Disciplining Young Children: The Role of Verbal Instructions and Reasoning

PEDIATRICS ◽  
1995 ◽  
Vol 96 (2) ◽  
pp. 336-341
Author(s):  
Nathan J. Blum ◽  
George E. Williams ◽  
Patrick C. Friman ◽  
Edward R. Christophersen
Keyword(s):  
Young Children ◽  
Problem Behaviors ◽  
Preschool Age ◽  
Verbal Reasoning ◽  
Behavioral Psychology ◽  
Children's Behavior ◽  
Verbal Instructions ◽  
Oppositional Behaviors ◽  
Preschool Age Children

Pediatricians are often asked to advise parents who are having difficulty managing the oppositional behaviors of their toddlers and preschool-age children. A large number of articles provide advice to pediatricians and parents on effective disciplinary strategies. However, despite the fact that verbal explanations, reasoning, and instructions are commonly used by parents, few articles directly address the use of these strategies to affect children's behavior. In this paper, we review studies that explicitly investigate the ability of adults' verbal explanations or instructions to alter the behavior of young children. These studies suggest that under most circumstances, verbal explanations and instructions are not effective in changing young children's problem behaviors. We then discuss how theories in developmental and behavioral psychology help explain the limitations of using verbal reasoning and instructions to change young children's problem behaviors. Finally, we provide some recommendations for parents on the use of verbal explanations and instructions in disciplining young children.

scholarly journals How Do Five- to Six-Year-Old Children Interpret a Burning Candle?

2021 ◽  
Vol 11 (5) ◽  
pp. 213
Author(s):  
Vanessa Sesto ◽  
Isabel García-Rodeja
Keyword(s):  
Qualitative Study ◽  
Young Children ◽  
Mental Representations ◽  
Prior Experience ◽  
Preschool Age ◽  
Natural Phenomena ◽  
Video Recordings ◽  
Preschool Age Children ◽  
Previous Learning ◽  
Science Activities

Many studies have been conducted in recent years on the explanations given by preschool-age children about different natural phenomena. Nonetheless, very few studies have actually focused on the important domain of matter and its transformations. Specifically, the field of chemical reactions remains unexplored. This qualitative study aims to investigate the explanations of twenty-two 5- to 6-year-old children about combustion, while at the same time evaluating the effect of prior experience with science activities on their interpretations. For this study, the following experiment was proposed: burning a candle inside an inverted vessel. The following data collection tools were used: a Predict-Observe-Explain (POE) strategy and audio and video recordings. The children’s explanations were analysed using classification frameworks, which had been developed in previous studies. The results of this study suggest that young children tend to provide naturalistic explanations about combustion. This finding is an indicator that young children are able to construct mental representations within this conceptual domain. Likewise, the results indicate that children who are used to engaging in inquiry-based activities may be more likely to establish a relationship with previous learning experiences to interpret other natural phenomena.

Examining the Preliminary Effects of a Summer Social Emotional Learning Program for Young Children

2020 ◽  
pp. 106342662091239
Author(s):  
Sara C. McDaniel ◽  
Kizzy Albritton ◽  
Adrienne Stuckey
Keyword(s):  
Young Children ◽  
Preschool Age ◽  
Future Research ◽  
Learning Program ◽  
Social Emotional ◽  
Preliminary Results ◽  
School Settings ◽  
Preschool Age Children ◽  
Quasi Experimental ◽  
Formal School

This quasi-experimental pilot study examined the use of the Preschool Promoting Alternative Thinking Strategies (PATHS) curriculum during the summer prior to kindergarten entry for preschool-age children. The purpose of the study was to examine if participation in the summer Preschool PATHS curriculum would lead to increased levels of social–emotional competence for the participating children, particularly as they prepared to transition into formal school settings. Preliminary results of pilot data indicate positive outcomes for preschool-age children participating in the intervention. These preliminary results suggest that the Preschool PATHS curriculum could potentially be delivered immediately prior to school enter with the potential for promoting competencies and strengths to put young children on a path toward a positive trajectory as they start school. Limitations of the study are discussed as well as practical implications and future research needs.

