After reading the designated pages for the blog post, it left with some questions about early temperament. Is early temperament genetic or is it learned through experiences, observations, etc? I found the behavioral patterns interesting, the three different categories: easy child, difficult child, and the slow-to-warm up child. As a future educator, I will experience of all three types of these children at one point or another, of course we would always like a classroom filled with easy children characteristics, however, teaching is a challenge and with that challenge is the experience of children of all different kinds. I think on page 338, Meece makes a good point by stating "it is important to understand that children differ in temperamental characteristics." We have learned that children develop different from one another and it is important to keep in mind that it is the same with social and emotional development as well.
Another main section that this chapter discussed is the quality of parent-child relations which is crucial. These types of relations definitely affects the child's social and emotional development. Through personal experiences, working in a childcare setting, I have noticed the affect of attachment that children have with their parents and observed the Strange Situation that was discussed by Mary Ainsworth. Especially for young children it is hard to be separated from their parents for long periods of time, and to be left with a stranger, which can also be a caregiver. This is an experience that is new for them, and an experience that can either be good or bad, hopefully good of course. I have definitely seen the three different classifications of attachment qualities that Ainsowrth and her colleagues discussed on page 340. I think working with young children ranging from 3-years old to fifth-grade students has benefited myself and helped prepare to become a better educator for my students. It is through parent-child relations that influence a child's success in the classroom, throughout school and the relationship that helps bridge the gap between school and home.
It is so true that children face many emotions during the time that they are at school. Empathy is one important role for children to learn and understand, as well as for the teacher. On page 346, it states "Children's abilities to exercise control emotions play an important role in their adaptation to schools settings" (Howse, Calkins, Kwane, & Shelton, 2003; Pianta, 1999). Being in an educational setting provides children with social interactions between their peers and educators. This provides children with an opportunity to build on their relationships, work out their own problems, face them with challenges, and build character.
On page 348, Meece states "Children learn about the nature and expression of emotions from their day-to-day interactions with people." This is important to understand because people communicate everyday, and that is how they express their needs and wants. Children need to learn to communicate effectively in order to obtain what they want. On page 349, they discuss ways that educators can promote emotional competence in the classroom. Personally, it is important to remember these ways because I think they will help me in my own classroom in the future. I also like the strategy, PATHS, that the Seattle Public Schools used with the stoplight because I have seen these type of strategy used in the classroom and I thought it was used effectively, especially with younger children. Through interning in classrooms, I have also noticed the strategy of flipping colored cards, even incorporating the red, yellow, and green light concept, to manage classroom behavior as well.
Self-regulation makes children accountable for their own actions and behavior. It is something that children will value as they grow, and necessary for the future to understand.
Katie, I think that the early temperament children face can come from genetics, observations, or experiences. I think it varies from person to person. For example, my younger brothers were not shy at all in school, however, I was. I do not know the exact answer to the question, I just think it could vary depending on the person. The quote that you put in your blog post backs my theory up when Meece states, "it is important to understand that children differ in temperamental characteristics." If children differ in temperament characteristics, then they probably differ in the way it is learned.
I do agree that "it is important to understand that children differ in tempermental characteristics." I have a student in my internship who has a behavioral disorder and has temper issues. It is important to give him space to notice things himself and also guide him when he needs it. I noticed that when you give him the responsibility to act like a young adult, he feels like he has to do it to show they can do it. I don't believe that temper is from genetics but the personal experiences make them who they are.
BLOG POST 11: In chapter 6 I found the section on the quality of parent-child relationship very interesting. My Blog post 9 was about Erikson’s theory and this is an extension of his theory. I think that is why I found it so interesting. When a child is young they develop their social emotional roots, which start with their caregiver. Erikson’s theory says this is when a child gets “basic sense of trust”. Ainsworth agrees but thinks all children develop this attachment with a few exceptions but the attachment comes in different levels. The quality of the attachment can differentiate. Ainsworth did an experiment with child and caregiver goes through a series of separation and reunion. They found four different levels of attachment basic on the child reaction. The first level is securely attached this is when the child was stressed when left by caregiver but was soothed and calm when they returned. Second level is Insecure avoidant is when the child reaction was the same after the caregiver left and avoided them when they returned. Third level is insecure resistant the child was highly distressed when the caregiver left and ambivalence when they returned. The fourth is insecure disorganized these children were very confused, disorientation, and insecurity throughout the separation and reunion. These effects will carry over into other relationships with caregiver, peers, and siblings. Attachment as a young child can effect a child for the rest of their lives. As a teacher this will carry over into the teacher student relationship. For a student to learn they have to feel safe and trust their teacher. If they struggle with that it will take those students who had worse attachments longer time to start to focus on school work then the others. Other problems that can carry over into school because of the quality of the childhood attachment is curiosity, attention, problem-solving, behavior, persistence, and motivation. School adjustment is also affected by this such as self esteem, peer popularity, and social competence. (pg. 341)
BLOG POST 12: I agree with Andrew , Sandra and KristineR I also believe that parent are a child first teacher. Children do as they know. Child are with their caregiver for a great amount of time before going to school, children are like sponges and take on their caregivers was of life. For example, how they react in different situations. I think that when they get older they have more control over it but it is hard to break habits after reacting in one way for so many years. Teacher can show there student better ways to handle things and things that can help instead of making problem worse. Teachers have some role in this but most teachers are with student for only 1 year and it is hard to develop better habits in just 1 year.
