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6 Golden Pixels LLC/Corbis Social and Behavioral Outcomes: Early Childhood Learning Objectives By the end of the chapter, you will be able to: Name...

This course is SOC 312 Child, Family & Society

Week 3 - Instructor Guidance

Weekly Guidance Lesson for Child Family and Society

Week Three: Motivators and Control

Yvette Morelon, MSW, LCSW, Instructor

Hello Class and Welcome to Week Three.

Listed Below are Important Points in Chapters Five and Six:

Motivators

In early education, an extrinsic motivational base is set due to a students desire to succeed, moreover they do not want to fail and be looked upon negatively by their peers. The constant striving for extrinsic rewards causes the child to place an emphasis on attaining these rewards rather than their own effort. This altered perception is far from truthful because most of these rewards are out of the student's control. For example, a child seeks the approval of the teacher, but doesn't realize that the teacher's mood could be influencing who he calls on and, moreover, what behaviors he praises. This false perception can be difficult to change because of social environment that exists within educational settings. Children avoid embarrassing situations as much as possible and if a child doesn't volunteer to answer a question, then he cannot get it wrong. Failure is debilitating to a child's education if that child is extrinsically motivated. Those children develop a learned helplessness as a result of failure feedback whereas intrinsically motivated children will view a failed task as a challenged and attempt it again, which avoids the helplessness effects.

Control

The process of learning self-control and self-discipline is linked very closely with how a child feels about themselves and their relationship to the world. It's important that we help build and strengthen children's ability to determine for themselves what's right and wrong, and how to control their own behavior.

It's very important to provide as many opportunities as possible for youngsters to make their own choices and decisions. But whenever we give a child a choice, we should be prepared to honor his decision. It's also very important for children to experience the consequences of their decisions. In addition, helping them stick to decisions once they are made teaches youngsters to make responsible choices. But not everything is a choice; not everything is negotiable. Parents have to set boundaries with children and maintain rules.

References

Bojczyk, K. E., Shriner, B. M., & Shriner, M. (2012). Supporting children’s socialization: A developmental approach. San Diego, CA: Bridgepoint Education, Inc.

The Objectives for Week Three include:

Identify both intrinsic and extrinsic motivators for young children.

Analyze how the mesosystem can influence a child's control abilities.

Examine the relationship between socialization and moral development in children.

Evaluate the relationship between culture and educational outcomes for children.


Read the articles “10 Effective DAP Teaching Strategies” and “Culturally Responsive Classroom Strategies.” In addition, view the Culture in the Classroom website and the Lisa Delpit Interview article

Rubric


Identifies and Discusses How the Challenges Related to Differences in Culture May Be Addressed by a Teacher to Increase the Child’s Cognitive Advancement and Academic Success

Total: 2.00

Distinguished - Accurately identifies and comprehensively discusses how the challenges related to differences in culture may be addressed by a teacher in a way that increases the child’s cognitive advancement and academic success. Utilizes several relevant examples from scholarly sources to support the discussion.


Proficient - Identifies and discusses how the challenges related to differences in culture may be addressed by a teacher in a way that increases the child’s cognitive advancement and academic success. Utilizes some examples from scholarly sources to support the discussion. Minor details are missing.


Basic - Identifies and minimally discusses how the challenges related to differences in culture may be addressed by a teacher in a way that increases the child’s cognitive advancement and academic success. Utilizes few examples from scholarly sources to support the discussion. Relevant details are missing.


Below Expectations - Identifies and attempts to discuss how the challenges related to differences in culture may be addressed by a teacher in a way that increases the child’s cognitive advancement and academic success; however, examples from scholarly sources may not be used to support the discussion. Significant details are missing.


Non-Performance - The identification and discussion of how the challenges related to differences in culture may be addressed by a teacher to increase the child’s cognitive advancement and academic success are either nonexistent or lack the components described in the assignment instructions.



Critical Thinking: Explanation of Issues

Total: 0.60

Distinguished - Clearly and comprehensively explains in detail the issue to be considered, delivering all relevant information necessary for a full understanding.


