Page 159 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 159
story in a very creative way.’and ‘You’re a good story-teller.’) Positive personal- 159
ity-related feedback helps children develop a suitable self-image (Berne, 2005;
Biddulph, 1998, 2003; Illsley Clarke and Dawson, 1998; James, 2001).
Considering its function (consistency of socially acceptable behaviour),
the authors (Milivojević et al., 2004) believe, during the process of learning so-
cially acceptable behaviour, it makes sense to give positive feedback every
time children display it or attempt to do so. When children have mastered this
behaviour and it has turned into a routine for them, positive feedback is no
longer needed. Accordingly, the suitability of the quantity of positive feed-
back on children’s acceptable behaviour is determined according to children’s
achieved level of mastering a certain type of acceptable behaviour.
Responsiveness to Children’s Socially Unacceptable
Behaviour
The function of responsiveness to children’s socially unacceptable behaviour is
to change such behaviour and replace it with a socially acceptable one. Feed-
back on children’s unacceptable behaviour is thus an essential component of
an appropriate style of upbringing (Baumrind, 1997). In relation to the quality
of feedback on unacceptable behaviour, the authors of the three-dimensional
model (Milivojević et al., 2004) emphasise the following two things:
- a message must always be directed at children’s behaviour and not
their personality;
- a message must contain the following elements: description of una-
cceptable behaviour, description of consequences of such behaviour
and steering children towards acceptable behaviour.
In accordance with this model, an appropriate message, in terms of its
quality as a response to children’s unacceptable behaviour, is focused on be-
haviour only (for instance ‘What you’ve written won’t do for a positive grade.’
and not ‘You’re incompetent/stupid.’). Negative messages directed at children’s
personality may contribute to children developing an unsuitable, negative
self-image (e.g. Biddulph, 1998, 2003; Illsley Clarke and Dawson 1998; James,
2001). Also, the message should contain the aforementioned elements, which
enable children to understand that certain behaviour is not appropriate and
learn about its consequences, and to learn about appropriate, socially accept-
able behaviour (Milivojević et al., 2004).
In relation to the quantity of feedback on children’s unacceptable behav-
iour, Milivojević et al. (2004) emphasise child-rearers’ consistency. Parents or
other child-rearers should respond to each instance of children’s unacceptable
behaviour and steer it towards acceptable behaviour. If they fail to respond to
such behaviour, or if they respond to it in an inconsistent way, children do not
parenting and teaching styles as support or an obstacle to children´s learning achievement
ity-related feedback helps children develop a suitable self-image (Berne, 2005;
Biddulph, 1998, 2003; Illsley Clarke and Dawson, 1998; James, 2001).
Considering its function (consistency of socially acceptable behaviour),
the authors (Milivojević et al., 2004) believe, during the process of learning so-
cially acceptable behaviour, it makes sense to give positive feedback every
time children display it or attempt to do so. When children have mastered this
behaviour and it has turned into a routine for them, positive feedback is no
longer needed. Accordingly, the suitability of the quantity of positive feed-
back on children’s acceptable behaviour is determined according to children’s
achieved level of mastering a certain type of acceptable behaviour.
Responsiveness to Children’s Socially Unacceptable
Behaviour
The function of responsiveness to children’s socially unacceptable behaviour is
to change such behaviour and replace it with a socially acceptable one. Feed-
back on children’s unacceptable behaviour is thus an essential component of
an appropriate style of upbringing (Baumrind, 1997). In relation to the quality
of feedback on unacceptable behaviour, the authors of the three-dimensional
model (Milivojević et al., 2004) emphasise the following two things:
- a message must always be directed at children’s behaviour and not
their personality;
- a message must contain the following elements: description of una-
cceptable behaviour, description of consequences of such behaviour
and steering children towards acceptable behaviour.
In accordance with this model, an appropriate message, in terms of its
quality as a response to children’s unacceptable behaviour, is focused on be-
haviour only (for instance ‘What you’ve written won’t do for a positive grade.’
and not ‘You’re incompetent/stupid.’). Negative messages directed at children’s
personality may contribute to children developing an unsuitable, negative
self-image (e.g. Biddulph, 1998, 2003; Illsley Clarke and Dawson 1998; James,
2001). Also, the message should contain the aforementioned elements, which
enable children to understand that certain behaviour is not appropriate and
learn about its consequences, and to learn about appropriate, socially accept-
able behaviour (Milivojević et al., 2004).
In relation to the quantity of feedback on children’s unacceptable behav-
iour, Milivojević et al. (2004) emphasise child-rearers’ consistency. Parents or
other child-rearers should respond to each instance of children’s unacceptable
behaviour and steer it towards acceptable behaviour. If they fail to respond to
such behaviour, or if they respond to it in an inconsistent way, children do not
parenting and teaching styles as support or an obstacle to children´s learning achievement
