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How do parents influence child development
The importance of self-esteem in child development
Development of self - esteem in early childhood
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When the Chips are Down Reflection
When the Chips are Down, is the name of a workshop lead by Dr. Richard Lavoie. In this workshop he focuses heavily on the term poker chips. These chips are used to identify and associated with how we build children up and bring them down, by the words we speak to them. The objective of this workshop was to enlighten teachers on how to build self-esteem in children. His analogy is that there is good self-esteem and bad self-esteem, however it is up to parents and educators to be on the same page with regard to them both. The poker chips are earned throughout the course of a day as well as being taken away. The comparison is that we use the same standards in the classroom
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No matter what they do well, we are tasked with the job of building up there confidence. Children who are popular have a good base, so in the event they encounter someone who says something unkind to them they can shake it off somewhat easily. On the other hand we have children who do not start out with as many chips as the regular child. In this instance he likens, the comparison to a learning disabled student. This student doesn’t start the day or life for that matter with the same amount of chips as the regular student. Unfortunately, the learning disabled student may only be presented with a hand full of chips. He thinks to himself, that I should use these wisely just to make it through my day. When children encounter an individual who will not utter a compliment; gives them a put down they cannot pick themselves up and go on to make it through the day. As it stands, learning disabled children are placed into class with regular students and from the start things are off kilter. States have regulated inclusion learning in the classrooms but the child with a learning disorder realizes that he is a little different. This frustrates the student with a learning disability, and there will be days when he or she will not want to attend school professing to have a stomach ache or get involved with the wrong crowd just to avoid the frustration of
Erik Erikson was heavily influenced by Freud but while Freud was an ID psychologist, Erikson was an ego psychologist. Erikson stressed that the development of the ego depended heavily on personal and social aspects. “According to Erikson, the ego develops as it successfully resolves crises that are distinctly social in nature. These involve establishing a sense of trust in others, developing a sense of identity in society, and helping the next generation prepare for the future” (McLeod, S. 1970). His theory focused on personality development through eight distinct stages. He believed that personality progressed in a stacking or pre-determined manner, this is referred to as the epigenetic principle. One must
how students may feel cheated, overwhelmed, and even like a failure in how the education system can be stacked up against them and their needs when accommodations and adaptations are not in place and they are expected to perform in an environment in which their needs are not being met. Nowhere was this more evident that when the class participated in conducting the star sheet simulation in which we had to rely on a mirror reflection to trace over the paper star without looking directly at the star itself. That example served as an analogy one could say of how challenging and difficult that students with special learning needs may feel with being tasked to do something that is not within their comfort zone of doing when being expected to
My views about Ehrenreich’s novel that it was filled with educational details of minimum wage job occurrences. The author captures concrete memories of her experiences of several job positions. Working in several jobs of hard manual labor is exhausting for the mind and body. The job experiments involving all these jobs to see what many struggling people endure on a daily basis. I thought the experiments resulted in average, and intolerable work environments. Working one or two jobs was needed to survive and pay for necessities. From my perspective, it was a useful trial to show readers the hardships people of every culture deal with constantly.
In the article, Caution–Praise Can Be Dangerous, Dweck’s objective was to explain that praising students has a huge impact on performance and their way of thinking. Dweck studied fifth grade students and the effects of different messages said to them after a task. There were three responses: praise for intelligence, praise for effort, and praised for performance (with no explanation on why the students were successful). She described that having an understanding of how praising works could lead teachers to set their students on the right path. In Carol’s opinion the Self Esteem Movement did not produce beneficial results, but rather limited students’ achievement.
During the 1920's, separate schools were established for the blind, deaf, and more severely retarded (Reddy, p5). However, students that were considered mildly disabled were educated in regular schools, just thought to be 'slow learners'. Soon educators started to develop separate classes for disabled students. The reasoning for taking them out of the normal classroom (exclusion) has not changed in the last eighty years. People today, who are still in favor of exclusion, have the same justification for their belief. It was thought that students...
Mead when individuals(kids) engage in games they start to see the roles of themselves and roles of others,
In Barbara Ehrenreich’s “Nickel and Dimed” she caught a glimpse of how low wage workers lived in the United States, the book opened my eyes to the challenges low-wage workers face in America. But it also led to some questions, such as: How does low-wage work in the U.S. compared to low-wage work in developing countries? My interviewee, Hannah Johnson(my mom), comes from a developing country in West Africa, Nigeria. But, in her 30+ years in Nigeria she has never held a low-wage job, nevertheless she had some insight that I thought would be very interesting to include. Overall, the interviewee's story is very similar to Ehrenreich’s experience.
