Common behavioural problems of children-causes and remedies

Children with behavioural problems: The children with behavioural problems

can be classified into the following groups: i). Children with psychological disorders: These may manifest as disturbance in emotions, behaviour, physical function, mental performance, etc. ii). Children with habit disorders: Many children develop habit disorders such as nail biting, thumb sucking, hair twirling, stuttering, nose picking, etc. iii). Anxiety disorders: Many children are affected by high level of anxiety and Many of them are over-worried about examinations, results, teachers future career, etc.

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iv). Disruptive behaviour: Children sometimes reveal disruptive behaviour patterns. Stealing, lying, truancy, etc. are some of the behaviours that come under disruptive behaviour. v). Oppositional Defiant Disorder (ODD): It is believed that one in ten children under the age of 12 have oppositional defiant disorder. Some of the symptoms of such behaviour are: i). become angry easily and very fast ii). get into arguments very fast iii). refuse to obey rules iv). annoy people around them, etc. vi). Conduct Disorder (CD): Children with conduct disorder are often said to be bad children because of their delinquent behaviour. Some of the symptoms of such behaviour consist of willful disobedience, repeated truancy, tendency to smoke and take alcohol at an early age, vandalism, tendency to run away from home, sadistic behaviour, suicidal tendencies, etc. vii). Attention Deficit Hyperactivity Disorder (ADHD): Around two to five percent children are said to be suffering from Attention Deficit Hyperactivity Disorder. They are characterized by inattention, impulsivity and over-activity. They have difficulty in concentrating, moving from one task to another, remembering instructions, etc. They are constantly restless and all the time fidgeting.

Causes of behavioural problems: Some of the important causes for the occurrence
of behavioural problems in children are the following: * Negative parenting

* Over-strict parents * Criminal backgrounds of parents * Negative peer group influence * Negative social influence * Too high expectations from children * Lack of love from family members, particularly from parents * Discrimination in society and in the family * Negative experiences in school * Physical defects

Remedies to deal with children with behavioural problems:

General measures: The following general measures can help to reduce behavioural problems in children: i). Parental education ii). Functional family therapy iii). Social training of the child iv). Anger management training v). Counselling vi). Medication Practical tips to deal with children with behavioural problems: * Understand the nature of the childs problem. * Accept them as they are. * Listen to your children as much as you can. * Look for and encourage their strengths, interests, abilities, etc.\

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* Reward them with praise, good words, smiles and a pat on the back as often as can * Involve them in various family activities * Do not shout at them for their low academic performance. * Help them to correct their errors and mistakes. * Provide enough toys, games, motor activities to get them engaged. * Encourage them to ask questions. * Give them lots of love and care.

Maturation and Readiness of learning

Maturation and Readiness of learning: There is a view that there has to be
some kind of readiness on the part of the learner if real learning has to take place. Readiness of learning states that the learner has to be ready both physically and mentally for receiving knowledge. In other words, the learning level or the class level of students should be in accordance with their chronological age. Each chronological age is expected to have certain level of physical and mental maturity. A sixyear child cannot learn something that is meant for a high school student. He is not mentally mature enough to understand topics and lessons meant for high school students. Thus concept of the readiness of learning is much associated with the concept of maturation of the body and mind. Swiss psychologist Jean Piaget regarded as a major figure in 20th-century developmental psychology stated that a child has to have certain level of physical and mental maturity for learning. It was Madam Maria Montessori who emphasized the concept of readiness of learning. She emphasized that the child has to be prepared for the reception of knowledge. Therefore she gave a lot of importance to the mental preparation of the children by way of play, good interrelationship, adequate parental love, happy experiences, etc. She speaks of certain periods of sensitivity corresponding to certain ages, when a childs interest and mental capacity are best suited to acquiring knowledge.

Edward. L Thorndikes principle of readiness supports this view. A child has to be physically and mentally ready to receive a certain level of knowledge. The law of learning advocated by E.L. Thorndike stated that when an individual is physically and mentally ready to learn, he will learn effectively and within a short time than otherwise. This law is known as the Law of Readiness. The Law of Readiness states, When a bond is ready to act, to act gives satisfaction and not to act gives annoyance. When a bond which is not ready to act is made to act, annoyance is caused. The law thus implies that a person cannot learn unless he is motivated or prepared for it. This law calls for certain level of physical and mental readiness for effective learning.

Educational significance of the relationship between maturation and readiness of learning: The close interrelationship that exists between physicalmental maturation and learning calls for certain practical steps on the part of the parents, teacher and the school.
y School authorities must make sure that class level of students in the entire school is in accordance with their chronological age.

Admission to a particular class should be taken only after confirming the students chronological age.
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y y

Parents should not enroll their kids in pre-school classes before the age of three.

Formal education should start only after the age of four when a child has reached certain level of physical, mental and social maturity.


y y

The first part of schooling should be play school. School authorities should not burden little kids with too many books.

y The school authorities should make sure that the number of subjects taught in a particular class should be in accordance with the physical and mental maturity of the students.

Overburdening children with too many assignments and homework may prove detrimental to the health of the children.
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y Those concerned with curriculum preparation must have a deep knowledge about the physical and mental developmental stages of students in various levels of school education. y  Retaining a student for an additional year in the same class due to lack of adequate physical maturity may have lots of benefits.

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