Page 306 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
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ja Krajnčan and Andreja Butolo
that his mother (important Seconds) stands by him, even if she is not in the
immediate vicinity (Praper 1995; Baker 2015).
Developing better and better motor and cognitive skills (use of language)
enables the child to explore the outside world. They resort to important Sec-
onds in order to avoid unfavourable experiences and fears. The limits im-
posed to the child by them should not be too loose so that the child does
not get the feeling of almightiness and that he does not develop into a so-
cially immature person with this when he learns that actions have no conse-
quences. The limits should also not be too strict and exaggerated in order not
to cause fear of exposure and excessive submissiveness in the child (Baker
2015).
Vuk Godina explains the same passage in terms of compliance with social
rules. Young children may disregard these because they do not understand
them yet. However, it is necessary to prepare the child at the transition for
compliance with social rules, if we want him to grow later into a functional
person. This transition is imposed to the child from outside. In all societies
and cultures, the time comes when it is expected from the child not to be a
small child anymore, but he must become a big child. This expectation en-
counters resistance, revolt from the child, because from his point of view this
is a requirement to give up everything he has known and everything that
is pleasant. This resistance is cross-culturally universally broken by a pun-
ishment (Vuk Godina 2011). Vuk Godina (2012) points out the generally mis-
understood term punishment in Slovenia. Punishment is not equated with
beating. Prgič (2013) adds that punishment is bad when parents punish ret-
rospectively, for example, they hit the child when they lose their temper. Such
a punishment has short-term success.
The punishment must be something that causes discomfort to the child
(prevention from doing something, taking something away from them), so
that they learn with it that ‘no’ means something else than ‘yes.’ If the parents
consistently punish the child, and they teach them do what is right between
the age of three and six, later they do not need the punishment anymore,
because the child has already internalized the moral instance or conscience.
If parents miss this period with education, the child will not internalize what
is right and what is wrong, and for this reason they will solve problems with
asocial ways out. Love for the child includes restrictions and teaching chil-
dren about what is right, and it mostly is not ‘great’ neither for the child nor
for the parents (Vuk Godina 2012).
Based on early experiences with parents and activities in the accompa-
nying environment, children gradually develop their moral code and ways
of feeling. Therefore, the task of teachers is also to teach about values and
306
that his mother (important Seconds) stands by him, even if she is not in the
immediate vicinity (Praper 1995; Baker 2015).
Developing better and better motor and cognitive skills (use of language)
enables the child to explore the outside world. They resort to important Sec-
onds in order to avoid unfavourable experiences and fears. The limits im-
posed to the child by them should not be too loose so that the child does
not get the feeling of almightiness and that he does not develop into a so-
cially immature person with this when he learns that actions have no conse-
quences. The limits should also not be too strict and exaggerated in order not
to cause fear of exposure and excessive submissiveness in the child (Baker
2015).
Vuk Godina explains the same passage in terms of compliance with social
rules. Young children may disregard these because they do not understand
them yet. However, it is necessary to prepare the child at the transition for
compliance with social rules, if we want him to grow later into a functional
person. This transition is imposed to the child from outside. In all societies
and cultures, the time comes when it is expected from the child not to be a
small child anymore, but he must become a big child. This expectation en-
counters resistance, revolt from the child, because from his point of view this
is a requirement to give up everything he has known and everything that
is pleasant. This resistance is cross-culturally universally broken by a pun-
ishment (Vuk Godina 2011). Vuk Godina (2012) points out the generally mis-
understood term punishment in Slovenia. Punishment is not equated with
beating. Prgič (2013) adds that punishment is bad when parents punish ret-
rospectively, for example, they hit the child when they lose their temper. Such
a punishment has short-term success.
The punishment must be something that causes discomfort to the child
(prevention from doing something, taking something away from them), so
that they learn with it that ‘no’ means something else than ‘yes.’ If the parents
consistently punish the child, and they teach them do what is right between
the age of three and six, later they do not need the punishment anymore,
because the child has already internalized the moral instance or conscience.
If parents miss this period with education, the child will not internalize what
is right and what is wrong, and for this reason they will solve problems with
asocial ways out. Love for the child includes restrictions and teaching chil-
dren about what is right, and it mostly is not ‘great’ neither for the child nor
for the parents (Vuk Godina 2012).
Based on early experiences with parents and activities in the accompa-
nying environment, children gradually develop their moral code and ways
of feeling. Therefore, the task of teachers is also to teach about values and
306
