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Respond to a peer providing them with suggestions on how they can work with and promote social growth in those children who have not had positive cognitive, social or cultural influences. What strategies might they implement when working with that child’s parents? 150 words or more.
Choose two periods of development (infancy, early childhood, middle childhood or adolescence). I choose Infancy and Early Childhood
For each period share two typical Social/Emotional Milestones. For infancy, the social emotional milestone I chose was from 0 to 3 months, responds positively to touch and 3 to 6 months, recognizing faces. Social emotional milestones for early childhood between the ages of three and four imitate or join in play with others and showing more independence.
After viewing the Social Attributes Checklist, provide tips for how to help a child who is struggling in at least two areas from the “Social Skills Attributes” category. For infancy, I chose a child struggling with taking turns appropriately: I believe reading books such as ‘Schubert books “by Becky Bailey that reinforces sharing using fun characters. They speak on emotions of the characters, interacts with the students by asking them what they think the character could do to solve the problem. Also, you could use puppets to help the children to understand what it means to share and take turns, reenact a familiar behavior or an issue that you notice is a common issue using the appropriate behaviors/responses to guide the children in positive behaviors. Reinforce by pointing out the good sharing and taking turns. A child struggling with showing interest in others: I would create classroom activities that include the children to partner up. I would help the students to recognize their peers that share the same interest by having open discussions during circle time and by playing such games like” I know you, do you know me.” For early childhood, I chose a child that draws inappropriate attention to themselves and children that can express frustration and anger effectively without harming others or property. These two social skill attributes usually go hand-in-hand I chose them because I believe it’s important as an educator to understand how to help my students learn appropriate behavior and responses for example, if you have a student that is prone to meltdowns when asked the cleanup, he or she may display frustration through situations such as transitioning, cleaning up, sharing and taking turns that can produce negative emotions and overwhelming need to respond to that frustration by throwing toys are pushing things from shelves etc., this is known as a lack of self -regulation skills I would provide a supportive framework ”scaffolding” the behaviors that you wanted to encourage until the child is able to handle the transition/challenge on their own for example, turning transitioning or the challenge into a game for practicing by simply playing for 2 to 3 minutes and using a rewards to encourage such as getting points for something that they want every time they do a great job.
List at least one cognitive, one social and one cultural influence on self-concept for each of your chosen age groups. For infancy, cognitive involves the way one would possess the ability to recognize, understand and analyze the problem to draw on their own knowledge to see the solution to the problem. At birth infants recognize that they are different from the things that surround them. When an infant is just a few months old when they see their reflection in the mirror they show friendly behavior by returning the smile so, infants respond to their own environment for example, if an infant hits a mobile and sees it swinging in a certain way that is different from the babies own actions it shows the infant the relationship between self and physical world. Infants need ongoing opportunities to feel valued and experience their surroundings. How adults nurture the infant helps set a solid foundation for the growth and effectiveness of their brain growth. Culture is important and there’s no one best practice to encourage children’s development in aiding a healthy sense of self; it requires different experiences over time that go hand-in-hand in what you do on a daily basis. For example, providing the infant with a steady daily routine that complements home and their care setting because (most infants are in the care of someone else other than their parent). If a child is in the care setting of someone else use their home language if possible such as singing songs, showing pictures of their family and learning words in their own language. In early childhood, a growing self-image of a 3 to 4-year-old defined themselves in concrete terms at this age preschoolers begin to see physical attributes, recognize their name, age, gender, social affirmations, possessions and their abilities. Their self-image is descriptive, rather than judgment for example, if you ask a child “who are you?” Most likely the child would respond “I am Jack, I am three, I have two brothers one big, one small, I have a dinosaur two.”
Lastly include a statement explaining the impact self-concept can have on development in each of your chosen age groups. Babies build a sense of self when they feel loved, infant’s self – concept starts at birth and it begins with how the parent/caregiver response to the baby, creating a positive emotional bond through warm and caring interactions. For example, lots of eye contact and touch will encourage and promote a healthy self-concept of infants and they will feel loved, accepted and respected. In early childhood, the impact of self-concept on development of early childhood age. Because 3 and4-year-olds are growing so fast and developing and learning new skills and strengthening old ones their experiences are crucial and how they feel about themselves. As adults and caregivers are is response and interactions need to be positive to promote good self-esteem that will encourage success in their academics, social emotional development, and to build a sense of positive healthy relationships to carry into adulthood.
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