others, they have the opportunity
to explore the world and thus connect to the rest of the world at their own pace. Children
become more and more independent and later success in their academic. Hence, socialization
process has huge impact on a childs learning and development (Perrino, 2011).
Socio-emotional behavior of the children. Throughout my observations, Julian
exhibited difficult temperament; he has no idea on how his actions might actually affect
people around him. According to the incidents which I have recorded in my observation,
Julian tends to snatch toys from other children. Unfortunately, he accidentally hits his friend,
Gavin. He then excused himself from such action by pointing the blame on others. Julian
could not understand others and he tends to push others away to have his way. Research by
Saudino (2005) showed that there is a correlation between environmental factors and child
temperament. Children who exhibit difficult temperament might probably influenced by the
parents, teachers, peers and social media. According to Banduras social learning theory,
children learn a behavior by observing and imitating others (McLeod, 2011). Parents within
the family are the nearest people to the child. Hence, parents become the model of their
children. Parents who exhibit difficult temperament will directly influence the childs
behavior and children will eventually learn the behavior as well. Additionally, children can
learn behaviors from teachers at school, peer groups as well as the characters on television
(McLeod, 2011).
In addition, according to the interview with Julians teacher, Julian tends to be
aggressive and destructive. According to the incidents I have recorded in my observation,
Julian destroyed the tower that his friend has built and laughed when the tower collapsed. He
might probably want to join other childrens play; it is just that he does not know how to
express his feelings and desires. According to Eriksons psychosocial stages of development,
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children between the ages of three to five years old tend to interact regularly with peers at
school (McLeod, 2008). McLeod (2008) stressed that play allows children to explore and
practice their interpersonal skills through initiating activities. Conversely, lagging of this
opportunity might lead to the child in developing a sense of guilt, either through control or
criticism (McLeod, 2008). According to the teacher, Julian tends to gain attention from others
by being aggressive and destructive. This might due to him did not get sufficient attention at
home as he is from single parent family background in which his parents had divorced. This
affects not only his emotions but also led to his behavioral problems.
In contrast, unlike Julian, Hunson tends to express his feelings more frequently. He
tends to understand and care for others feelings as well as view situations from other
peoples perspectives. According to Kohlbergs stages of moral development, he stressed that
children begins to recognize others viewpoint at the second stage of pre-conventional level
(McLeod, 2011). Additionally, Hunson tends to express his feelings and emotions through
drawing. He can explain to others what he has drawn and tell others about his feelings.
According to the interview with Hunsons teacher, Hunson is able to speak out his feelings
and emotions, for instance, he can tell others when he is angry or even upset.
Other than that, Hunson shows good interpersonal skills, where he often plays and
interacts with other children at school. As what I have mentioned before, Eriksons
psychosocial stages of development stressed that children between the ages of three to five
years old tend to interact regularly with peers and this allows children to practice their
interpersonal skills (McLeod, 2008). Children feel security when they are able to make
decisions and lead others, in conjunction with that, children will eventually develop a sense
of initiative (McLeod, 2008).
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snatching toys from others is unacceptable, how others feel when he snatches things from
them and explains the reasons for being discipline.
Conversely, Hunson exhibits good discipline where he respects teacher and being
obedient to teacher. According to the incidents I have recorded in my observation, Hunson
always ask for teachers opinion about his drawing. He asked, Teacher, can I draw a circle?
When teacher said, Of course, you can draw anything you like., only he continued to draw
the circle. According to the teacher, Hunsons parents hold high expectations on him as he is
the only child in the family. Hence, Hunson is fear of failure; he gets upset when he could not
complete a task. It is probably that Hunsons parents do not always praise him even he
exhibits good behavior. According to Waterson (2000), children progress better when adults
praise them for their good behavior, take interest and involved in what they do, allow children
to have their own choices as well as aware of their emotional reactions to stress and their
needs. Waterson (2000) stressed that children always respond to parental reaction. Hence, it is
crucial for parents and teachers to take part in childrens activities.
Socialization behavior of the children. Throughout the observation, I found that
Julian seldom interacts and socializes with other children at school. He tends to play alone
than playing in groups. According to the teacher, Julian tends to be emotional and moody
when he first came to school, he seldom mix with peers and join in other childrens play.
