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By Tony Eaude

The second one version of this renowned textual content has been revised and up-to-date to incorporate the hot specialist criteria had to in achieving certified instructor prestige (QTS). Tackling those elusive yet primary points of kid's improvement, this article areas the significance of religious, ethical, social and cultural realizing in a cross-curricular context. It without delay hyperlinks among kid's attainment and the wider Read more...

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Additional info for Children's spiritual, moral, social and cultural development : primary and early years

Example text

Our motives for action, whether good or bad, are of two sorts, extrinsic or intrinsic. Extrinsic motivation comes from outside, such as tangible reward or punishment. Intrinsic motivation is because the action is worthwhile in itself, or the reward or punishment are more intangible, such as approval or loss of prestige. Moral development involves trying to ensure that motivation becomes intrinsic rather than only because of external consequences. Moral development involves children internalising their motivation for action rather than simply being compliant.

So, the environment created is, as we shall see further in Chapter 7, central to how adults can support children’s moral development. Let us think about rewards and rules. Rewards may be tangible, such as money or a new bike, or symbolic, such as a certificate or a warning to represent approval or otherwise. Stickers or certificates for good behaviour can make explicit adult expectations and reinforce positive behaviour. They can help children to get into good habits in the short term, but an approach based on tangible rewards, even when effective, tends to have a limited shelf-life, especially when they are handed out too freely.

These may be seen as external influences. However, the basis of moral and social development is how children have been, and are, treated in their own family and home background. Early relationships with, and feedback from, significant adults influence profoundly how babies understand themselves and learn to regulate their emotional responses. Long before conscious thought happens, children learn by watching, by responding. Even accepting Kagan’s (1994) case that each of us is predisposed to a certain way of responding, early feedback from carers determines how children learn to regulate their responses.

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