Proficient - Clearly explains in detail the issue to be considered, delivering enough relevant information for an adequate understanding.


Basic - Briefly recognizes the issue to be considered, delivering minimal information for a basic understanding.


Below Expectations - Briefly recognizes the issue to be considered, but may not deliver additional information necessary for a basic understanding.


Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.



Integrative Learning: Transfer

Total: 0.60

Distinguished - Adapts and employs, independently, skills, abilities, theories, or methodologies gained in one situation to new situations. Solves difficult problems or explores complex issues in original ways.


Proficient - Utilizes skills, abilities, theories, or methodologies gained in one situation to new situations, contributing to an understanding of problems or issues.


Basic - Attempts to utilize, in a basic way, skills, abilities, theories, or methodologies gained in one situation, in a new situation.


Below Expectations - Attempts to utilize, in a basic way, skills, abilities, theories, or methodologies gained in one situation in a new situation. Such attempts may be ineffective.


Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.



Written Communication: Control of Syntax and Mechanics

Total: 0.20

Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors, and is very easy to understand.


Proficient - Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors, and is mostly easy to understand.


Basic - Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors, which may slightly distract the reader.


Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors, which distract the reader.


Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.



Written Communication: APA Formatting

Total: 0.20

Distinguished - Accurately uses APA formatting consistently throughout the paper, title page, and reference page.


Proficient - Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.


Basic - Exhibits basic knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements.


Below Expectations - Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.


Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.



Written Communication: Page Requirement

Total: 0.20

Distinguished - The paper meets the specific page requirement stipulated in the assignment description.


Proficient - The paper closely meets the page requirement stipulated in the assignment description.


Basic - The paper meets over half of the page requirement stipulated in the assignment description.


Below Expectations - A fraction of the page requirement is completed.


Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.



Written Communication: Resource Requirement

Total: 0.20

Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.


Proficient - Uses required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.


Basic - Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.


Below Expectations - Uses inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.


Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.