According to Bronfenbrenner (1979), he stressed that the interactions between children and
their families are the focus of human development. By strengthening the quality as well as the
quantity of relationships, the functioning of a child and his or her family can be enhanced
(Bronfenbrenner, 1979). When children feel loved and have more interactions with their
families, they tends to socialize more with others, for example, teachers, peers as well as the
community. In this case, Julian did not expose to the environment where he can actually
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connect and interact with his parents. It is most probably due to the divorcement of his
parents.
In contrast, Hunson tends to interact and socialize with peers more as compared to
Julian. According to the teacher, Hunson prefers to play in groups than playing alone.
Throughout the observation, I found that Hunson always involves in other childrens play and
he talks to teacher more frequently. I observed that there is a strong attachment between
Hunson and his teacher. Hunson likes to stay closer to his teacher and he often plays with his
teacher. Hence, it could not be denied that parents and teachers as the primary care givers
have greatest influence on the socialization practices of a child.
Conclusions
In conclusion, parents and teachers play important and crucial role in shaping young
childrens behavior. Parents and teachers should guide the behavior of young children by
expecting cooperation from children as well as mutual respecting between one another
(Harrelson, 2009). Hence, by providing effective and positive discipline for children, they
will eventually learn to respect others, learn to take on their responsibility and learn to make
positive choices (Harrelson, 2009). Thus, children can develop positive and appropriate
behavior with the guidance from positive adults. It is important that parents and teachers
understand what children need. It is not the children we need to change, but it is the
inappropriate and undesired behavior that we are going to change and thus, support the good
behavior (Harrelson, 2009). As an adult, we need to let children to understand and know what
behaviors are unacceptable and why they are unacceptable. However, this does not mean that
the child is not being loved. We can positively punish the child if he or she exhibits an
inappropriate behavior, but we should not hurt their heart. Parents and teachers must always
bear in mind that the only purpose of punishing the child is to correct him or her from that
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undesired behavior so it would not occur again in the future. In a nutshell, childrens
behaviors are affected by parental behavior, they are like a piece of blank paper and adults are
the one who write on them.
References
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National Healthy Start Association. (n. d.). The Social Emotional Development of Young
Children. Retrieved from
http://www.nationalhealthystart.org/site/assets/docs/NHSA_SocialEmotional_2.pdf
American Humane Association. (2013). Child Discipline. Retrieved from
http://www.americanhumane.org/children/stop-child-abuse/fact-sheets/child
discipline.html
Perrino, Ralph G. (2011). The Socialization Process and Its Impact on Children and
Learning. Retrieved from http://www.nvtutoring.com/pdfs/Socialization.pdf
Gay, L. R., & Airasian, P. (2000). Educational research: Competencies for analysis and
application (6th Ed.). Upper Saddle River, NJ: Prentice Hall.
Saudino, Kimberly J. (2005). Behavioral Genetics and Child Temperament. Retrieved from
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1188235/pdf/nihms2462.pdf
McLeod, S. A. (2011). Bandura - Social Learning Theory. Retrieved from
http://www.simplypsychology.org/bandura.html
McLeod, S. A. (2008). Erik Erikson. Retrieved from
http://www.simplypsychology.org/Erik-Erikson.html
McLeod, S. A. (2011). Kohlberg. Retrieved from
http://www.simplypsychology.org/kohlberg.html
Waterson, Tony. (2000). Giving guidance on child discipline. Retrieved from
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1117468/
15
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Snyder, Aria, & Bub, Samantha. (n. d.). Discipline and Intergenerational Transmission.
Retrieved from
http://www2.uwstout.edu/content/rs/2008/19discipline%20for
%20publication.pdf
McLeod, S. A. (2007). Skinner - Operant Conditioning. Retrieved from
http://www.simplypsychology.org/operant-conditioning.html
Bronfenbrenner, U. (1979). The ecology of human development. Cambridge,
Mass: Harvard University Press.
Harrelson, Peggy O. (2009). Guiding the Behaviour of Young Children. Retrieved from
http://pubs.ext.vt.edu/350/350-020/350-020_pdf.pdf