Time-out is an educational and parenting practice characterized by a “brief social isolation and temporary suspension of usual activity” (Chapman and Readdick 82). Accordingly, it is a disciplinary method commonly employed to decrease young children's undesirable behavior in early childhood settings.
This method is said to be more effective than spanking and other traditional or violent manners of disciplining a child. Child time-out is directed to the intention of calming, learning coping behaviors, and discouraging behavioral negativities among children.
There are several benefits and drawbacks in using time-out. Time-out is easy to use and requires less time in its implementation (Ron et al. 31). Time-out has already proven to be effective in reducing most every type of inappropriate behavior (Shriver and Allen 70). On the other hand, its drawbacks include teaching the child unpleasant behaviors but not the desirable ones, serving as a barrier in participation in learning experience, and decreasing learning value system when used frequently (Ron et al. 31).
With the recognizable effects of time-out, it is also deemed that time-out among children is not effective to some situations. The knowledge on when and how to apply it is necessary for a parent, teacher, or anyone who utilizes the practice.
Hence, this paper sought to answer the aforementioned question that served as the title of this report. Further, it will provide a real life situation that will serve as the perimeter for discussing all the contributory aspects of the said topic.
The Case
| Aldred, a 5-year old pre-school is fond of teasing his classmates. There is no day in the entire week that he cannot commit and resist the temptation to make a girl or even a boy cry. The teacher talked to him. She told Aldred that the things he is doing are bad. The teacher told him that if he continuously engaged to so such act, he will be punished or his parents will be notified. She also told him about the “counting to three” technique. After one day of complying with the agreement, Aldred was back to his daily task. The teacher implemented the “counting to three” technique. The next day, it was time-out. Within the past day, there are girls who plus one the next day who cried because of Aldred’s teasing. When the teacher told him it is time for time-out, Aldred have no choice. |
Observation, Investigation and Description
Basing from Aldred’s family background, his father and mother are both working professionals. He is an only child, spoiled brat for that matter, and just left within the care of a nanny.
He is also engaged in watching cartoons, movies and other presentations that are centered in violence.
Aldred has a history of attention deficit hyperactivity disorder (ADHD). However, his case is mild.
According to his nanny, Aldred loves to eat chocolates and other sweets. He is also addicted with soda.
He also lacks sleep.
Analysis
With reference to the gathered relative information about him, it is not surprising to note why Aldred possess such misdemeanor. He it could be said that he lacks guidance in this crucial stages of his development. The parents’ guidance and attention are necessary for every growing child. It is not enough that Aldred is under the care of his nanny. There are some vital things that are only provided by parents. According to Abraham Maslow’s Hierarchy of Needs theory and model that comprises the following levels: physiological, safety, love/belonging, esteem, and actualization (Maslow 370), it could be claimed that this is widely applicable to every person. In relation to Aldred’s case, he is not well provided with the components of the said principle. Physiologically, he is not eating the right food. Aldred’s inclination to sweets and soda as well as his sleeping habits affect his body’s system – emotional, psychological, and physical in nature. Safety is not also well provided. Without his parents around, he chooses to mingle with people especially children of his age and tends to tease them or make them cry in order to draw attention. This is also attributed to his ADHD. Love and belongingness is not familiar with him due to the fact that his parents are not spending quality time with him. His sense of esteem that should be guarded is relatively low. It could be related to his perception on the things he sees on the cartoons, movies and TV presentations. Lastly, his actualization needs strict guidance and reinforcement.
Considerations
There are many things to be considered in response to the case of Aldred. It is rooted to the factors surrounding him – from family up to the people and places he is in. With the understanding and investigating to the reasons why he commits such acts, the descriptions will generally help to change Aldred’s inappropriate attitudes specifically with his classmates. Talking to his parents or recommending them to spend few quality moments together will help him. The intervention of the parents in his daily dealing will greatly change his perceptions, attitudes, and even ideas. Constant guidance and personal communication is useful. The basic lessons a child of his age are best learned within the family by the parents themselves. In today’s society the family is still considered as the primary social service agency in meeting social, educational and heath care needs” of each member (Compton & Galaway, 1984). Family members share many qualities that may grow, change and adapt within each other (Gambrill, 1997). Further, integration and application is manifested with the way a child mingles to people. Activities with families should support family and child coping efforts through such mechanisms as acknowledging existing coping skills to build better survival skills. Involvement is related to a sense of belonging, an important component of social bonding. Thus, people around Aldred should consider the aforementioned factors contributing to his behavior.
Synthesis
Time-out is effective when there is a need to immediately change a dominant misbehavior of a child. As reflected to the above scenario, time-out applies to a case-to-case basis. Considering the contributory factors, background, and perceived solutions, time-out is effective when directed to the improvement and development of the child. How it is effective is dependent on the goals and reasons behind the application of the practice.
In dealing with time-out, there are several things to bear in mind. Among these are the following:
Choose on what type of behavior needs time-out.
Allocate a corner or appropriate location that is suitable for the process.
Base the length of the time-out in the child’s age.
Prepare a reward after the time-out is successfully done.
Be sure to have clear verbal warning before setting time-outs.
Forgive and forget.
In the classroom setting similar to the above case, the teacher can adapt the following:
Inform the pupils about the guidelines beforehand.
Approach a child when you see him/her misbehaving.
Bring the child to the time-out place.
After the duration of the time-out, talk to the child and remind him/her about your purpose.
Ask the child to apologize to the victim.
Bibliography
Chapman, Paula L. and Christine A. Readdick. “Young Children's Perceptions of
Time Out.” Journal of Research in Childhood Education. 15. 1 (2000): 81+.
Compton, B. and B. Galaway. Social Work Processes, 3rd ed. Chicago: Dorsey
Press, 1984.
French, Ron, Ron Fritsch, Hester L. Henderson, and Barbara Lerner. “Time-Out
and Overcorrection: A Comparison of Their Application in Physical Education.” JOPERD – The Journal of Physical Education, Recreation & Dance. 71. 3 (2000): 31.
Gambrill, E. Social Work Practice: A Critical Thinker's Guide.New York: Oxford
University Press, 1997)
Maslow, Abraham H. “A Theory of Human Motivation”. Psychological Review, 50
(1943): 370-396.
Shriver, M.D., & K.D. Allen. “The time-out grid: A guide to effective discipline”.
School Psychology Quarterly, 11.1(1996): 67-74.
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