Mabo, a 3-year old child, is meeting typical developmental milestones across physical, social/emotional, and intellectual domains according to a formal assessment. At age 4, Mabo continues to develop well physically and exceeds expectations intellectually and socially. As a 6-8 year old, Mabo's physical skills have increased and social/emotional development remains on track. Mabo demonstrates excellent intellectual development and is identified as gifted. From ages 9-11, Mabo stays healthy and on target socially and intellectually according to a school report card.
ABS-CBN Memories with Zab Ademarrab and 6 others.
September 18 at 9:45pm ·
PINOY MANO-MANO: Celebrity Boxing Challenge (2007-2008).
Hosted By Cesar Montano & Bayani Agbayani
ABS-CBN Memories with Zab Ademarrab and 6 others.
September 18 at 9:45pm ·
PINOY MANO-MANO: Celebrity Boxing Challenge (2007-2008).
Hosted By Cesar Montano & Bayani Agbayani
Cognitive development of the preschoolersBSEPhySci14
Early Childhood(Preschooler)
"Childhood is a world of miracle and wonder; as if creation rose,bathed in light, out of darkness, utterly new, fresh and astonishing.the end of childhood is when things cease to astonish us. when the world seems familiar, when one got used to existence, one has become an adult''
Attaining School Improvement through Internal and External Stakeholders Parti...ijtsrd
It is not deniable that stakeholders play an important role in managing educational institution. They are the partners of the school leaders in making the schools conducive to teaching and learning. Further, they are also responsible for attaining the learning outcomes through their active participation. This study assessed the level of implementation of internal and external stakeholders' participation on school based management. Based from the results of the study, the researcher concluded that the level of participation of internal and external stakeholders in school based management program was still in the process of adjustments. In addition, principal and the teachers were bombarded with additional task and this affected their limited time at school and teaching duties. Moreover, lack of financial resources was also the problem on the implementation. Hence, the researcher believed that there are more things to improve before we can attain the mission of this program. This research study might be deliberated by the public officials, school heads, teachers, parents and different stakeholders so that they will be encouraged to continuously support the schools operation for the benefit of all the stakeholders. Yveth L. Castro "Attaining School Improvement through Internal and External Stakeholders Participation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29447.pdfPaper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29447/attaining-school-improvement-through-internal-and-external-stakeholders-participation/yveth-l-castro
If you are interested with the lecture, please send me an email at martzmonette@yahoo.com and state the purpose of your request. Thank you so much and God bless you!
Cognitive development of the preschoolersBSEPhySci14
Early Childhood(Preschooler)
"Childhood is a world of miracle and wonder; as if creation rose,bathed in light, out of darkness, utterly new, fresh and astonishing.the end of childhood is when things cease to astonish us. when the world seems familiar, when one got used to existence, one has become an adult''
Attaining School Improvement through Internal and External Stakeholders Parti...ijtsrd
It is not deniable that stakeholders play an important role in managing educational institution. They are the partners of the school leaders in making the schools conducive to teaching and learning. Further, they are also responsible for attaining the learning outcomes through their active participation. This study assessed the level of implementation of internal and external stakeholders' participation on school based management. Based from the results of the study, the researcher concluded that the level of participation of internal and external stakeholders in school based management program was still in the process of adjustments. In addition, principal and the teachers were bombarded with additional task and this affected their limited time at school and teaching duties. Moreover, lack of financial resources was also the problem on the implementation. Hence, the researcher believed that there are more things to improve before we can attain the mission of this program. This research study might be deliberated by the public officials, school heads, teachers, parents and different stakeholders so that they will be encouraged to continuously support the schools operation for the benefit of all the stakeholders. Yveth L. Castro "Attaining School Improvement through Internal and External Stakeholders Participation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29447.pdfPaper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29447/attaining-school-improvement-through-internal-and-external-stakeholders-participation/yveth-l-castro
If you are interested with the lecture, please send me an email at martzmonette@yahoo.com and state the purpose of your request. Thank you so much and God bless you!
CHAPTER 10 EMOTIONAL AND SOCIAL DEVELOPMENT IN EARLY CHILDHOODMy.docxrobert345678
CHAPTER 10 EMOTIONAL AND SOCIAL DEVELOPMENT IN EARLY CHILDHOOD
My Family
Kyan Swa Lin, 9 years, MyanmarParental warmth, involvement, and playfulness are linked to children’s emotional and social competence. And as this image makes clear, gender typing is well underway during the preschool years. Chapter 10 considers these and other facets of early childhood emotional and social development.
Reprinted with permission from The International Museum of Children’s Art, Oslo, Norway
WHAT’S AHEAD IN CHAPTER 10
10.1 Self-Understanding
Foundations of Self-Concept • Emergence of Self-Esteem
■ Cultural Influences: Cultural Variations in Personal Storytelling: Implications for Early Self-Concept
10.2 Emotional Development
Understanding Emotion • Emotional Self-Regulation • Self-Conscious Emotions • Empathy and Sympathy
10.3 Peer Relations
Advances in Peer Sociability • First Friendships • Peer Relations and School Readiness • Social Problem Solving • Parental Influences on Early Peer Relations
10.4 Foundations of Morality and Aggression
The Psychoanalytic Perspective • Social Learning Theory • The Cognitive-Developmental Perspective • Development of Aggression
■ Cultural Influences: Ethnic Differences in the Consequences of Physical Punishment
10.5 Gender Typing
Gender-Stereotyped Beliefs and Behaviors • Biological Influences on Gender Typing • Environmental Influences on Gender Typing • Gender Identity • Reducing Gender Stereotyping in Young Children
■ Biology and Environment: Transgender Children
10.6 Child Rearing and Emotional and Social Development
Styles of Child Rearing • What Makes Authoritative Child Rearing Effective? • Cultural Variations • Child Maltreatment
As the children in Leslie’s classroom moved through the preschool years, their personalities took on clearer definition. By age 3, they voiced firm likes and dislikes as well as new ideas about themselves. “Stop bothering me,” Sammy said to Mark, who had reached for Sammy’s beanbag as Sammy aimed it toward the mouth of a large clown face. “See, I’m great at this game,” Sammy announced with confidence, an attitude that kept him trying, even though he missed most of the throws.
