This course is SOC 312 Child, Family & Society
Week 3 – Instructor Guidance
Weekly Guidance
Lesson for Child Family and Society
Week Three: Motivators and Control
Yvette Morelon, MSW, LCSW, Instructor
Hello Class and Welcome to Week Three.
Listed Below are Important Points in Chapters Five and Six:
Motivators
In early education, an extrinsic motivational base is set due to a students desire to succeed, moreover they do not want to fail and be looked upon negatively by their peers. The constant striving for extrinsic rewards causes the child to place an emphasis on attaining these rewards rather than their own effort. This altered perception is far from truthful because most of these rewards are out of the student’s control. For example, a child seeks the approval of the teacher, but doesn’t realize that the teacher’s mood could be influencing who he calls on and, moreover, what behaviors he praises. This false perception can be difficult to change because of social environment that exists within educational settings. Children avoid embarrassing situations as much as possible and if a child doesn’t volunteer to answer a question, then he cannot get it wrong. Failure is debilitating to a child’s education if that child is extrinsically motivated. Those children develop a learned helplessness as a result of failure feedback whereas intrinsically motivated children will view a failed task as a challenged and attempt it again, which avoids the helplessness effects.
Control
The process of learning self-control and self-discipline is linked very closely with how a child feels about themselves and their relationship to the world. It’s important that we help build and strengthen children’s ability to determine for themselves what’s right and wrong, and how to control their own behavior.
It’s very important to provide as many opportunities as possible for youngsters to make their own choices and decisions. But whenever we give a child a choice, we should be prepared to honor his decision. It’s also very important for children to experience the consequences of their decisions. In addition, helping them stick to decisions once they are made teaches youngsters to make responsible choices. But not everything is a choice; not everything is negotiable. Parents have to set boundaries with children and maintain rules.
References
Bojczyk, K. E., Shriner, B. M., & Shriner, M. (2012). Supporting children’s socialization: A developmental approach. San Diego, CA: Bridgepoint Education, Inc.
The Objectives for Week Three include:
Identify both intrinsic and extrinsic motivators for young children.
Analyze how the mesosystem can influence a child’s control abilities.
Examine the relationship between socialization and moral development in children.
Evaluate the relationship between culture and educational outcomes for children.
Read the articles “
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