“Conditioning techniques should control children” (24)

• Para 1: appropriate - home and school

  • P: Conditioning techniques are widely used and effective in shaping children’s behaviour at home and in educational settings.

  • E: Gill (1998) showed that positive reinforcement (pocket money) increased children's household chores by 20%. In schools, McAllister et al. (1969) found that teacher praise and disapproval reduced inappropriate talking. Gold stars and rewards are common tools that encourage positive behaviour.

  • E: These examples demonstrate that operant conditioning can produce desirable behaviour with clear, measurable outcomes. However, critics like Morris (2014) argue that techniques such as the naughty step may have negative long-term emotional impacts without supportive emotional regulation

  • L: Despite some concerns, conditioning techniques provide a structured, evidence-based approach to guiding children's behaviour and are especially useful when consistently applied.
• Para 2: appropriate - peers and children

  • P: Conditioning is not only effective among typical children but also offers significant benefits for vulnerable groups.

  • E: Lovaas (1987) successfully used applied behaviour analysis (ABA) to improve social interactions in autistic children, while Robinson et al. (1981) found token economies helped hyperactive students improve vocabulary. Chaney et al. (2004) reported better asthma medication adherence using a reinforcing Funhaler

  • E: These applications demonstrate the adaptability and ethical utility of conditioning, especially when they promote well-being and skill development. However, the Lovaas study lacked randomisation and required intensive sessions (40 hours/week), raising ethical and practical concerns.

  • L: While some methodological issues exist, the benefits for vulnerable children suggest conditioning is an ethical and useful intervention when implemented appropriately.
• Para 3: not appropriate - intrinsic motivation

  • P: Conditioning techniques may undermine children’s intrinsic motivation and long-term development.

  • E: Lepper et al. (1973) found that children promised rewards for drawing spent less time on the task, showing that extrinsic reinforcement reduced natural interest. Similarly, Dweck (1975) found that praised children performed worse on difficult tasks, showing learned helplessness

  • E: These findings indicate that overreliance on external rewards can backfire, limiting a child's resilience and internal motivation. Alternative models like Montessori education argue for fostering autonomy rather than dependence on reinforcement.

  • L: Thus, while rewards may shape immediate behaviour, they can damage a child's self-motivation and long-term learning potential.
• Para 4: not generalise across contexts

  • P: The effectiveness and appropriateness of conditioning techniques vary across cultural and social contexts.

  • E: Lewis (1995) found that Japanese schools rarely used rewards, yet students showed strong intrinsic motivation and academic success. Furthermore, peer reinforcement can be harmful, as Bricker et al. (2006) found peers encouraged smoking in children as young as 10

  • E: These examples suggest that conditioning techniques are not universally appropriate. Peer conditioning, in particular, may reinforce unhealthy behaviours, showing that not all sources of reinforcement are ethical or beneficial.

  • L: This highlights that while conditioning can be powerful, its ethical and practical relevance must be assessed contextually.
• Conclusion

  In conclusion, conditioning techniques are often ethical and effective in shaping children's behaviour, especially in structured environments like homes and schools, or when supporting vulnerable children. However, they are not without flaws; overreliance may reduce intrinsic motivation, emotional development, and cross-cultural applicability. Therefore, while conditioning techniques can be justified, their use should be balanced with emotional support and tailored to individual needs and contexts.