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Social interaction cognitive development
How social interaction affects child development
How social interaction affects child development
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Working with children has always been a delight to me. I have had the opportunity to work with children in a variety of settings, most recently at a local elementary school. As a volunteer teacher assistant in a 3K classroom, I encourage students to develop a love of learning and discovery. The activities that myself and the teacher participate in with the children help them develop academically, socially, and emotionally. I encourage facilitated learning by working directly with the kids and encouraging others to join in on the group’s fun. I have witnessed the impact that positive connections to adults and classmates have on children. These connections affect a child’s behaviors in a positive manner such as increased self-confidence and academic
The relationships between children and adults in a learning environment, and among the children themselves, are the basis for building a safe, strong and caring community in which everyone is accepted, respected and comfortable. The warmth and support children receive influence the development of greater social competence, fewer behavior problems and enhanced thinking and reasoning skills at school age (Bruce, Cairone & the Devereux Center for Resilient Children, 2012). Supportive interactions occur when teachers listen attentively and displaying unwavering, genuine care and compassion to children. Young children are full of laughter, stories, anecdotes and simple tales of their lives and they love sharing their life experiences with teachers. Teachers should be aware that young children’s voice should be valued and heard. Garvis and Pendergast (2014) suggested that while young children’s voice is being heard and teachers acknowledge their feelings, reciprocal and responsible relationships are more likely to be built. The art of listening is even more important during times when difficulties are present in a child’s life. Strong relationships with young children provide insight so that teachers are able to provide prompt help when children are facing risk factors in
Many individuals, teachers or not, only do what they are asked or expected to do. However, going above and beyond and being able to have greater influence on a child’s life is my goal. I know I will love my job and in this position, children and families will be going through difficult and not normative life events. It is essential to extend further assistance to make each individual feel important. Being someone who can help families understand and make their lives a little bit easier by providing support and encouraging optimal development, I can hopefully make a meaningful impact on a child and/or family. The child and family satisfaction would bring happiness in itself and be worth more than
Even though I am aware that there have been great strides forward, especially within the past decade, in the implementation of safer and more constructive methods, in regards to child interviewing practices, I am appalled at the gross negligence of our justice system, in their failure to protect children from the brutal onslaught of such damaging interrogation. Not only does it fail to safeguard a child’s health and well-fare, but it also proves counterproductive in the gathering of reliable testimony, and so therefore does not ultimately serve the constructs of justice, either.
Volunteering at a children’s crisis treatment facility, volunteering with Special Olympics, coaching children’s sports teams for 10 years and working as a substitute education assistant has increased my understanding of childhood development. Grandmound Elementary School provides me with opportunities to strengthen my leadership and collaboration skills, through teaching art (as a volunteer) to the 3rd, 4th and 5th grade and serving as PTA president. I was able to implement many enriching opportunities for students in areas of art, science, and reading. I learned to work as a team, set targets, achieve goals, give and receive guidance. Participating in these activities has confirmed that working with families and particularly children are my purpose.
Jonathan Mitchell English 4 5-13-18 Trying kids as adults has been around since the eighteenth century children over the age of seven who were accused of crimes were tried as adults and sent to adult prisons. By the nineteenth century most states created separate work farms and reform schools for convicted children most of these places were in large cities like in New York and Chicago. The reform schools were made to rehabilitate the children and keep them away from adult offenders. In 1899 the first juvenile court was created in Cook County, Illinois from the Illinois Juvenile Court Act of 1899 the act gave the court the power to try to rehabilitate children between the age of 12 and 16 the act caused many states to create their own juvenile courts. In the 1910s people started to criticise juvenile court’s fairness the problem was the juveniles had no lawyer, trial and the judge made all of the decisions so some charges people felt were unfair.
As a teacher I believe that the most effective way to teach children is teaching through play and example by using pictures and gestures. Children are motivated to learn when they have opportunities to make choices in an environment that are inspiring and stimulating. Children are interested from infancy and have a desire to learn from their environment and those around them. When children are encouraged to interact with their peers and adults in positive ways, they feel safe to explore their surroundings. I as teacher have the opportunity to nurture and educate my students on all levels, making sure that my students are being taught developmentally appropriate
Since the beginning of time, fathers have had a profound effect on their child’s development. Over the years, the norm for traditional family dynamics of having a father figure in the household has changed drastically, and so did the roles of the parents. It is not as common as it used to be to have a father or father figure in the home. In this day and age, women are more likely to raise children on their own and gain independence without the male assistance due to various reasons. The most significant learning experience and development of a person’s life takes place in their earlier years when they were children. There are many advantages when there is a mother and father combined in a
When someone walks into a preschool they will generally see a teacher sitting in front of a group of young children reading a story, or even children playing with toys or pa...
