10 reasons for children's poor behavior: physiology and psychology

Children do not always behave as we would like. Especially now, when they have nowhere to pour out energy. They are too active, do not always listen to teachers and parents. Adults even look for what they are doing wrong. But is it worth it? Our blogger Ilya Kazakov explains the bad behavior of children from a scientific point of view.

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All children from time to time behave badly. Most often, parents begin to get angry and try to punish the child by selecting toys or a tablet for the whole day. Few people think that at an early age the psyche of a child is only being formed. Due to physiological and psychological characteristics, it is much more difficult for children to pull themselves together than for adults. I collected for you the main causes of poor child behavior and tips on how teachers and parents can help them survive the transitional age.

1. Active body growth

The behavior of children is primarily associated with their physiological development. At the age of 6–11 years, age-related changes affect a large number of body systems, which affects the emotional state of the child.
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For example, large muscles develop faster than small ones, so running and moving games for children are more characteristic than precise movements (brushing or writing). From six to ten years, the child grows by at least 10-15%, the cerebral hemispheres are actively developing. By seven or eight years, the mass of the brain reaches the mass of the brain of an adult, the frontal sections of the cerebral hemispheres and the longitudinal pathways of the brain are ripening, the processes of excitation and inhibition are balanced.
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So a sharp change of mood and increased excitability is not so much “bad behavior” as the result of hormonal, physiological and emotional changes.

2. Rapid pulse and breathing
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If the child has to sit for a long time at one session (for example, read a book), very soon he will need to throw out the accumulated energy. Then the "riots" on the chair begin. Oil is also added to the fire by a quick metabolism (metabolism) - a sponsor of increased energy in children.

You probably noticed how agile seven-eight-year-old children run around the street, climb trees, participate in outdoor games. Fortunately for teachers and educators, after five to seven minutes of such activity, the child needs a short break to gain strength for new exploits.
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This feature of the body depends on the heart rate (HR) and respiratory rate (BH). Up to three years, the child has the highest heart rate (about 140 beats / min). This is due to the increased activity of the sympathetic system, which controls the work of internal organs. By eight to ten years, heart rate decreases to 85 beats / min, and by 15 years it approaches the level of an adult - 75 beats / min.
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Respiratory rate also decreases over time. Up to 16 years, the structure of the lung tissue is formed, the diameter of the airways and the volume of the lungs increase. As a result, breathing becomes deeper. A ten-year-old child inhales four times more air than an infant, but two to three times less than an adult.
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All this leads to increased activity in children. To organize a lesson and focus students, it is simply necessary to alternate activities and their intensity. It is useful to use moving workouts or physical exercises.

3. Vegetative dysfunction

At school age, children often experience increased anxiety, sharply react to stimuli, and easily lose self-control. The child becomes excessively withdrawn, it is difficult for him to communicate with peers and elders. Vegetative dysfunction can contribute to this condition when the regulation of vascular tone is disturbed. Moreover, this phenomenon affects from 25% to 75% of children.

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How to recognize autonomic dysfunction:
fatigue;
decreased physical activity;
increased weather sensitivity;
lethargy;
decreased performance and decreased memory in the afternoon.
Under such an onslaught, the child becomes weakened and irritable, therefore, it can flare up even from the smallest remark.
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4. Somatic and neuropsychiatric diseases

It can be quite difficult to focus children's attention on one thing, especially if it is learning. They seem to want to do anything except what the adult is trying to get him into. Sometimes it is associated with somatic and neurological disorders. Among the main somatic causes of impaired attention can be identified as damage and impaired brain function (damage to the frontal areas).
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Neuropsychiatric causes include ADHD, schizophrenia, and epilepsy. These violations lead to the predominance of passive (involuntary) attention over active (arbitrary). Such children more often abandon their work, are distracted by a loud sound, light, moving objects, repeat the same words or actions. A child may be uncontrollable and incapable of productively perceiving information and performing any actions. Moreover, it is not always obvious that the causes of this behavior are clinical in nature. In such cases, adults are required to be particularly sensitive and sensitive in understanding the situation.
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5. Attention Deficit Hyperactivity Disorder

The rhythm of life is constantly growing, especially in big cities. As a result, adults engaged in careers pay less and less attention to children (and to themselves). But it’s difficult for a child to put up with this course of things. He screams, scandals, spoils things, until his parents finally switch to him. Given the lack of communication with parents, the child remembers such a model of behavior as the only effective way to win the attention of parents and becomes hyperactive.

Attention Deficit Hyperactivity Disorder (ADHD) occurs in 5% of children, boys are twice as likely as girls. The main manifestations of ADHD are:
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Inattention, which manifests itself in the impossibility of a long-term performance of an uninteresting task. At the same time, they can do hours for something interesting for them (for example, watching cartoons).
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Hyperactivity. When children cannot sit still during the lesson, they can scream loudly and behave destructively (for example, spinning in a chair by inserting pencils into their nostrils).
Impulsiveness. Such children usually shout out answers in the lesson, without answering them completely, interrupt other students or teachers.

It is difficult to identify as the causes of this behavior of children, but a large influence on the formation of this model of behavior in a child is affected by:

Genetic failure. This is evidenced by the frequent cases of twins.
Congenital brain damage. In 84% of cases of attention deficit disorder, disorders were noted during pregnancy or childbirth.
Socio-psychological factors. For example, in children genetically predisposed to hyperactivity, conflicts in the family can provoke manifestations of the disease to a clinical level.
With such a child it is extremely important to be able to make contact and gain his trust. Tactile contact helps to return him to productive work and a calm state, for example, you can give your child a soft toy or gently pat him on the shoulder.

