In power and breadth of influences, no context equals the family. The family creates bonds between people that are unique. Attachments to parents and siblings usually last a lifetime and serve as models for relationship in the wider world of neighbohood, school, and community within the family, children learn the language, skills and social and moral values of their culture. and at all stages people turn to family members for informtio,assiatance, and interesting and pleasurable interaction. The family is the foundation of all the behavior. modern investigation view the family as a set of interdependent relationship. Recall from ecological systems theory that bidirectional influences exist in which the behvior of each family members affect those of others.(Bronfenbrener). Indeed, the very term system implies that the responses of all the family members are related. These system influences operate in both direct and indirect ways. DIRECT INFLUENCES. Kind, patient,communication evokes cooperative harmonious responses, where as harshness and impatience engender angry, resistive behavior. Each of these reactions, in turn, prompts a new link in the interactive chain. In the first instance, a positive messege tends to follow, in the second, a negative or avoidant are tends to occur. For example, many studies show that when parent requests are accompanied by warmth and affection, children tend to cooperate. And when children willingly comply, their parents era likely to be warm and gentle in the future. In contrast, parents who discipline with hostility usually have children who refuse and rebel. and because children misbehavior is stressful for parents, they may increase their use of punishment. INDIRECT INFLUENCES. This parties can serve as effective support for development. for example, when their marital relationship is warm considerate, mothers and fathers praise and stimulate their children more and nagand scold them less. Some children show lasting emotional problems when their parents divorce. A family is acomplex system in which each person behavior influencesthe behavior of others in both direct and indirect ways. The family is the first environment of the child and they have responsibility to mold the child behavior.
2.BULLYING; How does this particular behavior develops?
How Does Early Bullying Develop?
Bullying among young children is not uncommon. When groups of young children, who often differ significantly in physical size, skill level, and family experience, get together regularly, patterns of hurtful behavior often emerge. Children make mean faces, say threatening things, grab objects, push others aside, falsely accuse, or refuse to play with others. These behaviors are precursors to verbal, physical, or indirect bullying. Some young children are also capable of engaging in actual bullying behaviors by deliberately and repeatedly dominating a more vulnerable peer through name-calling, physical attacks, and social exclusion.
Among children two to six years of age, bullying usually develops in a well-defined progression. For example, a young boy may begin by targeting and dominating a vulnerable peer. This boy may have acquired his view of domination at home by watching family members or media characters that forcefully dominate others, or by experiencing such behavior being used against him. If the boy’s early examples of coercive behavior are ignored or remain unchecked, he is likely to increase their levels and/or increase the number of children he targets. Then, other children who observe his “success” and perceived power are likely to join in—dominating the same victims repeatedly or using similar tactics to target and dominate victims of their own. If these early forms of direct bullying are allowed to continue over several months, power hierarchies may form, with groups of dominant children regularly bullying others who give in to their demands by crying and yielding.
Some children, often girls, may develop more sophisticated and subtle forms of indirect bullying by manipulating relationships, excluding classmates, spreading rumors, telling secrets, and threatening not to play if their demands are not met.
To prevent bullying from escalating, caregivers can prepare themselves with effective strategies to deal with bullying incidents—before, during, and after they occur. They can also look ahead and take steps to create an environment that supports respect, where bullying is neither accepted nor tolerated. Finally, caregivers can help children learn the social skills they need to deal effectively with bullying, when it occurs. of bullying is the first steop in addressing the growing problem of bullying in our neighborhoods and schools. By understanding why bullying happens, we can help keep our kids from becoming victims and ensure that our own children do not become bullies themselves.
Bullying Starts at Home
Children who lack adult supervision or who are abused at home are more likely to become bullies. Bullies often come from homes that lack warm, affectionate parental relationships. Kids are also more likely to bully when they have parents who are too lax with discipline. Children who do not experience consequences for their negative behavior are likely to continue that behavior.
The Bully Personality
There are certain personality traits that appear to be common among bullies. Bullies tend to be naturally aggressive, impulsive and dominating. This is does not mean that if your child has these traits he will be a bully, but it does mean that parents need to be aware of any other risk factors that may be present. When raised in a positive home environment, children with these traits can learn empathy and compassion, which puts them at a lower risk for bullying. Even if you have a good home environment, you should talk to your child and her teachers if you suspect your child is bullying kids at school.
Victims
There are also certain traits that make a child more likely to become the victim of bullying. Kids who are shy, withdrawn and socially awkward, or those who are different from their peers tend to be easy targets for child bullying. Many victims of bullying are too embarrassed or ashamed to report the incident, which only gives the bully more power over the victim. If you suspect that another child is bullying your child, it is important to teach her that no one deserves to be treated that way. Don't leave her to fend for herself or let her feelings of shame stop the conversation. If she feels she is being bullied, she needs the confidence to report the problem to you or her teacher.
3.How can a global educator truly make assessment credible?
