To develop materials for families that identify and promote chil

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To develop materials for families that identify and promote children’s social-emotional competence and to evaluate your materials. Four-year-old Taylor and her family lived in Germany for the past 2 years while her father served in the military. Taylor attended a Kindertagesstätte, a German nursery school, in her neighborhood, and always looked forward to seeing and playing with her friends each day. When Taylor’s family moved back to the United States they immediately enrolled her in an early education program. Despite the fact that she has now attended the program regularly for almost 2 months, Taylor still requires considerable coaxing to participate in any classroom activities. She often sits alone and watches the other children but seldom joins in their play. You understand that it takes time for children to adjust to a new environment, and have taken additional steps to support her social-emotional development during this transitional period. However, you are concerned about the slow progress that Taylor is making despite your efforts. You schedule a meeting with her family to share your thoughts and to involve them in decisions about the next steps that need to be taken. You plan to discuss a typical 4-year-old’s social and emotional skills and to suggest strategies that Taylor’s family can implement at home to help promote her social-emotional competence. Focus Assignment 1. In preparation for the meeting with Taylor’s parents, construct a handout that describes at least five social-emotional skills that are typical of a 4-year-old. In addition, include at least three suggestions for ways that Taylor’s family can encourage her social-emotional development at home. 2. Be sure to read the REFLECTION section below to guide your thinking. Write your reflection after you have completed your handout. Self-Evaluation 1. For each item on your handout: a. Explain how this item relates to issues in the scenario. 2. Describe and justify how your handout will improve teaching and learning in the scenario. ...

least three suggestions for ways that Taylor’s family can
encourage her social-emotional development at home.
2. Be sure to read the REFLECTION section below to guide
your thinking. Write your reflection after you have completed
your handout.
Self-Evaluation
1. For each item on your handout:
a. Explain how this item relates to issues in the scenario.
2. Describe and justify how your handout will improve teaching
and learning in the scenario.

The document describes observing a learner's home environment and community. It provides instructions for selecting a learner, interviewing their teacher and parents, and conducting a home visit. The learner's profile includes information on their physical, social, emotional, and cognitive development gathered from interviews. Recommendations are made to continue supporting the learner academically and strengthening their family bond. Effective home-school collaboration involves maintaining open communication channels and involving parents in decision making.

Parenting of Busy Family

Dr Rupa Talukdar

Anne morton

AllanGrayOrbisFoundation

The document summarizes the history and components of the Creative and Talented program at Pinelands North Primary School in Cape Town, South Africa. It discusses the program's focus on developing students' affective/social-emotional skills through activities like philosophy discussions and emotion identification exercises. Students and parents provide feedback on how the program has helped students socially and emotionally by improving empathy, confidence, and emotional intelligence. One area of continued focus is helping students manage strong emotions and conflicts in healthy ways.

Week 2 Application—InterviewUnderstanding Differences in Perspec.docx

celenarouzie

Week 2 Application—Interview Understanding Differences in Perspectives on the Care and Education of Infants and Toddlers Step 1: Interview Setup Identify an adult who you would like to interview based on the following criteria: · He or she is a parent of or family member who lives with a child age three or under. (Note: Although the suggested interview questions are written for parents, you may modify the wording to be appropriate for another family member who has a close relationship with the child.) · His or her cultural framework appears to be similar to yours. (To determine this, take time to consider your own cultural background and the insights you gained from the Application in Week 1.) Then, contact the person you would like to interview and inform him or her that you are working on a course on cultural and family studies for infant/toddler professionals and would like to learn about his or her perspectives on the care and education of an infant or toddler in his or her family. Schedule the interview, which should take approximately 30 minutes or longer. Step 2: Pre-Interview Writing Before the interview, write a paragraph describing your interviewee and explaining why you believe his or her cultural framework might be similar to yours. Step 3: Interview Conduct the interview. While you may be accustomed to casual two-way conversation with your interviewee, be sure to keep the focus of this interview on learning about your interviewee’s perspectives. You will have an opportunity to reflect on your own views after the interview concludes. During the interview: · Focus on creating a sense of trust. · Ask open-ended questions and allow plenty of time for your interviewee to think about his or her response. · Listen deeply to what is said (or not said), without judgment. · Observe the person’s demeanor. Notice any verbal and nonverbal cues that may indicate that he or she feels uncomfortable. The following questions are provided as a reference and reflect the content you will be exploring throughout this course. You may wish to amend these questions or add new ones based on this week’s Learning Resources. Interview Questions Before you begin asking questions, take a little time to talk about how you have begun to conceptualize culture, as well as what your own identity means to you. Then, naturally segue into the first interview question. 1. How would you describe yourself in terms of your culture? How do you think your culture influenced your family upbringing? How do you think your culture and family upbringing have influenced your identity? 2. How would you describe your child, including his or her cultural background? 3. What language(s) do you speak with your infant/toddler? What language(s) do other people in his or her life speak? 4. Could you tell me about how you approach schedules in your child’s everyday life? Do you believe that an infant/toddler should have a regular schedule for feeding or eat when.

