Research Paper Sample: Children's behaviour and their learning process

Word Count: 1894

Research Paper Sample:Children's behaviour and their learning process

Introduction

The driving force for quality learning depends on two main concepts: who is learning and who will assist in learning. The early childhood years are the formative years for their personality development. The learning process starts at home and further improves with the efforts of the teachers. A child's behaviour depends on various factors, including family, circumstances, facilities, social status, interactions, dealings with the child or education, etc. The science of education goes smoothly when there is a balance in behavioural understanding between students and the educationist. For behavioural and societal development, education plays a vital role. The movement enables new peers to acquire knowledge, the capability to change things positively, behavioural balance, self-regulation, character development, understanding of in-depth problems, and logically suggesting solutions in the future. Teaching enhances the beauty of cognitive behaviour and character and cultivates the talents in children during their early years of education. By exploring the influence of teacher traits and interactive teaching methods, this research delves into how early childhood education can be pivotal in shaping the cognitive behaviors and social responsibilities of young learners.

The responsibilities of teachers in this modern education system have been broadened; instead of only teaching and delivering lectures, teachers contribute to shaping, advising, assessing, and dealing with problems in children's behaviours. The influentially sound personalities in any society are because of the efforts of parents and teachers. When children enter school, their sense of socialization begins to improve as they experience a different life afterwards.  Here, a teacher is responsible for grooming and composing their students academically and socially The effectiveness of interactive groups in early childhood settings was highlighted by Aubert et al. (2017) in their study on inclusivity and cognitive development. This can only be possible if the instructor has self-confidence, punctuality, civilization, kindness, understanding abilities, decision-making, self-control, professionalism and a sound personality. A child needs someone who brings brainstorming into their little minds to improve their learning abilities and develop self-regulation through interactive learning. It is the right of a child to grow up in an environment free of oppression and narrowness (Ackah-Jnr & Udah, 2021). The institutes are the best places where children grow and learn freely by getting a sense of social responsibility. However, the role of teachers in societal construction is to encourage and mould the students' brains in a positive way to make them significant members of society. Modern educational interactions and instructional techniques help teachers develop behavioural stability in children, recognize children's needs and produce responsible personalities who can perform responsibly in future for their society and the whole nation. This research will assess whether interactive teaching techniques will help in modifying children's cognitive behaviours effectively and what strategical modifications can go beyond the expectations in their learning processes

Background of the study

Albert Bandura and his team's surveys are appreciated while studying psychological behaviours. They studied children's psychology in the fields of learning processes and behavioural observations in the early 60s (Donohue,2015). Various studies in these fields are based on their tremendous and valuable work. However, various other researchers follow in the footsteps of Albert Bandura. These studies proposed and tested many behavioural theories and highlighted the importance of the observation process. These theories and the findings can be used to improve the challenging behaviour of children. These theories suggested that observation is a prerequisite for transforming behavioural conduct. Such theories emphasize upgrading teaching methodologies and interactive methods to get expected outcomes from the student's conduct. Positive behavioural change can lead to an improved learning process.  Considering the studies above, here is a brief overview of literature based on the same area of interest (Jennings & DiPrete,2009).   The children's learning behaviour is determined earlier at home, progressing when enrolled in the schools. Creating a learning and interactive environment is vital in improving children's learning abilities. Schools first prioritize maintaining good discipline; consequently, their instructors assess a child's educational aptitude, learning behaviour, and social conduct. The changes in their behaviour and personality are observable in a broader sense. According to (Donohue,2015), discipline and the stability of an interactive environment between students and instructors guarantee a child's behavioural development, self-regulation and societal progression in the upcoming years.

A long-term study was conducted in which the behaviour of careless children was assessed after modification in teaching abilities and instructional strategies of the schools. The children's understudies had improved their educational and behavioural conduct in response to positive teaching behaviour (Donohue,2015). However, children showed a lack of interest in studies, aggression, inattention and rudeness in response when the teacher's behaviour was negative. Such outcomes not only affect children's behaviour but also impact the teacher's performance and reputation (Neuman and Roskos, 1997). Creating friendly interactions between students and teachers will enable them to participate in institutional progress. The teaching methods should not be rigid, and teachers should show flexibility in their conduct to bring positive behavioural change in challenging students. In this flexible interaction, the students share their problems with their teachers, and the welcoming gestures from their teachers encourage them to develop an optimistic approach to their educational and behavioural conduct. Lack of interest in studies also depends on teachers' attitudes and the methods they use to deliver lectures (Piasta,2016).

Interactive methods and modern educational techniques are practical tools to develop a student's interest in studies and other co-curricular activities. To create social responsibilities and a sense of socialization, Teachers can organize talent hunt sessions in classrooms and encourage the students to participate in co-curricular activities. A survey revealed that the attitude and the conduct of parents and teachers determine the character-building of a child. In the learning process, the brain of a child works 80% faster than an adult (Piasta,2016). Thus, a child will imitate and learn from the behaviour and conduct of their elders. In another survey, the importance of identifying a student's problem is highlighted, as this observation will help a teacher to understand a student's need and how to cater for those problems in a friendly manner. According to Hall et al. 2015, a teacher's aim is not limited to teaching textbooks. Instead, they are significant initiators in child development. A teacher should be responsible to:

1. Know the needs of a student

2. Observe the learning abilities of a child

3. Identify the root of a problem in a child's behavior

4. Find interactive solutions for the identified problems

5. Involve parents to conjoin while improving the learning process and character development

.

