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Behavioural Study of Children Aged 2-6 in Classroom and How They Interact

2021-07-22 05:15:53
3 pages
585 words
Categories: 
University/College: 
Wesleyan University
Type of paper: 
Case study
This essay has been submitted by a student. This is not an example of the work written by our professional essay writers.

A child aged 2-6 in classroom setup demonstrate challenging hyperactive behaviors. They are always restless doing a round of activities that do not materialize to anything organize or fruitful.

When aged 2 -6 years, a child is extremely playful. The playful characteristics are transferable to the class environment. In class, the children engage in playful activities which can be extremely dangerous such as placing a sharp object like a pencil on classmates desk, jumping from a high desk or sliding down a rough floor. More often, the children are spirited to lie flat on the floor and roll over.

Children aged between two and six are excited in class. They use a mixture of words and actions to express themselves. They have no fear and shame of the activities in the surrounding. These children are observed imitating whatever kind of experience they have a witness to the environment; home and class. They often mention and touch their anatomies seeking the approval of the teacher. They are very inquisitive about anything. Those who have developed sense tend to silence the innocent ones.

More often the target children drop the writing materials anyhow, misplace writing pens in their pockets and tear the writing materials to litter the classroom. They then step on them and move on to other undirected activities. Their writing and communication skills are still at the forming stage. For these reasons, the children write in the materials without any defined order. When they write or draw, a single draw is likely to cover the entire page.

During the class session, the children talk a lot in the midst a beehive of activities. They tend to make verbal arguments and to steal a glance at the neighbors work causing interruptions. When the teacher is developing a storyline, concept or reading to the group, the minor interrupts with comments of frustration by the classmates. They like seeking the attention of the teacher. They insist on tasks they want to undertake, and when no attention is given, they displace anger in frustration. They also threaten to go and report the matter to their parents. A child in this state may initiate a move to depart the class in protest.

They often express difficulties they experience loudly. They have difficulty comprehending instructions. Consequently, they tend to leave the work they are doing and go ahead to disturb a neighbor or jump up and down aimlessly. Consequently, the classmates are easily destructed when one of their own or an external influence affect them. They look up when other children walk by or raise eyebrows.

Teachers experience challenges handling intelligent children. The intelligent children in this age bracket bursts out responses before the teacher has finished. They have a difficulty waiting for their turn in single class and group activities. At times they interrupt with home-related stories. The experience of what they had at home the previous night.

When these children are given instructions such as to pass a pencil to the pupil beside, the child has difficulty executing the instruction thoroughly. They either deliver the pencil and move to other missions wandering around the class or call out the recipient, or just throw the pen in the direction of the recipient. If not any of the likely aforementioned activities, the child will not move on with any constructive activities.

For no justifiable reasons, growing and developing children at age two to six have a behavioral tendency of hitting, pushing and shoving other children into class instead of concentrating in class.

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