ECE100 Children Care And Education

ECE100 Children Care And Education

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ECE100 Children Care And Education

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ECE100 Children Care And Education

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Course Code: ECE100
University: Singapore University Of Social Sciences is not sponsored or endorsed by this college or university

Country: Singapore

A teacher is worried about aggressive behaviour of the child in her class. She begins to obsenie the child and keeps an account of each time the child hits others and also occasions when the child does something that is not aggressive. The next week she makes a point of giving him attention when he does something positive and ignores the bad behaviour. After some weeks, she notices that the incidents of aggressive behaviour have subsided and that of the positive behaviour have increased.”
In the given scenario, identify theories that best describe the situation and explain the rationale underlining the theories. 

Childhood aggression is a very complicated behaviour that holds no proper explanation or justification to understand its common occurrence in children.  Aggression can be temporary or permanent in children but it is always complicated to handle aggression. In the present case study, the young child shows aggressive behaviour that was further managed by technique applied by his teacher. This young child is showing ‘instrumental aggression’ of hitting other children in the class (Baltes, Reese & Nesselroade, 2014).
According to Black et al. (2017) studies on Instinct theory of aggression, aggression is a part of human instinct that occurs in almost all human beings visible in some phase of life or the other. Further, Fink & Rockers (2014) studied about the Dollard and Millers ‘Frustration and Aggression hypothesis’, as per this theory, an event or situation can disturb human creating frustration that leads to aggression. Frustration occurs when a person is not able to achieve the designated goal that gives rise to aggressive behaviour as a reaction of frustration. Basically, frustration is a common phenomenon in younger children because childhood is generally helpless and separated from their mothers in school and other social situations. As these children are not able to perform as per their will, the general aggression due to frustration is a common behaviour. The young child behaviour in provided case study could be very well explained using this Frustration and Aggression hypothesis because child behaves aggressively on a day-to-day basis as recorded by his teacher. The child generally hits other children in aggression that clearly defines his frustration about something. Apart from this aggression, the child was also observed showing positive behaviour indicating that his aggression is not a part of his nature but it is merely an outcome of frustration or anger.
Further, teacher to suppress a child’s aggressive behaviour used the act of ignorance. She gave attention to the positive behaviour of the child and completely ignored his aggressive actions. This lead to a change in the child’s behaviour where his aggression was found to be suppressed and positive behaviour increased with time. This control in aggression can be explained with ‘Social Learning Theory’. This theory describes aggression is a human behaviour developed as a form of social learning or social situations. Aggression can either be increased or decreased with social learning’s (Fox & Schirrmacher, 2014). Human’s generally intimate or follows what they learn from their surrounding situations, people and the environment. This social learning influences human behaviour that can be positive or negative (Baltes, Reese & Nesselroade, 2014). According to Britto et al. (2017) studies, social scientist proved that human possesses the ability to learn from their society that happens due to cognitive initiation of learning. Mannerism is a perfect example of social learning that human develops from their society. In the present situation, the child aggression was suppressed by this concept of social learning that he developed as a reaction to his teacher’s action of ignorance. The child developed a cognitive learning that his teacher disliked his aggressive behaviour. She is completely disliking and ignoring his aggression. In response, the child developed a social learning to suppress his aggression so that his teacher starts giving him more attention. In this manner, his aggressive was suppressed as a response to his social situation as per described in social learning theory.
Lastly, ‘Cognitive theory’ also explains the suppression of the child’s aggressive behaviour. This theory indicates that cognitive learning is described as a mental process that is influenced by the external and internal factors of human existence. In the present case, the child developed a cognitive learning influenced by his teacher’s act of ignorance (external factor). This cognitive learning developed in the child’s conscious leading to the output of not performing aggressive behaviour. Hence, these three theories of social learning theory, cognitive theory and frustration-aggression hypothesis clearly explain developmental process occurring in the provided case study.
Baltes, P. B., Reese, H. W., & Nesselroade, J. R. (2014). Life-span developmental psychology: Introduction to research methods. Psychology Press.
Fox, J. E., & Schirrmacher, R. (2014). Art and creative development for young children. Cengage Learning.
Black, M. M., Walker, S. P., Fernald, L. C., Andersen, C. T., DiGirolamo, A. M., Lu, C., … & Devercelli, A. E. (2017). Early childhood development coming of age: science through the life course. The Lancet, 389(10064), 77-90.
Britto, P. R., Lye, S. J., Proulx, K., Yousafzai, A. K., Matthews, S. G., Vaivada, T., … & MacMillan, H. (2017). Nurturing care: promoting early childhood development. The Lancet, 389(10064), 91-102.
Fink, G., & Rockers, P. C. (2014). Childhood growth, schooling, and cognitive development: further evidence from the Young Lives study–. The American journal of clinical nutrition, 100(1), 182-188.

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