“How to (not) get by in America?” That is a question we’ve all wondered and seemed to find the answer to whilst reading Nickel and Dimed by Barbara Ehrenreich. In this novel, Ehrenreich breaks down her adventures as a low class, low income worker and all the things she must do to survive in such a demanding economy. Each journey throughout this book was broken down into three main parts. Firstly, we take a stop in Key West, located at the very end of Florida. From personal experience, Key West isn’t a place to live when you’re living on your very wits end but somehow, she makes it work. We see her take life into her own hands when she picks up a job as a waitress in town.
“The 1% of US students with labels of severe disabilities including mental retardation have been historically excluded from ‘inclusive’ education” (Bentley, 2008, p. 543). Laws such as PL 94-142 and “No Child Left Behind” (as cited in Bentley), say that ‘public school students with all types of disabilities be educated in the least restrictive environment—‘to the maximum extent possible…with children who do not have disabilities’ the majority of these students with special education labels, such as, mental retardation and multiple disabilities are still isolated in special education classrooms (Bentley, 2008, p. 545). Wehmeyer (as cited in Bentley), points out that mere access does not promote authentic participation (Bentley, 2008, p. 546). Burkowski et al (as cited in Webster and Cater), “Friendship has been defined as a bond between two individuals that is stable across time and involves mutual affection, mutual preference and having fun together” (Webster and Carter, 2007, p. 201). It is up to parents, teachers and other paraprofessionals to seek ways to facilitate and encourage the types of positive interactions that will foster these types of friendships. If done successfully all students will benefit and there will be true inclusion.
Ever since I was little I remember playing games where I would fight the bad guy and win the girl in the end. This never seem to affect me or make me wonder what small effect it had on my thought process. In games such as Zelda, call of duty, assassin creed, gears of war, Mario, and even halo you play as a white heterosexual male. The idea of playing this way never seemed to phase me as a young child. As I grew up and became more aware of the difference of people and the need for other as well as myself a need to be able to connect and find one 's self in different place such as games, movies, and TV shows. I became aware of the one sided views that video games seem to have. Then I realized that it was seen as acceptable to only have the one sided displayed due to the lack of speaking out on the need for change.
Taking our cues from children: it is important to take our cues from children throughout any
Students with learning disabilities in the regular classroom may have challenges that require special attention. If the teacher is able to identify the disabilities and the features associated with them then the teacher can tailor the lessons to meet the needs of the students. These may include differentiated instruction and facilitating an inclusive classroom which will see inclusive strategies employed that will cater to the needs of students with learning disabilities. These inclusive strategies can range from individualized learning programs to team and co-teaching. In some cases, the teacher can arrange for a special education teacher or arrange for a pull out program to assist students who have learning disabilities. Strategies that will also cater to learning disabilities may also include the use of technology. According to Ford 2013 ‘In some situations it may be best for students with LD to be taught in separate pull out classrooms with a teacher who can provide targeted skill instruction in areas where a student is struggling.’ ‘When provided appropriate support within this setting, many of these students can achieve academically and develop positive self-esteem and social skills. (American Speech-Language-Hearing Association 1991). They also recommend that schools should ‘require in-service programs for all school personnel to give them the knowledge and skills necessary to provide education for students with learning disabilities in the regular education classroom.’ Schools should include activities to help participants learn strategies to meet individual needs of students, foster attitudes conductive to educating students with learning disabilities in the regular education classroom, and promote
Any parent or educator who works with young children knows that when there is a group of children together, there is bound to be disagreements. Just like physical skills such as walking, jumping and running, young children need to learn social skills like how to express their feelings, negotiate with others and show empathy (Porter, 2008a). And, just like learning to walk, children will inevitably “fall down” many times before they become confident using these new skills. In the Videative clip “Carrying a Basket” (Curtin University Library Videatives Streaming Service, n. d.), a group of children aged 4 years old are returning a basket to the school’s kitchen. The children meet an obstacle when they cannot agree on who
During the late 1980’s and 1990’s the number of children with learning disabilities receiving special education services grew rapidly, but during 1998 and 2007 the number of children classified as having a LD has declined by 7% (Cortiella, 2009). “In 2007, 59% of students with LD spent 80% or more of their in-school time in general education classrooms. In 2000, that figure was just 40%” (Cortiella, 2009). In addition, students with disabilities are spending more time with students in traditional classroom settings. According to the Department of Education, “approximately 6 million children (roughly 10 percent of all school-aged children) receive special education services” (Pardini, 2011).
To be truly inclusive teachers, we need to first know the student and identify the real reasons for any individual to be classified as having a learning disability.