To say that the child learns by imitation and that the way to teach is to set a good example oversimplifies.
To
say
that
the
child
learns
by
imitation
and
that
the
way
to
teach
is
to
set
a
good
example
oversimplifies
.
No child imitates every action he sees.
No
child
imitates
every
action
he
sees
.
Sometimes, the example the parent wants him to follow is ignored while he takes over contrary patterns from some other example.
Sometimes
,
the
example
the
parent
wants
him
to
follow
is
ignored
while
he
takes
over
contrary
patterns
from
some
other
example
.
Therefore we must turn to a more subtle theory than "Monkey see, monkey do."
Therefore
we
must
turn
to
a
more
subtle
theory
than
``
Monkey
see
,
monkey
do
.
''
Look at it from the child's point of view.
Look
at
it
from
the
child
's
point
of
view
.
Here he is in a new situation, lacking a ready response.
Here
he
is
in
a
new
situation
,
lacking
a
ready
response
.
He is seeking a response which will gain certain ends.
He
is
seeking
a
response
which
will
gain
certain
ends
.
If he lacks a ready response for the situation, and cannot reason out what to do, he observes a model who seems able to get the right result.
If
he
lacks
a
ready
response
for
the
situation
,
and
can
not
reason
out
what
to
do
,
he
observes
a
model
who
seems
able
to
get
the
right
result
.
The child looks for an authority or expert who can show what to do.
The
child
looks
for
an
authority
or
expert
who
can
show
what
to
do
.
There is a second element at work in this situation.
There
is
a
second
element
at
work
in
this
situation
.
The child may be able to attain his immediate goal only to find that his method brings criticism from people who observe him.
The
child
may
be
able
to
attain
his
immediate
goal
only
to
find
that
his
method
brings
criticism
from
people
who
observe
him
.
When shouting across the house achieves his immediate end of delivering a message, he is told emphatically that such a racket is unpleasant, that he should walk into the next room and say his say quietly.
When
shouting
across
the
house
achieves
his
immediate
end
of
delivering
a
message
,
he
is
told
emphatically
that
such
a
racket
is
unpleasant
,
that
he
should
walk
into
the
next
room
and
say
his
say
quietly
.
Thus, the desire to solve any objective situation is overlaid with the desire to solve it properly.
Thus
,
the
desire
to
solve
any
objective
situation
is
overlaid
with
the
desire
to
solve
it
properly
.
One of the early things the child learns is that he gets more affection and approval when his parents like his response.
One
of
the
early
things
the
child
learns
is
that
he
gets
more
affection
and
approval
when
his
parents
like
his
response
.
Then other adults reward some actions and criticize others.
Then
other
adults
reward
some
actions
and
criticize
others
.
If one is to maintain the support of others and his own self-respect, he must adopt responses his social group approves.
If
one
is
to
maintain
the
support
of
others
and
his
own
self-respect
,
he
must
adopt
responses
his
social
group
approves
.
In finding trial responses, the learner does not choose models at random.
In
finding
trial
responses
,
the
learner
does
not
choose
models
at
random
.
He imitates the person who seems a good person to be like, rather than a person whose social status he wishes to avoid.
He
imitates
the
person
who
seems
a
good
person
to
be
like
,
rather
than
a
person
whose
social
status
he
wishes
to
avoid
.
If the pupil wants to be a good violinist, he will observe and try to copy the techniques of capable players; while some other person may most influence his approach to books.
If
the
pupil
wants
to
be
a
good
violinist
,
he
will
observe
and
try
to
copy
the
techniques
of
capable
players
;
while
some
other
person
may
most
influence
his
approach
to
books
.
Admiration of one quality often leads us to admire a person as a whole, and he becomes an identifying figure.
Admiration
of
one
quality
often
leads
us
to
admire
a
person
as
a
whole
,
and
he
becomes
an
identifying
figure
.
We use some people as models over a wide range of situations, imitating much that they do.
We
use
some
people
as
models
over
a
wide
range
of
situations
,
imitating
much
that
they
do
.
We learn that they are dependable and rewarding models because imitating them leads to success.
We
learn
that
they
are
dependable
and
rewarding
models
because
imitating
them
leads
to
success
.
To say that the child learns by imitation and that the way to teach is to set a good example oversimplifies. No child imitates every action he sees. Sometimes, the example the parent wants him to follow is ignored while he takes over contrary patterns from some other example. Therefore we must turn to a more subtle theory than "Monkey see, monkey do."  Look at it from the child's point of view. Here he is in a new situation, lacking a ready response. He is seeking a response which will gain certain ends. If he lacks a ready response for the situation, and cannot reason out what to do, he observes a model who seems able to get the right result. The child looks for an authority or expert who can show what to do.  There is a second element at work in this situation. The child may be able to attain his immediate goal only to find that his method brings criticism from people who observe him. When shouting across the house achieves his immediate end of delivering a message, he is told emphatically that such a racket is unpleasant, that he should walk into the next room and say his say quietly. Thus, the desire to solve any objective situation is overlaid with the desire to solve it properly. One of the early things the child learns is that he gets more affection and approval when his parents like his response. Then other adults reward some actions and criticize others. If one is to maintain the support of others and his own self-respect, he must adopt responses his social group approves.  In finding trial responses, the learner does not choose models at random. He imitates the person who seems a good person to be like, rather than a person whose social status he wishes to avoid. If the pupil wants to be a good violinist, he will observe and try to copy the techniques of capable players; while some other person may most influence his approach to books.  Admiration of one quality often leads us to admire a person as a whole, and he becomes an identifying figure. We use some people as models over a wide range of situations, imitating much that they do. We learn that they are dependable and rewarding models because imitating them leads to success.