Understanding and Supporting Behaviour in Children: An Ecological Theory Perspective

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Understanding and Supporting Behaviour

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The topic of this essay is understanding and supporting behaviour and its objective is
to differentiate behaviour displayed by students and formulates reasons for those
behaviours by using behavioural and educational theories. Behaviour is referred to the way
in which one acts or conducts oneself, especially towards others; it influences the way a
person behaves or response to particular situations (Ashby, 2013). Understanding of
behaviours of children is complex; however, it is important since it influences their learning
abilities. Behaviour of a child becomes a concern when it starts to distract, and it cannot be
tolerated for a significant length of time. It can also cause emotional or physical harm to
others or deemed as anti-social. This essay will define the behaviour based on the ecological
theory of learning behaviour. The essay will argue how children’s experience in school is
crucial for determining their likelihood of experiencing Mental Health Disorders (MHD),
however, this experience is individual which differ among children. Various reasons for the
behaviours displayed by children will be evaluated based on the ecological theory.
Appropriate principles, policies, and practices will be applied in this essay in order to
maintain a positive learning environment for children by understanding their behaviours.
American psychologist, Urie Bronfenbrenner, developed the ecological systems
theory. This theory focuses on explaining how the inherent qualities of a child and his
environment influence how he/she grow and develop. Bronfenbrenner stressed the fact
that children should study in multiple environments which are also called ecological systems
which assist in understanding the development of children (Rosa & Tudge, 2013). This
theory defines behaviour of children as a result of the influence of the environment in which
they live. Four key components are identified in this theory which resulted in influencing
the development of children. These four components include time, context, person and the

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process. Time is referred to the age of children and the time in which they endure each
behaviour and environment. Context is referred as environments in which interactions
occurred with children, and it also refers to the interrelationships between these
environments. Person is referred to the type of behaviour which a child might face which is
affected based on the characteristics and nature of the child themselves. Process is referred
to distal and proximal processes which include behaviour displayed by children at home and
outside (Pittenger, Huit & Hansen, 2016). As per this theory, the behaviour of children is
influenced by different environments and individuals within those environments which
contribute to the development of the behaviour of children.
There are different behaviours of children which affect their learning development
such as aggressive, depression, stressful and others. In case the child is stressed at work,
then it adversely affects his/her learning behaviour as well. It reduces self-confidence of the
child which makes it difficult for them to make friends. These children are self-conscious due
to which they constantly compare themselves with other students (Neal & Neal, 2013).
Children can also suffer depression due to this behaviour which is linked with the parents of
the children. As per the ecological theory, the impact of positive parenting can be seen on
children because those children have more self-confidence and they did not feel challenged
or stressed in the school (Sallis, Owen & Fisher, 2015). In case the parents are not able to
provide their child a positive environment at home, then they are more likely to suffer from
depression. These children find it difficult of made friends or disclose their issues which
reduces their self-esteem and causes depression. This is further proved by the ecological
theory which provides that a stressful home creates stress among children and it adversely
affects their learning development (Whitcomb, 2013). This behaviour is a matter of concern