Childhood is the period of time where a child is not an adult, and is experiencing situations that generally only children will experience. For many years there has been a debate between sociologists as to whether childhood still exists or whether it is deteriorating. There is also the debate between whether childhood is a social construct or not. The concept of social construction is that where a society shapes something into what they believe is the normal way of life, this varies from culture to culture, meaning that childhood is a social construct. Where some societies value children as economic benefiters who help them bring in an income, others value children as members of the family who should be protected and brought up as children.
Introduction About This Book Summer is a great time to be outdoors with your preschooler. Preschool years are the most important years in your child’s development. With a little planning and your flexibility you can have a great summer. These activities can be done with children whether you are home all day with them, some of the day, or evenings and weekends. The activities in this book can also be done with early elementary age children.
Children’s development in all aspects are influenced by genetic composition (Nature) and the environment in which they grow (Nurture). They are influenced by all adults in which they come into significant contact. Smiling at someone unfamiliar or speaking to a stranger is less likely to have a lasting impact on the child or their development. However, parents and immediate family have the most impact on a child’s development. A family is defined as at least one adult and one child who live together and in which the adult is control of the child’s life and behavior as well as demonstrates responsible care for the child (McDevitt & Ormand, 2013). Parents are the primary educators and caregivers,
Being a research assistant and member of the school psychology society has provided many volunteer opportunities. An experience that has greatly impacted me is being a mentor to a 6 year old girl through the YMCA big sister program. Gaining the trust of a young girl that hadn’t had good examples of adult interactions in her life put me in a role model position dealing with unique challenges. These new positions required me to think innovatively and adaptively. I have now observed different behaviors and can quickly adapt to various needs through methods I’ve learned from teaching children how to swim, observing in a classroom, and connecting with families from a variety of cultures.
Telling your child's hobbies, pets, as well as learning difficulties and strengths will provide for a more intimate school year (Spencer, 2001). One of the ways in which parents play a critical role in their children?s social development is by encouraging their interactions with other youth (Updegraff, 2001). If children are able to work in group settings, this will not only help the child get along with other students, but it will also lessen the amount of disruptions in class thereby making it easier for the teacher to teach (Barbour, 1997). Parents need to stress the importance of little things your child can do to smooth the teacher?s day and help himself learn, such as listening when classmates answer questions, writing his name on assignments, and keeping his desk and work area tidy (Spencer, 2001). Parents can help your children avoid interrupting. Teachers love enthusiasm but yelling out too often will cause unneeded disruptions. Explain the good times to speak, such as when the teacher is inviting questions and the not so good times, such as when the teacher is talking to another student or giving directions (Spencer, 2001). Practicing these classroom manners will help with less disruptions and a better teaching and learning environment. Parental involvement promotes emotional growth of a child. The attachment between a child and parent is a long-lasting, emotional, learned response. It is the attachment in a parent and child relationship that forms the basis for a child to trust or not to trust their environment (Gestwicki, 2000). This proper attachment is essential for a child to trust other adults, such as their teachers and also to trust other students and make friends.
I worked for a friend once, and I thought it was the best decision I had ever made. The job was going to be babysitting her kids as often as she needed. Not just one or two kids, but three children, of various ages. I was a little anxious because it was my first job after high school, but I was excited to get started. Without having any experience with kids, I thought to myself , “How simple it was going to be babysitting three kids” I was wrong. It was difficult, and I gave up so much of my time for this friend without getting much in return. Choosing to babysit a friends children caused so many problems. I would have never imagined my first job experience being so dreadful. Working for a friend was a discouraging experience, because I did not have
Teachers have the unique opportunity to support students’ academic and social development at all levels of schooling (Baker et al., 2008; Bronfenbrenner, 1979; Bronfenbrenner & Morris, 1998; McCormick, Cappella, O’Connor, & McClowry, in press). According to the attachment theory (Ainsworth, 1982; Bowlby, 1969), positive relationships enable learners to feel safe and secure in their learning environments which helps providing scaffolding for social and academic skills. Learners who have positive teacher-student relationships may have the feeling of closeness, warmth and positivity which will increase their learning ability (Hamre & Pianta 2001). Students will use this relationship as a secure base for them to explore the classroom both academically and socially. Positive relationship with an adult may protect against the negative outcomes associated with children who stay in poverty (Gallagher 2014). According to Murray and Malmgren (2005), low-income students who have strong teacher-student relationships have higher academic achievement than peers who do not have a positive relationship with a teacher. Therefore, if a learner is born in a rural area, he/she may still able to have great learning capacity if he/she has a positive relationships with everyone in the