2. Answer the questions.

1. Why was the teacher teaching and learning at the same time?

2. What roles does a teacher have to try on while educating children?

3. Which teachers are called veterans?

4. What pedagogical situation arose in class?

5. What price did the teacher pay for his joke?

6. Why were the parents indignant about the joke?

7. Would you take the joke seriously if you were a parent / a principal?

8. What is the purposeful kind of teacher?

9. Is it always necessary to brush aside allirrelevantquestions, requests, complaints to get on with the well-planned lesson?

3. Write the analysis of the teacher’s class, dwell upon the contents of pedagogical communication.

UNIT 6

How different is the child from others?

THEORETICAL PRELIMINARIES

Children’s Problems

Children live in a modern world which is full of different problems, techniques and gadgets, that’s why their life is full of different peculiarities.

Young Children’s Disorders

Сhildren’s problems can be classified into psychosocial disorders, habit disorders, anxiety disorders, disruptive behavior and sleeping problems.

Psychosocial disorders may manifest as disturbance in emotions (anxiety or depression), behaviour (aggression), physical function (psychogenic disorders), mental performance (problems at school).This range of disorders may be caused by a number of factors such as parenting style which is inconsistent or contradictory, family or marital problems, child abuse or neglect, overindulgence, injury or chronic illness, separation or bereavement. The child's problems are often multi-factorial and the way in which they are expressed may be influenced by a range of factors including developmental stage, temperament, coping and adaptive abilities of family, the nature and the duration of stress. In general, chronic stressors are more difficult to deal with than isolated stressful events.

Children do not always display their reactions to events immediately although they may emerge later. Anticipatory guidance can be helpful to parents and children. Children should be allowed to express their true fears and anxieties about impending events.

Habit disorders include a range of phenomena that may be described as tension reducing: thumb sucking, nail biting, air swallowing, body rocking, repetitive vocalizations, hair pulling, head banging, tics, breath holding, manipulating parts of the body, hitting or biting themselves.

All children will at some developmental stage display repetitive behaviours. But whether they may be considered as disorders depends on their frequency and persistence and the effect they have on physical, emotional and social functioning. These habit behaviours may arise originally from intentional movements which become repeated and then become incorporated into the child's customary behaviour. Some habits arise in imitation of adult behaviour. Other habits such as hair pulling or head banging develop as a means of providing a form of sensory input and comfort when the child is alone. Thumb sucking – this is quite normal in early infancy. If it continues it may interfere with the alignment of developing teeth. Tics – these are repetitive movements of muscle groups that reduce tension arising from physical and emotional states, involving the head, the neck and hands most frequently. It is difficult for the child with a tic to inhibit it for more than a short period. Parental pressure may exacerbate it while ignoring the tic can reduce it. Stuttering – this is not a tension reducing habit. It arises in 5% of children as they learn to speak. About 20% of these retain the stuttering into adulthood. It is more prevalent in boys than girls. Initially it is better to ignore the problem since most cases will resolve spontaneously.

Anxiety and fearfulness are part of normal development, however, when they persist and become generalised they can develop into socially disabling conditions and require intervention.

School phobia occurs in 1-2% of children of which an estimated 75% may be suffering some degree of depression and anxiety. Management is by treating underlying psychiatric condition, family therapy, parental training and liaison with school to investigate possible reasons for refusal and negotiate re-entry.

Many behaviours (disruptive behaviours), which are probably undesirable but a normal occurrence at an early stage of development, can be considered pathological when they present at a later age. In the young child many behaviours such as breath-holding or temper tantrums are probably the result of anger and frustration at their inability to control their own environment. For some of these situations it is wise for parents to avoid a punitive response and if possible to remove themselves from the room. It is quite likely that the child will be frightened by the intensity of thebehaviour and will need comfort and reassurance.

Sleep disorders can be defined as too much or too little sleep than is appropriate for the age of the child. Stable sleep patterns may not be present until age 5 years but parental or environmental factors can encourage the development of circadian rhythm. Regular bedtimes, quieter activities and the creation of marked differences between the sounds, activities and light levels associated with night time sleeping and daytime activities may help to encourage better sleep patterns

Modern Children’s Problems

Developing healthy peer relationships is critical for the normal development of a child. Peer relationships have been found to be an important predictor of positive adult adjustment and behavior. Difficulty in finding friends leads to feelings of low self-esteem and these feelings usually continue into adulthood. Children with poor social skills are at risk for delinquency, academic underachievement, and school dropout.

Childhood ADHD

Attention-deficit hyperactivity disorder or ADHD is a common childhood condition that can be treated. ADHD may affect certain areas of the brain that allow problem solving, planning ahead, understanding others' actions, and impulse control. The symptoms must also create a real handicap in at least two of the following areas of the child's life: in the classroom, on the playground, at home, in the community, or in social settings.

ADHD children often lack the social skills that are essential to success in life. These children can be socially inept, and their lack of interpersonal skills may cause them a multitude of difficulties. In addition, positive relationships with friends in childhood provide a critical buffer against stress and help to protect against psychological and psychiatric problems. ADHD children lack these positive interactions and thus are at risk for a number of emotional problems. ADHD children tend to be more impulsive and aggressive than other children. Teachers observe that the social interactions of ADHD children more often involve fighting and interrupting others. These children are more intense than others and behave inappropriately in social contexts.

Child Discipline

Discipline (or training) might simply be defined as a process to help children learn appropriate behaviors and make good choices. In addition, loving, effective discipline aids a child in exercising self-control, accountability, and mutual respect. Through proper discipline, children learn how to function in a family and society that is full of boundaries, rules, and laws by which we all must abide. With it, children gain a sense of security, protection, and often feel accomplishment. Without proper discipline, children are at risk for a variety of behavioral and emotional problems.

Child discipline should start in the beginning. Most new parents think about discipline only after negative behaviors begin. Your child does not automatically know what is expected; you must spend time teaching him. While we encourage our children to learn to make choices, they need our guidance.

Physical Punishment

Violent discipline is defined as actions taken by a parent or caregiver that are intended to cause a child physical pain or emotional distress as a way to correct behaviour and act as a deterrent. Violent discipline can take two forms: psychological aggression and physical, or corporal, punishment. The former includes shouting, yelling and screaming at the child, and addressing her or him with offensive names. Physical or corporal punishment comprises actions intended to cause the child physical pain or discomfort but not injuries. Minor physical punishment includes shaking the child and slapping or hitting him or her on the hand, arm, leg or bottom. Severe physical punishment includes hitting the child on the face, head or ears, or hitting the child hard or repeatedly.

Complexes

Repression is common in our life. We do not fulfill all our desires. We have to suppress some of them. This is all the more true in case of children. They have to modify their behavior according to social traditions and the demands of elders. Repression of a severe type and on various occasions leads to mental disorders. This repression leads to the formation of a complex in the mind of the child.

READING AND DISCUSSING