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CHAPTER 6 Pre-Test Introduction S elf-regulation is important because it helps children solve problems and get along with others. Children with strong self-regulation skills are able to adapt to changes in their environment. Self-regulation also ties into the concept of moral development. Milestones in moral development emerge during the preschool years, and parents and others play a vital role in promoting children’s consciences. Adults commonly tell white lies to spare the feelings of others. Preschoolers also commonly tell lies, but are these lies only for self-serving purposes such as getting out of trouble, or do young children some- times lie to spare the feelings of others? We will explore this question in this chapter. It is also important to understand the shaping of gender development, and we will inves- tigate how Bronfenbrenner’s ecological model applies to the development of gender role as well as try to understand the advances in children’s social interactions as they prog- ress from toddlerhood to preschool. Features of friendships in the preschool years show advancements over those in the toddler years, and these relationships show differences between well-liked and rejected children. Why are some children more likely to be rejected by their peers? How early does bullying behavior begin? These questions are important to explore because children’s early friendships are related to outcomes later in development. Pre-Test 1. Coparenting includes positive and negative dimensions of parenting behavior. True False 2. Preschool children do not appear to be capable of telling prosocial lies. True False 3. Once a gender schema is formed, children are expected to act in ways that con- form to traditional gender roles. True False 4. Preschool children are more likely to select friends who have different interests than they do. True False Answers 1. True The answer can be found in Section 6.1. 2. False The answer can be found in Section 6.2. 3. True The answer can be found in Section 6.3. 4. False The answer can be found in Section 6.4.
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CHAPTER 7 Pre-Test Introduction H ave you ever wondered why school-aged children favor one set of attitudes and beliefs over others? Some children may favor academics over sports, while other children prefer to spend their time playing sports and ignore their schoolwork. In this chapter, we will discuss how school-aged children form and alter these attitudes and beliefs based on different influences in their lives. At this age, children are readily influ- enced, and the messages they receive can and will impact their adult lives. Can you remember a time when you were motivated to achieve something that was very important to you? Was it related to school? Sports? Or something else? This chapter covers the various ways in which achievement motivation can be seen in school-aged children. As we have seen in previous chapters, children’s microsystems play an integral role in influencing children’s beliefs. Family members, peers, and the school community have the ability to affect children’s motivation levels, self-esteem levels, and overall outlook on others. Other forces also come into play as children grow. The media and other cultural influences begin to take more of a role in shaping children’s attitudes and beliefs. We will explore this as well as the role of self-esteem in school-aged children and the different influences on it. Pre-Test 1. Spatial thinking is characterized by a child’s ability to understand the sequences of events as they pertain to a logical order. True False 2. Family, peers, mass media, and the school system do not play a significant role in the development of attitudes and beliefs in school-aged children. True False 3. School-aged children who have high expectations of themselves have a tendency to stay with a task longer and end up performing better on that task than children who have low expectations of themselves. True False 4. Family plays a small role in the development of a school-aged child’s self-esteem. True False 5. Within the school-aged child’s exosystem reside the parental, peer, and teacher influences on value acquisition. True False
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CHAPTER 8 Pre-Test Introduction I n Chapter 7, we discussed that the elementary school years are filled with cognitive and emotional transitions. In this chapter, we will explore the social and behavioral transitions in school-aged children. How do children deal with stress reactively and proactively and learn how to navigate diverse social contexts? More on this subject will be covered as we consider the nuances of emerging friendships. Once children enter elementary school, they are opened up to a new world of social con- texts as they build their friendship networks and become involved in a variety of struc- tured activities at school and in their communities. Why do children of this age tend to congregate in gender-segregated groups, and why do they become more selective in choosing friends? We also will apply Bronfenbrenner’s ecological model as it relates to shaping children’s peer groups. It is important to explore peer relations in middle child- hood, because having a best friend in childhood is predictive of social competence later in adolescence. Not all peer relations in middle childhood are positive, however, and bullying is perva- sive during this age. Bullying can take many forms, and we will discuss examples of the types of bullying that occur among school-aged children. We will also explore warnings signs of bullying and intervention programs to demonstrate what parents and teachers can do to identify bullying and help both bullies and their victims. Pre-Test 1. Collaboration has little impact on a child’s ability to solve problems. True False 2. Early antisocial behavior is often associated with deviant peer relations. True False 3. Children generally describe females in action-related terms and males in appearance-related terms. True False 4. Children who have secure relationships with their parents are likely to make friends more easily at school. True False 5. Babak is 10 years old, and most of his friends are girls. Babak’s choice of friends would tend to make him less popular with his male peers. True False
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Week 3 – Assignment    Developmentally Appropriate Teaching Strategies Read the articles “ 10 Effective DAP Teaching Strategies ” and “ Culturally Responsive Classroom  Strategies .” In addition, view the  Culture in the Classroom  website and  the Lisa Delpit Interview article After reviewing the required resources, identify and discuss three challenges involved with ensuring that  teaching strategies are appropriate for culturally diverse children. Then, discuss these cultural challenges  in the classroom using one sociological perspective (i.e., functionalism, conflict theory, symbolic  interactionism, etc.) and another relevant perspective, such as Piaget’s preoperational stage of  development. Finally, identify and discuss how the challenges related to differences in culture may be  addressed by a teacher in a way that increases the child’s cognitive advancement and academic  success.  You must use at least three scholarly sources other than the textbook and required resources for this  assignment. The paper must include a summary of each of the challenges identified and each of the  remedies to those challenges. In addition, you must include an explanation of the cultural challenges in  the classroom using one of the sociological perspectives and Piaget’s theory of the preoperational stage  of cognitive development.  Criteria:  a. Must be three to four double-spaced pages in length, not including title and reference pages, and  formatted according to APA style as outlined in the Ashford Writing Center. b. Must include at least three scholarly sources, in addition to the textbook and required resources. c. Must include, on the final page, a reference list that is formatted according to APA style as  outlined in the Ashford Writing Center. d. Must be well organized and reflect college-level writing. Carefully review the  Grading Rubric  for the criteria that will be used to evaluate your  assignment.
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