Final notes

As we come to the end of the topic entitled: 'The Behavior of Children,' we can reflect on what we have learned and how to apply it in our daily lives.

Creating a plan or guide can be a valuable tool to consolidate previous techniques and improve our approach to effective parenting.

This allows us to be more confident in our actions and provide a more stable environment for our children's development.

Here we will talk about rewards: when to use them and when not to use them. We will also discuss the different levels of help to guide our planning.

Knowing how to reward.

We know that rewards can be used when positive behavior occurs. Let me elaborate on something:

• Your child has responsibilities to fulfill, such as doing his homework.

• If you reward him for fulfilling these responsibilities, he may perceive it as a choice rather than an obligation.

• You shouldn't be so quick to praise the same action.

• The value of sacrifice is important. It will become increasingly difficult for him to get recognition.

• When rewarding someone, it is important to recognize the intangible values that person demonstrates. For example: "I liked the effort you made to finish all your homework today" or "How nice of you to selflessly help an elderly person cross the street.

• Instead of focusing on individual characteristics, it is important to emphasize the power of consistent values. Recognizing values can generate a sense of satisfaction and help you keep them present in your life.

Levels of support.

How can we reinforce positive actions that don't happen often? For example, a child under the age of three does not yet know how to eat on his own.

In this case, our goal will be to strengthen and guide each of the steps that make up the final behavior. We can provide a detailed sketch with pictures showing step-by-step how to use the spoon to pick up the food and avoid soiling.

To help a child develop new skills, we resort to different levels of assistance, as suggested by the renowned social psychologist Vygotsky. According to him, we all have a zone of current development, which is where we are comfortable, and a zone of proximal development, which we aspire to reach.

To teach a child to eat alone, we must gradually guide him or her toward that skill by providing different levels of help. The levels of help include the following steps:

• First: the child observes how the action is performed.

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