After reading the designated pages for the blog post, it left with some questions about early temperament. Is early temperament genetic or is it learned through experiences, observations, etc? I found the behavioral patterns interesting, the three different categories: easy child, difficult child, and the slow-to-warm up child. As a future educator, I will experience of all three types of these children at one point or another, of course we would always like a classroom filled with easy children characteristics, however, teaching is a challenge and with that challenge is the experience of children of all different kinds. I think on page 338, Meece makes a good point by stating "it is important to understand that children differ in temperamental characteristics." We have learned that children develop different from one another and it is important to keep in mind that it is the same with social and emotional development as well.
ReplyDeleteAnother main section that this chapter discussed is the quality of parent-child relations which is crucial. These types of relations definitely affects the child's social and emotional development. Through personal experiences, working in a childcare setting, I have noticed the affect of attachment that children have with their parents and observed the Strange Situation that was discussed by Mary Ainsworth. Especially for young children it is hard to be separated from their parents for long periods of time, and to be left with a stranger, which can also be a caregiver. This is an experience that is new for them, and an experience that can either be good or bad, hopefully good of course. I have definitely seen the three different classifications of attachment qualities that Ainsowrth and her colleagues discussed on page 340. I think working with young children ranging from 3-years old to fifth-grade students has benefited myself and helped prepare to become a better educator for my students. It is through parent-child relations that influence a child's success in the classroom, throughout school and the relationship that helps bridge the gap between school and home.
It is so true that children face many emotions during the time that they are at school. Empathy is one important role for children to learn and understand, as well as for the teacher. On page 346, it states "Children's abilities to exercise control emotions play an important role in their adaptation to schools settings" (Howse, Calkins, Kwane, & Shelton, 2003; Pianta, 1999). Being in an educational setting provides children with social interactions between their peers and educators. This provides children with an opportunity to build on their relationships, work out their own problems, face them with challenges, and build character.
On page 348, Meece states "Children learn about the nature and expression of emotions from their day-to-day interactions with people." This is important to understand because people communicate everyday, and that is how they express their needs and wants. Children need to learn to communicate effectively in order to obtain what they want. On page 349, they discuss ways that educators can promote emotional competence in the classroom. Personally, it is important to remember these ways because I think they will help me in my own classroom in the future. I also like the strategy, PATHS, that the Seattle Public Schools used with the stoplight because I have seen these type of strategy used in the classroom and I thought it was used effectively, especially with younger children. Through interning in classrooms, I have also noticed the strategy of flipping colored cards, even incorporating the red, yellow, and green light concept, to manage classroom behavior as well.
Self-regulation makes children accountable for their own actions and behavior. It is something that children will value as they grow, and necessary for the future to understand.
Katie, I think that the early temperament children face can come from genetics, observations, or experiences. I think it varies from person to person. For example, my younger brothers were not shy at all in school, however, I was. I do not know the exact answer to the question, I just think it could vary depending on the person. The quote that you put in your blog post backs my theory up when Meece states, "it is important to understand that children differ in temperamental characteristics." If children differ in temperament characteristics, then they probably differ in the way it is learned.
ReplyDeleteI do agree that "it is important to understand that children differ in tempermental characteristics." I have a student in my internship who has a behavioral disorder and has temper issues. It is important to give him space to notice things himself and also guide him when he needs it. I noticed that when you give him the responsibility to act like a young adult, he feels like he has to do it to show they can do it. I don't believe that temper is from genetics but the personal experiences make them who they are.
ReplyDeleteBLOG POST 11:
ReplyDeleteIn chapter 6 I found the section on the quality of parent-child relationship very interesting. My Blog post 9 was about Erikson’s theory and this is an extension of his theory. I think that is why I found it so interesting. When a child is young they develop their social emotional roots, which start with their caregiver. Erikson’s theory says this is when a child gets “basic sense of trust”. Ainsworth agrees but thinks all children develop this attachment with a few exceptions but the attachment comes in different levels. The quality of the attachment can differentiate. Ainsworth did an experiment with child and caregiver goes through a series of separation and reunion. They found four different levels of attachment basic on the child reaction. The first level is securely attached this is when the child was stressed when left by caregiver but was soothed and calm when they returned. Second level is Insecure avoidant is when the child reaction was the same after the caregiver left and avoided them when they returned. Third level is insecure resistant the child was highly distressed when the caregiver left and ambivalence when they returned. The fourth is insecure disorganized these children were very confused, disorientation, and insecurity throughout the separation and reunion. These effects will carry over into other relationships with caregiver, peers, and siblings.
Attachment as a young child can effect a child for the rest of their lives. As a teacher this will carry over into the teacher student relationship. For a student to learn they have to feel safe and trust their teacher. If they struggle with that it will take those students who had worse attachments longer time to start to focus on school work then the others. Other problems that can carry over into school because of the quality of the childhood attachment is curiosity, attention, problem-solving, behavior, persistence, and motivation. School adjustment is also affected by this such as self esteem, peer popularity, and social competence. (pg. 341)
BLOG POST 12:
ReplyDeleteI agree with Andrew , Sandra and KristineR I also believe that parent are a child first teacher. Children do as they know. Child are with their caregiver for a great amount of time before going to school, children are like sponges and take on their caregivers was of life. For example, how they react in different situations. I think that when they get older they have more control over it but it is hard to break habits after reacting in one way for so many years. Teacher can show there student better ways to handle things and things that can help instead of making problem worse. Teachers have some role in this but most teachers are with student for only 1 year and it is hard to develop better habits in just 1 year.