Child Psychology: Children’s Behavior and Communication Style

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It is vital to monitor children’s behavior on a daily basis, as this helps to track changes in their behavior. Mainly, it is beneficial when a kid demonstrates challenging conduct as observation helps identify their needs and develop a better understanding of such demeanor. As a result, observation establishes the means of eradicating the causes of deviant behavior and sets the tone for further changes.

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Moreover, the methods allow for identifying a child’s communication style. This helps in finding a specific approach to each kid and indicating their weak spots. Besides, the observational process is an efficient means of documenting their skills. It contributes to the development of children’s best abilities and points out areas for improvement (Lavigne & Good, 2017). In general, observation is a valuable tool to help the child navigate in the surroundings.

There are six main ways of observing a child’s behavior. Primarily, a running record can be used for various purposes at the same time to document several skills. Furthermore, it is an increasingly detailed and specific method to trace one’s conduct. However, a running record is sometimes a time-consuming process, including intense observation. It may be difficult to watch children because they move quickly from one activity to another.

The other valuable tool is an anecdotal record which is beneficial for its comprehensive sample of behaviors that can be traced at once. In addition, it requires no special training and includes open-ended and unexpected situations (Lavigne & Good, 2017). On the other hand, within the anecdotal record, events are transcribed by memory which means some vital details can be omitted, and the quality of the record is unreliable.

Checklists are also widely used to trace a kid’s development corresponds to their age. They also contribute to identifying norms and deviance, which leads to further changes in the child’s environment. Nevertheless, the checklists do not include children with additional needs. Besides, they do not allow for specific skill identification as they only aim to reveal the basic ones. Therefore, checklists pose much objectivity to revealing specific abilities of a child.

Rating scales can also be used to interpret a child’s developmental processes. They are easy to understand and are particularly useful for identifying individuals who are significantly below or above the average level of development. (Lavigne & Good, 2017). However, there is a lack of reliability, as the scales are filled in by people who cannot omit their subjective opinion. Therefore, rating systems are not always effective in challenging children’s abilities.

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Time sampling allows for the observer to identify the precise time of any action. It also provides information about the frequency and sequence of specific behavioral patterns. The major drawback of this assessment strategy is that it may underestimate the child’s behavior since they may perform an action out of the time interval. Hence, instantaneous sampling will not give an accurate estimate of the behavior occurrence.

Finally, the main benefit of event sampling is that it allows for the behavior to be studied with wholeness and integrity. The method is also helpful in indicating the frequency or infrequency of the situation. Nonetheless, the tool does not let educators measure someone’s conduct right away since a thorough analysis is needed. Additionally, the professionals may once again underestimate a kid’s behavior relying on their own perception.

I chose to use a running record as a primary technique because it is an effective way to track a child’s different skills and traits at the same time. Watching the first group of children, I learned that there is always one leader among them who encourages others, for example, to join the game. The other pair of kids demonstrated that working in collaboration helps to achieve more.

If I were to repeat those observations, I would try to encourage other kids in a group to take leading positions to identify their strong and weak spots. In general, I think the observations conducted were efficient. Using the tools learned within the course, it is possible to trace a kid’s development. However, it is crucial to remember not to be subjective while assessing their skills and traits.

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A Running Record

Samantha and Sarah are trying to build castles out of wooden bricks. While Samantha uses multi-colored pieces of different shapes and makes her castle in width, Sarah uses the same pieces to build in height. Sarah says that she wants her castle to be taller when Samantha starts counting how many bricks were used and tells her teacher to look at Sarah’s construction. By placing the last one on her tower, Sarah is not worried that her building will fall; instead, she tries to balance it. In the end, the brick tower falls, but the girls are not the least bit worried.

The girls have different perception of a castle which can be seen from the materials and building methods they choose.

An Anecdotal Record

Children play a staged game in which the boy in the blue top is the husband, and the girl in the green top is the wife. They are desperately trying to get ready so as not to miss the “bus.” The boy takes on a dominant role and asks to be called Ryan. They both act like parents to the other boy telling him to be careful.

There is always a person who takes on a dominant role in a group.

A Checklist

  1. Running with control;
  2. Balancing one’s body moves;
  3. Climbing on/off playground’s objects without assistance;
  4. Switching to different positions;
  5. Walking without tripping over their own feet;
  6. Skipping and hopping;
  7. Walking backwards;
  8. Pushing on the swing;
  9. Jumping on two feet;
  10. Throwing a ball.

A 3-year-old child must efficiently perform these skills without any difficulties.

References

Lavigne, A. L., & Good, T. L. (2017). Looking in Classrooms. Taylor & Francis.

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PsychologyWriting. (2022, August 3). Child Psychology: Children's Behavior and Communication Style. Retrieved from https://psychologywriting.com/child-psychology-childrens-behavior-and-communication-style/

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PsychologyWriting. (2022, August 3). Child Psychology: Children's Behavior and Communication Style. https://psychologywriting.com/child-psychology-childrens-behavior-and-communication-style/

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"Child Psychology: Children's Behavior and Communication Style." PsychologyWriting, 3 Aug. 2022, psychologywriting.com/child-psychology-childrens-behavior-and-communication-style/.

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PsychologyWriting. (2022) 'Child Psychology: Children's Behavior and Communication Style'. 3 August.

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PsychologyWriting. 2022. "Child Psychology: Children's Behavior and Communication Style." August 3, 2022. https://psychologywriting.com/child-psychology-childrens-behavior-and-communication-style/.

1. PsychologyWriting. "Child Psychology: Children's Behavior and Communication Style." August 3, 2022. https://psychologywriting.com/child-psychology-childrens-behavior-and-communication-style/.


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PsychologyWriting. "Child Psychology: Children's Behavior and Communication Style." August 3, 2022. https://psychologywriting.com/child-psychology-childrens-behavior-and-communication-style/.