EDU20004 - Understanding and Supporting Behaviour

Running head: UNDERSTANDING AND SUPPORTING BEHAVIOR
Understanding and Supporting Behavior
Name of the University
Name of the Student
Author note

1UNDERSTANDING AND SUPPORTING BEHAVIOR
Introduction
The given essay discusses the different behaviors demonstrated by students in the
learning environment. Various theories have been devised in order to understand human
behavior especially children. These theories have helped academicians and other concerned
individuals in approaching children in a prepared manner.
The essay highlights the essentialities of understanding children’s behavior in learning
environments particularly in order to help them channel it. Among the five theories of behavior,
the Cognitive theory has been chosen to devise reasons for children’s behavior in learning
environment. Further, the essay also describes behavior as a socio-cultural construct and
introduces works of famous socio-cultural theorists.
Behavior as defined by Behavioral Theory
Behavior is possessed and altered through learning and learning can be achieved through
innumerable sources. Experts have defined learning and behavior through many theories.
Behaviorism is one of them. It refers to the learning theory that lays stress solely on objets that
can be observed and rejects any involvement of cognition. According to behavioral theorists, an
individual is said to have learned something when a change in his behavior is visible. Especially
for children, learning involves acting mentally or physically on objects. Children, according to
this theory, learn by either imitating others or reacting to stimulation. Many theorists have put
forward their views regarding behaviorism and its effectiveness. Some prominent theorists
include Pavlov, Bandura, Skinner, Beck, Piaget and Watson.
Among those mentioned above, Bandura was well renowned for his theories of learning
especially concerning children. According to him, the learning stage consists of observation,

2UNDERSTANDING AND SUPPORTING BEHAVIOR
imitation and modeling. Schunk and Usher, (2012) while drawing upon Bandura’s theory have
pointed out that behavior can be molded through reward reinforcement that leads to motivation.
A child’s good behavior when rewarded, results in its repetition that enforces the child to repeat
the desired behavior over and again. Ultimately, when the preferred behavior from the child is
achieved, the reinforcement of rewards may continue intermittently.
Kendall and Hollon, (2013) argue that behavioral theory is closely linked with cognitive
theory as it also involves the cognition. Children, they state, can be influenced to behave in a
certain way when they are allowed to observe and respond to actions or stimuli.
Several experiments have been done to identify the stimulus that compels one to behave
in a certain manner. According to Skinner, (2014) behaviors that are desirable and suitable to the
learning environment are conditioned whereas the undesirable behaviors are not. He argued that
humans would repeat behaviors that produced desired results. Skinner’s experiment has been
largely successful and is still applied in the learning field to prompt children behave properly.
Teachers apply various methods of the behavioral theory today to yield desired behaviors from
students. These include agreements, penalties, strengthening and disappearance.
In agreement, a student agrees to complete a given task that has not been done by him
with the agreement that he will be given additional help. Penalties or consequences occur after a
student demonstrates certain behavior. The behavior demonstrated by the student is strengthened
further if it is positive or stopped at that moment through punishment if it is negative. Lastly, the
disappearance reduces the possibility of a response by dependent removal of a formerly resistant
stimulus.

3UNDERSTANDING AND SUPPORTING BEHAVIOR
Behavior – A socio-cultural construct
Many theorists have defined behavior in different ways with some calling it a response to
stimulus and others, a cognitive activity. However, some consider behavior as a socio-cultural
construct. Society plays a major role in shaping human behavior and culture too is included
within the society as per popular notion. Although social elements cannot be mixed up with
cultural factors, it is a fact that these two terms are inseparable (Glăveanu & Tanggaard, 2014).
Socio-cultural construction can be defined as the thought that varied actualities come up from the
communications people involve in with others and with their surroundings.
In understanding the behavioral patterns of children, it is important to understand the
socio-cultural effects that motivate their behavior. Children learn from their elders and other
people in the community. In addition, they learn through the process of understanding their roles
and responsibilities that are levied upon them when they grow up (Ozuah, 2016). Visible
distinction could be found in the behavior of children belonging to developing nations and those
coming from developed nations. In developing countries, a majority of children are socially
compelled to focus their attention on work rather than education. In contrast to it, children from
the western developed countries focus their attention to education.
Society and culture has a significant role to play in this regard (Harter, 2015). To cite an
example, s student from a developing nation would tend to be more active in physical activities
and less interested towards academic achievements. This might result in them paying less
attention in class. Their interactions with the teachers might also be limited by their social and
cultural upbringing. On the other hand, children hailing from developed nations are more likely
to demonstrate a confident behavior while interacting with their teachers as their society and
culture allows them to be more attentive towards academic and economic achievement.

