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8/12/2019 Motivation of Child Behavior
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Motivation of Child BehaviorFermo G. Ramos
MAEd
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A growing childsexperiences involve motivatingor causative factors that, as they are integrated,produce appropriate responses. The underlyingreasons for individuals to behave as they do indiffering situations can be interpreted as the
dynamics of behavior
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Motivational Processes inner tensions broughtabout by internal interacting forces direct and
energize tension releasing behavior. It is essential that adults responsible for child-
rearing have a functional understanding of a childsmotives for behavior. Usually the influences of
relatives or friends are reflected in his motives. The child is motivated to respond differently to
situations that are new and strange. He is eitherattracted or repelled.
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Paul Young attempts to explain the motivatingprocess as follows:
1st
- Motivation may be viewed as the process ofarousing and sustaining action 2nd- Motivation may be viewed as the process of
regulating and directing behavior 3rdMotivation may be viewed as a disposition or
psychological state that persists over a period oftime Topological MotivationA childs behavior is
influenced by his own characteristics and hisperception of existing conditions.
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SIGNIFICANCE OF INNER DRIVES
Needs, urges, and drives are the terms applied tothose motivators which are rooted thepotentialities of action.
Interpretation of DriveA drive is any forcethat motivates behavior. According to some
psychologists, the basic human drive is self-realization.
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SIGNIFICANCE OF INNER DRIVES
A tendency toward particular responses isreferred to as a need, want, urge, desire, motive,or mental set.
A young child is motivated by curiosity about hissurrounding to pick up, manipulate, or put into
his mouth anything in his immediateenvironment that intrigues him.
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SIGNIFICANCE OF INNER DRIVES
The awareness of a need sets up in the child adrive to satisfy it. This inner active force may affectthe childsfeelings, thinking, actions, and sense ofvalues. It is possible, however, for a child to desiresomething that he does not need.
He then is beset by conflicting urges: to enjoythe eating of the desired candy, or avoid parentaldisapproval.
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SIGNIFICANCE OF INNER DRIVES
One characteristic of a childs motivation is that itmust be evaluated according to the kind of
behavior produced rather than to be observeddirectly.
The level of the childs drive to action can bedetermined by :
1. The persistence of the behavior
2. The energy output
3. The application of the various approaches toachieve a desired purpose
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SIGNIFICANCE OF INNER DRIVES
Nature of Drives The force of the drive thatinstigates a particular form of behavior tends tobe accompanied by emotional reactions that arerooted in previous experience.
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Diagrams Showing Possibilities in the
Operation of Field Forces
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Attraction
A Child +Situation
Force
Movement
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Attraction
B Child -Situation
ForceMovement
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Child
-Situation
+Reward
Force
Movement
Force
Distasteful situation + StrongReward
Distasteful situation + WeakReward
Child
-
Situation+Reward
MovementForce
Force
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Child
+Situation
-Reward
Force
Force
Attractive Situation + Strong Punishment
Distasteful situation + StrongPunishment
Child
-
Situation+Reward
Movement
Force
Movement
Force-Punishment
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Child-
Situation
ForceForce+Reward
Divided Situation
Movement
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Child -Situation
ForceForce-Punishment
FLEEING SITUATION AND PUNISHMENTTHROUGH DECEIT
+Deceit
Movement Force
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+Reward
Force
Force
USING DECEIT TO FLEE SITUATION ANDATTAIN REWARD
+Deceit
Movement Force
-SituationChild Force
Line ofMovement
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Child+
Situation
Movement
Force
BLOCKED MOVEMENT
Block
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Child+
Situation
INSULATION AGAINST FORCES
Insulation
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Preliminary List of Drives
I. Organic needs
II. Propensities which are organic, viscerogenic,appetitive
III. Propensities showing no clear organic rhythm,non-appetitive
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Preliminary List of Drives
I. Organic needs
To seek air; to avoid physicalpain, heat, cold; to seek water ; tourinate and defecate.
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Preliminary List of DrivesII. Propensities which are organic, viscerogenic, appetitive:
1. (A) to seek stimulation, exercise , activity when wellrested (B) To play
2. To avoid stimulation, lie down, sleep, and rest whentired.
3. To seek food. This may be functionally connected withstoring food, with restless wandering (as in theherbivorous animals) , or in hunting readiness(as incarnivorous).
4. To court and mate ( sex drive )5. To feed, protect, and shelter the young.6. To reject and avoid noxious substances
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Preliminary List of DrivesIII. Propensities showing no clear organic rhythm, non-appetitive:
7. To escape from violent impression by (A) flight (B) freezing to the spot.
8. To defer, obey, abase oneself in the presence of superiority and dominancebehavior in others.9. To appeal, cry aloud, and seek help when utterly baffled.10. To acquire, collect, posses, and defend whatever is found useful or
attractive.11. To explore strange places and things or manipulate and pull to pieces
strange objects.
12. To remain in or seek the company of ones fellows.13. To assert oneself, achieve, domineer, lead, display oneself.14. To resent resistance to the expression of any propensity; to attack and
destroy such resistance.15. To laugh and destroy tension in certain tension-provoking situations.16. (Questionable.) To construct shelter and implements.
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Childrens needs: According to moderntheorists, primary needs have to do with the
maintenance of body equilibrium.
These fundamental needs of children must befulfilled, but care should be taken that young
people do not concentrate only o the satisfactionof their own needs, wants, and urges. They alsoneeds and drives of others.
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Breckenridge and Vincent present the needs of children
very well when they say the following concerning thebalancing of needs:
The child must be trained to adapt his
drives to the patterns of society. Thisrequires a nice balanced betweenunderstanding or molding the environmentto fit the child on the one hand and
discipline or training in self-control andconsideration of others on the other hand. . ..
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Old fashioned parents and formal educators ,motivated by the children-should-be-seen-and-
not-heard philosophy , leaned much too far in thedirection of forcing adult parents upon children ,ignoring many of their basic needs and building upantagonisms or neuroticism as a result.
No child who has failed to learn how tocontrol his drives in order to live smoothly withother people can be called an educated child.
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