ME EngOCC 11 Q1 0103_PS_Elements of Communication.pptx

ErwinEsclanda

CLE LESSON 1.pptx CLE LESSON 1.pptxCLE LESSON 1.pptx

SamuelAgnote

This document discusses the importance of family guidance. It states that families provide guidance to their members to help them make good decisions and understand complex situations and problems. During challenging stages of life like adolescence, guidance from parents and elders is essential. The document encourages parents to clearly guide their children based on solid principles, with sincerity and patience, to help their children achieve prosperity and happiness. It provides an activity asking students to draw a hand and write examples of how their family has helped guide them in decision making and faith formation.

Unit4AssignCase Study Analysis Early ChildhoodFor this assi.docx

gibbonshay

Unit4Assign Case Study Analysis: Early Childhood For this assignment, you will complete an analysis of a case study that deals with the early childhood stage of development. The case studies includes a set of questions that can guide your analysis of the pertinent issues for the particular case. Expectations Address the following in your case study analysis: Analyze lifespan development theories to determine the most appropriate theory or theories to apply to the case study. Apply the appropriate lifespan development theory to support an identified intervention process. Describe the potential impact of individual and cultural differences on development for the current age and context described in the case study. Write in a manner that is scholarly, professional, and consistent with expectations for graduate-level composition and expression. Content The case study analysis should be a maximum of 5 pages in length, including the introduction and conclusion, each of which should be approximately one half-page in length. The body of the paper should not exceed 4 pages. Provide the following content in your paper: An introduction that includes an overview of the paper contents, including a brief summary and background information regarding the case study. The body of the case study, including: The presenting challenge or challenges and primary issue or issues. The appropriate lifespan development theory and research-based alternatives that explain the presenting challenges. The potential impact of individual and cultural differences on development for the current age and context described in the case study. Evidence-based support from lifespan development theory and current scholarly research to support appropriate interventions. A conclusion that summarizes what was introduced in the body of the paper, with respect to the case study context, challenges, and interventions. Requirements Submit a professional document, in APA style, that includes the following required elements identified with headings and subheadings: Title page. Introduction (half page). Case study analysis (4 pages). Conclusion (half page). Reference page: Include a minimum of 5 scholarly resources from current peer-reviewed journals as references, in addition to referencing the textbook in which the case study is embedded. Font: Times New Roman, 12 point. CASE STUDY (DAWN) Terry and Bill, married for 5 years, are a Black couple who live in a small suburban community. Terry graduated from high school and worked as a receptionist before her marriage to Bill, a communications company manager. Because both of them believed that mothers should stay at home with young children, Terry quit her job when she had her first child, who is now an intense and active 4-year-old daughter named Dawn. Both parents were very attentive to their daughter and enjoyed caring for and playing with her when she was a baby. As Dawn got older, she became more active and asserti ...

child development.ppt

ZainabWaheed20

This document discusses child social development from infancy through school age in 5 stages. It explains that social development involves learning to interact with others, conform to social norms, develop new interests and friendships. Parents can support social development by responding promptly to infants' needs, engaging in social activities, facilitating playdates, and maintaining open communication as children age. The stages outline social skills, behaviors, and ways parents can help at each phase, such as demonstrating affection, helping children problem-solve conflicts, and discussing bullying.

