Pedagogy Q&A: Disruptive Behavior, Culture, and Child Development

This assignment provides answers to questions related to pedagogy, focusing on disruptive behavior disorder (DBD) and behaviors of concern in children. It discusses the differences between disruptive behavior and behaviors of concern, explaining how disruptive behavior can escalate into a behavior of concern, particularly in cases of Conduct Disorder (CD). The assignment also explores the impact of ADHD on children and their families, highlighting issues such as low self-esteem and psychosocial challenges. Furthermore, it examines environmental factors like noise and overcrowding and their effects on cognitive development. The importance of educators understanding a child's culture is emphasized, along with the significance of monitoring and reviewing children's behavior to ensure proper development. The assignment also touches on how children communicate through their behavior and strategies for redirecting negative behaviors and defusing difficult situations. Desklib offers a platform to explore similar solved assignments and past papers for students.

Running head: PEDAGOGY: Q AND A
PEDAGOGY: Q AND A
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Author Note

1PEDAGOGY: Q AND A
Question 1
Disruptive behavior disorder (DBD) is a condition where children repeatedly show
ongoing patterns of uncooperative and obstinate behavior. Disruptive behavior disorder patterns
can range from indifference to hostility (Quay and Hogan 2013). Their disruptive behavior
disorder also affects hugely to the people who be around them, such as, teachers, peers,
caregivers and family members. Children who have been diagnosed with such disorders can be
stubborn, unnecessarily obstinate, disobedient and irritable in nature. On the other hand, behavior
of concern can be described as when someone (preferably children) does things that hurt
themselves, other people or things (Graham and Reynolds 2013). While comparing behavior of
concern with disruptive behavior, it is not necessary that behavior of concern would be
disruptive in nature. Rather, it could be somewhere in the middle of indifference and hostility
which makes a child unpredictable and vulnerable.
Question 2
A disruptive behavior becomes a behavior of concern when
1. the child crosses the ethical limitations of misconduct, which means, from behavioral
and psychological manifestation of aggressiveness, they become physically aggressive
which can harm his/her caregivers, family, teachers and peers. Such incidents happen
when a child goes through Conduct Disorder (CD).
2. When a child indicates an abnormal uncooperative attitude towards his/her mothers,
fathers or caregivers in the simple day-to-day activities such as eating meals, going to the
bed, doing homework or school works and so on. Uncooperative attitude is a part of

2PEDAGOGY: Q AND A
disruptive behavior and can be tackled but if it goes unnecessarily abnormal, the child
might be suffering from major behavioral issues and it is considered behavior of concern.
3. If a child is constantly sad, withdrawn and introverted, it can be a major indicator of
behavior of concern. A child, who is unnaturally withdrawn and never shows any sign of
jovial mood, such as smile, laugh and pleasant behavior, has certain underlying reasons
for depression. Such children can be suicidal or can self- harm himself/herself.
Question 3
ADHD (Attention Deficit Hyperactivity Disorder) can affect children in multifaceted
way. Certain impacts of ADHD among children include: low self esteem, poor psychosocial
health and poor overall quality of life. Children who have siblings with ADHD faces the
aggressive and irritable behavior of the other siblings which impacts on their overall physical and
mental health. Feelings of anxiety and sorrow are very much prevalent among such siblings.
Instances of bullying of family members and exceptional disturbance in houses of such ADHD
diagnosed children are common (Sayal et al. 2018).
Question 4
Environmental aspects, such as chronic and acute exposure to noise might lead to
cognitive impairment among children (Gottfried 2013). The reading, writing and retention
abilities in children might be at risk with overexposure to noise. Long term memory in children
is completely lost during their growth time if they are kept near such noise. Crowding is another
factor that exposes children to a delayed cognitive development. Overcrowded situations tend to
make children get distracted from their work or their mental health can be hugely affected.

3PEDAGOGY: Q AND A
Question 5
It is important for the educators to understand the culture of the children because children
spend most of the time dwelling in their own culture in home. Culture plays a very important role
in giving a child an identity. Children growing up in different cultures receive specific inputs
from their environment. Culture of children guides them about how to dress, eat, mingle and talk.
Culture also guides them to understand what is right and what is wrong. Therefore, in order to
give premium mentoring to children, educator must know the culture of the child and based on
his/her culture, make curriculum and learning tricks for teaching him/her appropriately
(Theatlantic.com., 2013).
Question 6
Monitoring and reviewing children’s behavior is important because it provides a clear
idea whether the development of the child is on track or not. Secondly, by monitoring and
reviewing children’s behavior, educators would be able to make best possible solutions for the
improvement of children. Thirdly, monitoring and reviewing children’s behavior is significant
because it helps the educators and pedagogical experts understand where they are standing as
child development mentors (Ben-Arieh et al. 2013).
Question 7
Through their behavior, a child might be trying to communicate myriads of issues. For
instance, if a child is hungry, he/she might communicate his/her hunger through various
behavioral patterns, such as crankiness, weakness and irritability. If a child is unwell and

4PEDAGOGY: Q AND A
feverish, he/she often becomes weak and soils his/her bed. Through such behavioral indicators, a
child communicates with the adults about their issues.
Question 8
1. To redirect behavior, “Eye contact along with stern facial expressions” can make a child
get intimidated and thereby, he/she might stop the misconduct he/she might be carrying
out. Another strategy, which is “using fewer words and less emotions in giving order to
stop what he/she is doing” is another way of scaring the child to discipline (Augustine
and Stifter 2015).
2. To defuse a situation: “sending a trusted child for help” to the indisciplined child can
make the situation normal. Another strategy, which is “utilizing the name of the child and
showing him/her that the educator cares for him/her” will make the child calm, quiet and
regain his/her discipline.

5PEDAGOGY: Q AND A
References:
Augustine, M.E. and Stifter, C.A., 2015. Temperament, parenting, and moral development:
Specificity of behavior and context. Social Development, 24(2), pp.285-303.
Ben-Arieh, A., Kaufman, N.H., Andrews, A.B., George, R.M., Lee, B.J. and Aber, L.J., 2013.
Measuring and monitoring children’s well-being (Vol. 7). Springer Science & Business Media.
Gottfried, A.W. ed., 2013. Home environment and early cognitive development: Longitudinal
research. Academic Press.
Graham, P. and Reynolds, S. eds., 2013. Cognitive behaviour therapy for children and families.
Cambridge University Press.
Quay, H.C. and Hogan, A.E. eds., 2013. Handbook of disruptive behavior disorders. Springer
Science & Business Media.
Sayal, K., Prasad, V., Daley, D., Ford, T. and Coghill, D., 2018. ADHD in children and young
people: prevalence, care pathways, and service provision. The Lancet Psychiatry, 5(2), pp.175-
186.
Theatlantic.com.(2013). Available at:
https://www.theatlantic.com/education/archive/2013/11/good-teachers-embrace-their-students-
cultural-backgrounds/281337/