This teacher-to-student interaction would be significant in a child's educational growth and social development. 

A study revealed that 65% of schoolchildren have presented their positive and disciplinary conduct in school activities because of the firm, positive, and interactive relationship between parents, students, and children (Hall et al. 2015). Therefore, creating a healthy and optimistic environment for changing and enhancing children's behaviour and learning abilities is essential.

Cohesion between selected book and other research

Toddlers and youngsters face challenging academic environments. The book selected has highlighted various issues that are coming in the way of the students.  The authors identified the problems and suggested new interactive ways to create an environment meaningful to address those issues.  Many of these issues are also highlighted by (Neuman and Roskos, 1997), in which the researcher has emphasized the need to develop interactive relationships among children, parents and teachers. This observational recognition will help formulate new strategies to help students learn. The book has also underlined the need for teacher training through advanced training sessions and web programs to develop insight into problem-solving in students' behavioural character.   According to (Neuman and Roskos, 1997)the synergistic impacts of self-regulation and interactive training sessions have proven positive outcomes for the student's cognitive performance. Model-based teaching methods and modern web techniques positively impact a child's learning process. Model-based disciplinary interaction has constructive effects on students' academic development and cognitive learning behaviour.  Various studies have revealed the need for reforms in institutional performance and strategies facilitating children's educational conduct and socialization abilities (Paige et al., 2018). The whole school optimistic behaviour model was employed in one of the studies in which the researchers tried to address teaching methodology flaws, identify behavioural change, strengthen the optimistic approach and encourage class participation.  Other researchers also support the need for interactive teaching methodologies and strengthening teacher-student relationships.

Conclusion

From the research above, maintaining interactive and friendly relations among students and teachers is helpful in improving observational learning, confidence, interest in studies, socialization and self-regulation in the growing child.  The two biggest challenges a child bears in his early schooling are learning tolerable behaviour and how to self-regulate the behaviour. They need elders, especially parents and teachers, who can guide them in facing these challenges with an optimistic attitude. It is also not easy for teachers to deal with children of different age groups. The generation gap could hinder a child's learning process if the instructor is not well equipped with the new modern techniques. There are various solutions to cater to challenging behaviours. Still, the key is maintaining discipline in the school, regulating classroom decorum, maintaining self-respect, and providing a friendly environment for the students to breathe in an oppression-free zone. The concept of a modern teacher has been entirely changed; the teachers are closer to the students than their parents. In this fast-paced world, everyone is working, and they have no time to pay proper attention to their children. They spend more time and interact in school with their teachers. So, the teachers have more responsibilities towards developing acceptable behaviour in a child's personality.  The teachers must talk to the students and give them the confidence to rely on them while sharing their problems. Students seek positive responses from their teachers, but if it is not that way, the problems begin in their character-building and development. Teachers must follow newly formulated teaching methodologies and guidelines and implement them to understand and suggest students according to their age group and requirements. Using such strategies will boost children's learning processes a step further than ever expected.    

References

Aubert, A., Molina Roldán, S., Schubert, T. T., & Vidu Afloarei, A. (2017). Learning and inclusivity via interactive groups in early childhood education and care in the Hope school, Spain. Learning, Culture and Social Interaction, 13, 90-103. https://doi.org/10.1016/j.lcsi.2017.03.002

Donohue, C. (Ed.). (2015). Technology and digital media in the early years: Tools for teaching and learning. Routledge & NAEYC. Retrieved from https://searchworks.stanford.edu/view/10765363

Piasta, S. (2016). Best practices in early childhood literacy. Retrieved from https://education.uconn.edu

Hall, A. H., Simpson, A., Guo, Y., & Wang, S. (2015). Examining the effects of preschool writing instruction on emergent literacy skills: A systematic review of the literature. Literacy Research and Instruction, 54(2), 115-134. https://doi.org/10.1080/19388071.2014.991883

Neuman, S. B., & Roskos, K. (1997). Literacy knowledge in practice: Contexts of participation for young writers and readers. Reading Research Quarterly, 32(1), 10-32. https://doi.org/10.1598/rrq.32.1.2

Paige, D. D., Rupley, W. H., Smith, G. S., Olinger, C., & Leslie, M. (2018). Acquisition of literacy in early childhood education. Retrieved from https://www.tandfonline.com/doi/full/10.1080/19388071.2018.1420364

Jennings, J. L., & DiPrete, T. A. (2009). Teacher effects on social/behavioral skills in early elementary school. Columbia Population Research Center Working Papers, 09-11. Columbia Population Research Center. https://academiccommons.columbia.edu/doi/10.7916/D8251R19

Ackah-Jnr, F. R., & Udah, H. (2021). Implementing inclusive education in early childhood settings: The interplay and impact of exclusion, teacher qualities and professional development in Ghana. Journal of Educational Research and Practice, 11(1). https://doi.org/10.5590/JERAP.2021.11.1.08