This document provides information on what schools expect from children at different ages, warning signs parents should watch out for, how to motivate children, develop good study habits, and the benefits of having good study habits. For preschool, schools expect emerging independence, learning to be part of a group, and staying on task. In first grade, they expect stronger task focus and responding to authority. Warning signs for preschoolers include delayed language, difficulty adjusting, and focusing. Developing good study habits involves setting expectations, facilitating study at home, guiding children in their studies, and encouraging them. The benefits are building positive attitudes, motivation to learn more, developing lifelong skills, confidence, and success.

Variation between famililes and the home

robynhough

This document outlines the requirements for a folio of work assignment on child development for a class. Students will choose one task each week to demonstrate their understanding of how variation between families and aspects of home life can influence a child's development. The tasks involve answering chapter questions, investigating aspects of development, reflecting on their own upbringing, analyzing media examples, and debating statements related to home life and child development. Students are instructed on how to present their weekly work in a folio that will be assessed at the end of the semester.

Handout 1.13 Understanding Temperament in Infants and Toddler

JeanmarieColbert3

Handout 1.13: Understanding Temperament in Infants and ToddlersModule 1 The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University vanderbilt.edu/csefel H 1.13 to what!s going on around her, how quickly she adapts to changes, and how distractible and persistent she might be when engaging in an activity . Based on these traits, researchers generally categorize children into three temperament types: • Easy or flexible children tend to be happy, regular in sleeping and eating habits, adaptable, calm, and not easily upset. • Active or feisty children may be fussy, irregular in feeding and sleeping habits, fearful of new people and situations, easily upset by noise and stimulation, and intense in their reactions. • Slow to warm or cautious children may be less active or tend to be fussy, and may withdraw or react negatively to new situations; but over time they may become more positive with repeated exposure to a new person, object, or situation. Clarifications about Temperament Not all children!s temperaments fall neatly into one of the three types described. Roughly 65% of children can be categorized into one of the three temperamental types: 40% are easy or flexible, 10% are active or feisty, and 15% can be categorized as slow to warm or cautious. Second, all temperamental traits, like personality traits, range in intensity. Children who have the same temperament type might react quite differently in similar situations, or throughout different stages in their development. For example, consider the reactions of two infants when a stranger comes into the room. A cautious infant might look for her caregiver and relax when she makes eye contact, while another baby with an easy temperament may smile or show little reaction to the stranger. In thinking about Laura!s reactions and behaviors in Ms. Neil!s care, might you categorize her temperamental type as feisty? Finally, it is important to understand that although a child!s basic temperament does not change over time, the intensity of temperamental traits can be affected by a family!s cultural values and parenting styles. For example, a family that values persistence (the ability to stick to a task and keep trying) may be more likely to praise and reward a child for “sticking with” a challenging task (such as a puzzle). Parental recognition of the child!s persistent efforts can strengthen the trait, and she may become more persistent and more able to focus over the course of his childhood. A child!s temperament is also influenced to some extent by her interactions with the environment. For example, if a child is cared for in an environment that places a high Twenty-month-old Laura just began care in Ms.Neil!s family child care home. Ms. Neil is havingdifficulty integrating Laura into her program. Laura!s schedule is unpredictable—she becomes tired or hungry at different times each day—and she always seems to want to run, climb, and jump on everything. Laura ...

Promoting peer competence in young children

Jenny Sun

The document discusses peer competence in young children. It defines peer competence as how well a child interacts with peers through initiating interactions, resolving conflicts, and building friendships. Key skills for peer competence include confidence, emotion regulation, social cognition, and communication. The document provides strategies to promote these skills, such as encouraging children to try new tasks to build confidence, teaching emotion regulation techniques, pairing children with more competent peers, and modeling negotiation skills.

HG-G4 Q1 Module 2 RTP (1).pdf

Jermer Tabones

This document provides guidance for a homeroom module on earning respect in relationships. It discusses respecting the rights and importance of family members and others. The module contains activities to help students improve their communication and relationships at home, such as assigning chores, discussing family roles, and creating a pledge of kindness. It encourages students to engage with, listen to, and show care for their families.