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Behavior demonstrated by children in learning environment
"Children’s experience within school is crucial in determining their likelihood of
experiencing MHD (Mental Health Disorders), but this experience is clearly individual in nature
and individual differences in competencies, such as self-regulation and social skills help to
explain why children in similar environments may experience different levels of well-being
(Humphrey & Wigelsworth, 2012).”
Children in schools experience different kinds of behavior from teachers and peers. Their
experience determines their probability of incurring mental health disorders or MHD. However,
children who possess the ability of self-regulation might be able to control situations and be
protected from MHD. Self-regulation and social skills in students assist in understanding the
reasons for differences in student’s behavior in similar learning environment.
Self-regulation refers to the ability of the children to control their emotions and behavior.
Children demonstrate diverse behaviors at every stage of growing up. Some behaviors are
encouraged as good while others are discouraged as wrong. However, after attaining a certain
age, children develop the capacity to control their own behavior and feel that they need not be
instructed on how to behave (Diaz & Berk, 2014). This is however not always the case. Many
children fail to develop self-controlling ability even after attaining certain age. They develop
behavior that might be harmful or emotionally destructive for other children or even for
themselves as well. Behavioral theory suggests that children respond to stimuli or actions that
results in formation of behavioral patterns. These behavioral patterns help in identifying the
capability of children in regulating their emotions and behavior. Children who do not develop
this ability are often diagnosed with ADHD syndrome (Zhou, Chen & Main, 2012). In learning
environments particularly, self-regulation is extremely important for children. It determines

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whether their school experience is better or bitter. When children learn to control their actions,
they can influence others as well.
Children learn social skills from their parents and elders and people in the community. To
define simply, social skills refer to the skills that people display each day while meeting or
interacting with others. These skills are passed on to the children by the parents, guardians and
other elders. In addition, children learn these skills by observing others. However, Merrell and
Gimpel, (2014) argue that there can be no fixed definition of social skills. Numerous theorists
have provided several definitions for social skills and each definition is applicable to different
situations. Behavioral theorists have defined social skills as behaviors demonstrated in specific
situations that produces positive result and negates undesired result (Rubin & Ross, 2012).
Behavioral definition of social skills has been widely accepted by people as it helps in
identifying the background and results of social behaviors. This in turn can easily be utilized for
evaluation and intercession purpose.
Schools play a vital role in shaping a child’s future but they might also negatively affect a
child’s life. Children are the most vulnerable at this stage and are at risk of incurring illness such
as depression and MHD (Jonassen & Land, 2012). It is important for teachers to create an
environment where children irrespective of their weaknesses and strengths can learn and
develop. Nonetheless, it depends on the capacity of the children whether the probability of
experiencing MHD is higher or not because everyone receives similar learning environment.
Conclusion
Behavioral theory, hence, can be said to be most effective in understanding and
determining children’s behavior in learning environments. The essay focuses on children’s

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behavior and the differences in their behavior in similar environment receiving similar treatment.
The essay also highlights behavior as constructed by the social and cultural factors. Children
evolve at every stage through observing and learning from their surrounding and people. Society
and culture in which they live molds their behavior. Skinner, Bandura and Pavlov are some of
the renowned behavioral theorists whose works have greatly influenced the education field.
Their theories are still applicable and effective today. Understanding children’s behavior is
essential to protect them from incurring mental health disorders or other related problems. In the
essay, behavior has also been defined from the perspective of behavioral theorists.

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References:
Diaz, R. M., & Berk, L. E. (2014). Private speech: From social interaction to self-regulation.
Psychology Press.
Glăveanu, V. P., & Tanggaard, L. (2014). Creativity, identity, and representation: Towards a
socio-cultural theory of creative identity. New Ideas in Psychology, 34, 12-21.
Harter, S. (2015). The construction of the self: Developmental and sociocultural foundations.
Guilford Publications.
Humphrey, N., & Wigelsworth, M. (2012). Modeling the factors associated with children's
mental health difficulties in primary school: a multilevel study. School Psychology
Review, 41(3), 326.
Jonassen, D., & Land, S. (Eds.). (2012). Theoretical foundations of learning environments.
Routledge.
Kendall, P. C., & Hollon, S. D. (Eds.). (2013). Cognitive-behavioral interventions: Theory,
research, and procedures(Vol. 21). Academic Press.
Merrell, K. W., & Gimpel, G. (2014). Social skills of children and adolescents:
Conceptualization, assessment, treatment. Psychology Press.
Ozuah, P. O. (2016). First, there was pedagogy and then came andragogy. Einstein journal of
Biology and Medicine, 21(2), 83-87.
Rubin, K. H., & Ross, H. S. (Eds.). (2012). Peer relationships and social skills in childhood.
Springer Science & Business Media.

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Schunk, D. H., & Usher, E. L. (2012). Social Cognitive Theory and. APA educational
psychology handbook, 1.
Skinner, B. F. (2014). Contingencies of reinforcement: A theoretical analysis (Vol. 3). BF
Skinner Foundation.
Zhou, Q., Chen, S. H., & Main, A. (2012). Commonalities and differences in the research on
children’s effortful control and executive function: A call for an integrated model of self‐
regulation. Child Development Perspectives, 6(2), 112-121.