6. Parabiosis of the nervous system

A tight schedule, difficulties in communicating with peers, an academic load depletes the child, and he simply “burns out”. At first, irritability appears, followed by apathy. The reasons for this condition were described by Academician N. E. Vvedensky in the book “Excitation, Inhibition, and Anesthesia” (1901), introducing the concept of parabiosis:

Based on the observations of Vvedensky, four phases of the nervous system can be distinguished:

normal phase (the higher the stimulus, the higher the response);
equalization phase (the reaction has a certain value and weakly depends on the level of the stimulus);
paradoxical phase (the higher the stimulus, the weaker the reaction);
inhibition phase (the reaction becomes minimal regardless of the stimulus).
That is, in the paradoxical and inhibition phases, the child unnaturally reacts to external stimuli, which may cause dissatisfaction with others.
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Parabiosis can be observed when pupils in a classroom are not perceiving the teacher’s speech poorly. However, they often do not hear his loud speech, but respond to words spoken in a calm tone. If the noise in the classroom continues, some students will not perceive the teacher’s speech, being “disconnected”. This condition is dangerous because prolonged inhibition threatens the death of nerve cells.
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Parabiosis is reversible. Rest and minimization of irritating stimuli bring the nervous system to normal operation. Therefore, with prolonged stress and stress, it is important to find an opportunity for rest and recovery.

7. Self-centeredness

The ability to formulate and defend our point of view directly affects our ability to perceive information, learn and communicate with other people.
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However, due to age, the child is not able to perceive a different opinion and to objectively analyze what is happening. It is natural for him to have only his own, understandable point of view, and it is absolutely not necessary to share his thoughts with anyone. In other words, the child sees the objects not as they really are, but as he imagines them. Annoyed when others do not understand him with one word, negatively refers to any instructions and advice, speaks a lot and cries out of business, if the adult does not fulfill his request. All these situations are consequences of childish egocentrism.
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Self-centered speech most often consists of the following categories: repetition of a word or phrase, monologue and collective monologue, when children simultaneously speak on different topics, without needing to be listened to.

The percentage of egocentric speeches in a child depends on age. In the middle of the 20th century, research was carried out in the Geneva House of Babies (school-laboratory at the Institute J.-J. Russo). It turned out that up to six and a half years the child’s egocentric speech reaches almost 50%, that is, his own speech is only half of what he says. At seven, the coefficient of egocentrism is reduced to 0.27% - a meaningful dialogue begins, the children better understand each other. It would not be an exaggeration to say that up to seven or eight years, many children are not capable of logical reasoning.
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8. Syncretism of thinking

One of the most important consequences of egocentrism is syncretism - the perception of what is happening through global images, without analyzing the details and finding an analogy between objects or words. The child connects diverse phenomena among themselves, finds the basis for any event, even random.

Simply put, a child does not divide information into its constituent elements and does not build cause-effect relationships. For example, he perceives a watch as an indivisible object, and not a mechanism of many details. It is difficult for him to speak with complex sentences (instead of alliances “because” and “since” he uses “and”).

During a study in the "House of Babies", children of five to six years old were asked why the Moon (or the Sun) does not fall. Here's how one of these dialogs sounded:

- The sun does not fall because it is hot. It holds because it is yellow.

- And the moon? How is she holding on?

- The same as the Sun, because it lies in the sky.

It is syncretism that explains the inability of the child to logical thinking.

Very strange and completely illogical answers are connected with the special structure of the child’s thoughts, and not with his desire to make fun of the elder

Interestingly, the subject does not feel the need to resort to evidence. But the child can operate with “schemes of the whole”: at four years old, not knowing either notes or letters, he distinguishes songs in their collection by their titles and just looking at the page.
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9. Temperament

Obviously, depending on the type of personality, children react differently to stimuli, even if adults call them discipline.

Cholerices are impulsive and unrestrained. In a dispute, such children can shout at an opponent or even provoke a fight.
Sanguine people are also very active, naughty, they rarely succeed in convincing something, for example, to eat an unloved soup.
Phlegmatic people are often slow and scattered. Most often, they are the last to hand over the work for inspection, collect things and so on.
Refined nature is characteristic of melancholic people, they painfully perceive failures. For example, a child may burst into tears if a favorite toy breaks or it is not possible to complete any task.
In reality, temperaments can occur in a mixed form, but some will still prevail. According to statistics, 46.7% have a "pure" temperament.

10. Gadget Dependence

With all due respect, school grants often lose in entertainment media content, so it’s difficult to reproach the child for gadgets. Getting from the “ideal world” into society with specific people, the child is stressed and wants to return to the virtual shelter. All this fuels the war between the teacher and the phone for attention.

Is this confrontation so baseless? Dr. John S. Hutton, head of the Cincinnati Children's Hospital, has led a cognitive study of more than 45 children from three to five years old. Children who spent more than two hours a day on phones showed worse results - their scientists revealed changes in the structure of the white matter of the brain. This site is responsible for communicative and abstract logical abilities. Violations in their work can complicate the perception of educational material and interfere with communication with peers.

When you encounter a child’s bad behavior, you shouldn’t be angry at him right away. Sometimes it’s enough to remember what you were like at that age. It is unlikely that the increased tone of the interlocutor helped you calm down, right? Remember that raising children is a journey through which we, teachers and parents, go together. Any of your words or actions can affect the whole life of the child.