HG-G4 Q1 Module 2 RTP (1).pdf

Jermer Tabones

This document provides guidance for a homeroom module on earning respect in relationships. It discusses respecting the rights and importance of family members and others. The module contains activities to help students improve their communication and relationships at home, such as assigning chores, discussing family roles, and creating a pledge of kindness. It encourages qualities like engaging in open communication, showing care for others' feelings, and treating oneself and others with respect.

Ese 633 week 5 assignment collaborative problem solving

eyavagal

FDEI Dec. Webinar: Enriching Social Emotional Literacy

milfamln

The focus of the 1.5 hour webinar will be on supporting children's social emotional development by building their early social emotional literacy and vocabulary skills. Specific topics will include: (1) Research evidence on the importance of early social emotional literacy and vocabulary skills on children's social emotional wellbeing. (2) Selecting age-, developmentally-, and culturally appropriate books for children to support their social emotional development. (3) Content that may be relevant to military families, such as: loneliness, friendships, understanding and acceptance of disability, separation, transitioning to new locations, bonding, dealing with family stressors, and grieving. (4) Evidence-based strategies for embedding early literacy activities to support children with disabilities within their typical routines and home, school, and in the community. (5) Parent coaching strategies to support parents' and caregivers' implementation of early social emotional literacy and vocabulary activities to facilitate the children's social emotional development.

Emotions and Learning Final Project Demonstration

cmbarrett80

The document summarizes a revised syllabus for an online course about emotions and the adult learning experience. The 8-week course focuses on (1) understanding the impact of emotions on adult learning, (2) using emotions to maximize transformational learning, and (3) developing self-awareness of emotional responses to learning. Key elements include weekly readings, discussion groups to share emotional reactions and insights, journaling on personal emotions and learning, and individual writing assignments analyzing course concepts. The goal is to create a safe space for learners to freely express themselves emotionally without judgment.

Cad socio-emo devt of intermediate schoolers

Tony Zamora

This document discusses factors that affect children's socio-emotional development in late childhood from grades 4-6. Popular children are favored by peers because they give reinforcement, act naturally, listen carefully, are happy and in control of emotions, and show concern for others. Rejected children participate less, have negative school attitudes, are often lonely, and can be aggressive. During late childhood, biological, psychological and social changes occur across development domains. The family environment remains important, but peers and school also influence development. Peer acceptance becomes very important to well-being at this stage. The document instructs interviewing a parent or teacher of an intermediate schooler to understand their perspectives on a child's socio-emotional development.

Parenting with age

Ritika Raj

Effective discipline depends on understanding a child's age and development. Between 18 months and 5 years, children go through significant changes in mobility, language, social skills, and understanding of rules. The document provides details on developmental milestones and effective discipline strategies for each age, including using brief timeouts for 2-4 year olds and encouraging independence for 5 year olds while still providing support and answering their questions.

Different_Families_Picture_book_lessons

Paul Knox

This resource provides information and discussion prompts for using the picture book "The Seven Chinese Sisters" to talk about different family types in 3rd and 4th class. The story shows how seven sisters with different talents work together to care for their younger sister. It can help students understand that families come in different forms, all members contribute in different ways, and the most important thing is that children are cared for. Suggested follow-up activities include having students draw and write about talents in their own families. The resource also notes the importance of addressing potentially tricky questions or terms in a factual way to promote respect and tolerance.

Family relations portfolio word

Courtney Hanberg Schwieger

This reflective summary discusses the first lesson with a participant in a family relations program. The lesson on parenting teenagers went well, with the participant engaged and taking many notes. The participant had sent questions in advance, which the students addressed by discussing an article rather than directly answering. Through discussion of the article, the participant was able to understand and think about his own questions. He remained open and willing to learn throughout the lesson.

What can a parent do to help the child with attention deficit and hyperactivi...

PracTutor

The document provides suggestions for parents on how to help a child with Attention Deficit and Hyperactivity Disorder (ADHD). It recommends establishing a consistent daily schedule, eliminating distractions during tasks, keeping interactions clear and concise, discovering the child's interests and hobbies, seeking professional help and support, and maintaining patience and optimism. Above all, parents should appreciate and respect their child.