The development of hypothetical reference in the speech of young children

1979 ◽  
Vol 6 (3) ◽  
pp. 563-579 ◽  
Author(s):  
Stan A. Kuczaj ◽  
Mary J. Daly
Keyword(s):  
Experimental Study ◽  
Young Children ◽  
Preschool Age ◽  
The Other ◽  
Naturalistic Study ◽  
Cross Sectional ◽  
Preschool Age Children ◽  
Quasi Experimental

ABSTRACTThe data obtained in two investigations (one a longitudinal/cross-sectional naturalistic study, the other a quasi-experimental study) demonstrate that preschool age children have the capacity for hypothetical reference. However, the data also indicate that this capacity for hypothetical reference operates within certain constraints, particularly early in the preschool years. Specifically, future hypothetical reference is an earlier acquisition than past hypothetical reference; reference to single hypothetical events appears sometime prior to reference to sequences of hypothetical events; and accuracy is better in self-initiated than other-initiated hypothetical reference. The implications of these findings are discussed.

Techniques for Teaching Young Children to Use Low Vision Devices

1990 ◽  
Vol 84 (8) ◽  
pp. 419-419 ◽  
Author(s):  
C. Cowan ◽  
R. Shepler
Keyword(s):  
Young Children ◽  
Social Isolation ◽  
Low Vision ◽  
Preschool Age ◽  
Young Learners ◽  
Practical Guide ◽  
Preschool Age Children ◽  
Print Materials

The traditional techniques for helping low vision children deal with print materials in school are time consuming and contribute to social isolation. Therefore, even preschool-age children should be trained to use low vision devices. Since low vision devices have typically been used with adults, there are few materials and techniques suitable for the young learners. This article presents a practical guide to help professionals develop techniques and materials that motivate children to learn to use low vision devices.

What Does “Touch” Mean to Young Children?: An Empirical Study

1988 ◽  
Vol 67 (3) ◽  
pp. 683-690 ◽  
Author(s):  
Patricia Y. Hashima ◽  
Keith Barton ◽  
Margaret S. Steward
Keyword(s):  
Young Children ◽  
Empirical Study ◽  
Preschool Age ◽  
Preschool Age Children

This study examined 40 preschool children's understanding of the word touch. 24 drawings were presented one at a time to each child, and the children were instructed to describe each of the drawings and to classify them into drawings portraying touch or drawings showing no touch. 20 undergraduates were also interviewed. The same procedure was used, but in addition the undergraduates were asked to predict how preschool-age children would do on the same task. The results showed several ways in which the children's understanding of the word touch differed from that of an adult.

Now I’m 3: Young Children’s Concepts of Age, Aging, and Birthdays

2017 ◽  
Vol 38 (3) ◽  
pp. 268-289 ◽  
Author(s):  
Jacqueline D. Woolley ◽  
Amanda M. Rhoads
Keyword(s):  
Aging Process ◽  
Biological Process ◽  
Preschool Age ◽  
Causal Role ◽  
Biological Mechanism ◽  
Birthday Party ◽  
Living Things ◽  
Preschool Age Children ◽  
Biological Aspects

In two studies, we examined 99 3- to 5-year-old American children’s concepts of age, aging, and birthdays. Previous research has shown that preschool-age children understand that all living beings grow, and that growth is a biological process. Humans, however, are distinct from other living things in that we attach great significance to the aging process. Specifically, in Western cultures, we have an annual ritual to celebrate the day we were born—the birthday party. Thus, although the biological mechanism of aging is continuous and invisible, it is marked by discrete yearly celebrations. We examine the proposal that, in part due to its salience as a cultural ritual, children interpret the birthday party as playing a causal role in the aging process. Results indicate that young children understand certain important biological aspects of the aging process but exhibit confusion regarding others, including the causal role of the annual birthday party.

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