Motivation of Child Behavior

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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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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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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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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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.

Motivation of Child Behavior

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