4th grade tips completed

jbuck4

This document provides information for parents of 4th grade students. It introduces the character building program called "The Leader in Me" being implemented at the school. It outlines the 7 habits taught in this program and encourages parents to reinforce these lessons at home. It also lists the responsibilities of both students and parents for ensuring academic success. Finally, it introduces the two 4th grade teachers, describing their backgrounds and responsibilities for teaching different subjects.

Select a publicly held company to use as the basis for this assign.docx

bagotjesusa

Select a publicly held company to use as the basis for this assignment.-FEDEX Research your selected company and acquire the company's most recent financial statements using the Internet. Write a 700- to 1,050-word paper analyzing the disclosures contained within the notes to the financial statements related to cash and cash equivalents, receivables, and inventories. Include a list identifying the components of the organization's cash and cash equivalents. Format your paper consistent with APA guidelines. Grading for paper Analyzes the disclosures in the notes to the financial statements related to cash and cash equivalents, receivables, and inventories Lists the components of the organization’s cash and cash equivalents The paper—including tables and graphs, and reference page—is consistent with APA formatting guidelines Intellectual property is recognized with in-text citations and a reference page. Terry and Bill, married for 5 years, are a Black couple who live in a small suburban community. Terry graduated from high school and worked as a receptionist before her marriage to Bill, a communications company manager. Because both of them believed that mothers should stay at home with young children, Terry quit her job when she had her first child, who is now an intense and active 4-year-old daughter named Dawn. Both parents were very attentive to their daughter and enjoyed caring for and playing with her when she was a baby. As Dawn got older, she became more active and assertive. When Dawn fussed, resisted, or showed frustration, Terry was patient and affectionate with her. She was able to coax Dawn out of her bad temper by making up little games that Dawn enjoyed. Both Terry and Bill liked Dawn’s spirited personality. Because her parents wanted her to have access to playmates, Dawn attended a church-related program for toddlers and preschoolers three mornings a week. When Dawn was 3 years old, Terry gave birth to the couple’s second child, a son named Darren. Soon after the baby’s birth, the family learned that Darren had a congenital heart problem that would require ongoing medical treatment and a specific regimen of care at home. Darren was an irritable baby. He fussed for long periods and was very difficult for Terry to soothe. Because of Darren’s need for medical care and the limitations of Bill’s medical insurance, the couple soon found themselves time to read to Dawn, to take her for walks, and to help her master tasks that proved frustrating, Terry now had to shift her attention to the care of her medically fragile infant. Because Dawn looked so grown-up compared to the vulnerable newborn, Terry began to perceive her daughter as able to do many things for herself. When Dawn demonstrated her neediness by clinging or whining, Terry became abrupt and demanded that Dawn stop. Many battles revolved around Terry’s new rule that Dawn have a nap or “quiet time” each afternoon so that mother and baby could get some rest. One day, Dawn.

CLE LESSON DAY 1.pptx

SamuelAgnote

Difficult Conversations Handouts

Nicole Williams

The document outlines 5 steps for having difficult conversations: 1) Prepare by considering different perspectives; 2) Check your purpose and decide if the issue needs to be raised; 3) Start from a place of understanding different perspectives; 4) Explore all stories and perspectives; 5) Problem-solve by considering all options and standards. It provides guidance for each step, such as inquiring with open-ended questions, acknowledging feelings, and inventing options for resolution. The overall aim is to have authentic conversations that understand multiple perspectives and jointly solve problems.

Cariño Early Childhood TTAP Newsletter - 3rd Quarter 2016

UNM Continuing Education

Children of immigrants and their challenges eunhee han

Eunhee Han

1. The document discusses challenges faced by Lauren, a Korean-Canadian child, including difficulties with the English language, lack of extended family and friends in Canada, and cultural differences. 2. It provides recommendations for Lauren's mother to help her daughter adapt, such as increasing English exposure, visiting Korea, and helping Lauren make friends. 3. Finally, it outlines best practices for early childhood educators working with immigrant families, like being respectful of their culture, establishing trust, and creating a supportive learning environment that meets families' needs.

1 of 20Male erection is an example of ______. No thought or emotio.docx

To develop materials for families that identify and promote chil

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