The children’s conversations also revealed early notions about morality. Often they combined statements about right and wrong with forceful attempts to defend their own desires. “You’re ‘posed to share,” stated Mark, grabbing the beanbag out of Sammy’s hand.
“I was here first! Gimme it back,” demanded Sammy, pushing Mark. The two boys struggled until Leslie intervened, provided an extra set of beanbags, and showed them how they could both play.
As the interaction between Sammy and Mark reveals, preschoolers quickly become complex social beings. Young children argue, grab, and push, but cooperative exchanges are far more frequent. Between ages 2 and 6, first friendships form, in which children converse, act out complementary roles, and learn that their own desires for companionship and toys are best met when they.
CHAPTER 13 EMOTIONAL AND SOCIAL DEVELOPMENT IN MIDDLE CHILDHOOD.docxrobert345678
CHAPTER 13 EMOTIONAL AND SOCIAL DEVELOPMENT IN MIDDLE CHILDHOOD
Walking in the Rain
Hennie Brandt, 7 years, Republic of Namibia
As children reach school age, empathy increases and friendships become more selective, developing into mutual relationships based on trust and emotional commitment.
Reprinted with permission from Children’s Museum of the Arts Permanent Collection, New York, NY
WHAT’S AHEAD IN CHAPTER 13
13.1 Self-Understanding
Self-Concept • Cognitive, Social, and Cultural Influences on Self-Concept • Self-Esteem • Influences on Self-Esteem
13.2 Emotional Development
Self-Conscious Emotions • Emotional Understanding • Emotional Self-Regulation
13.3 Moral Development
Moral and Social-Conventional Understanding • Understanding Individual Rights • Culture and Moral Understanding • Understanding Diversity and Inequality
13.4 Peer Relations
Peer Groups • Friendships • Peer Acceptance
■ Biology and Environment: Bullies and Their Victims
13.5 Gender Typing
Gender-Stereotyped Beliefs • Gender Identity and Behavior
13.6 Family Influences
Parent–Child Relationships • Siblings • Only Children • Lesbian and Gay Families • Never-Married Parent Families • Divorce • Blended Families • Maternal Employment and Dual-Earner Families
13.7 Some Common Problems of Development
Fears and Anxieties • Child Sexual Abuse • Fostering Resilience in Middle Childhood
■ Cultural Influences: Impact of Ethnic and Political Violence on Children
■ Social Issues: Health: Children’s Eyewitness Testimony
One afternoon as school dismissed, Joey urgently tapped his best friend Terry on the shoulder. “Gotta talk to you,” Joey pleaded. “Everything was going great until I got that word—porcupine,” Joey went on, referring to the fifth-grade spelling bee that day. “Just my luck! P-o-r-k, that’s how I spelled it! I can’t believe it. Maybe I’m not so good at social studies,” Joey confided, “but I know I’m one of the best spellers in our class, better than that stuck-up Belinda Brown. I knocked myself out studying those spelling lists. Then she got all the easy words. If I had to lose, why couldn’t it be to a nice person?”
Joey’s conversation reflects new emotional and social capacities. By entering the spelling bee, he illustrates a major change of middle childhood: energetic pursuit of meaningful achievement in his culture. As Erik Erikson emphasized, children whose previous experiences have been positive enter middle childhood ready to forge a sense of industry: feelings of competence at useful skills and tasks. In cultures everywhere, adults respond to children’s improved physical and cognitive capacities by making new demands, and children are ready to benefit from these challenges.
In most of the world, the transition to middle childhood is marked by the beginning of formal schooling. With it comes literacy training, which prepares children for a vast array of specialized careers. In school, children discover their own and others’ unique capacities. Notice how the spelli.
Children are playful by nature. Their earliest experiences exploring with their senses lead them to play, first by themselves and eventually with others. The National Association for the Education of Young Children (NAEYC) has included play as a criterion in its accreditation process for programs for young children. “They call it their work,” says Peter Pizzolongo, associate director for professional development at NAEYC. “When they’re learning and playing with joy, then it’s a positive experience. They develop a positive approach to learning.”
Similar to Development templates (preschool and school age years)oringinal (20)
Development templates (preschool and school age years)oringinal
1. The Preschool Years (3 Years Old)
Discuss how your child is developing in the areas of physical, social/emotional and intellectual developmental domains.
Developmental Answer Examples from your virtual child Examples from text or other sources
Domain (Your original thoughts) (cite your references) (cite your references)
My friend- the early development The three years old child can “kick a large
It seems that Mabo is specialist t do a formal assessment ball, walk up and down stairs unassisted,
meeting her developmental and observation at the preschool pedal a small tricycle or bigwheel and catch a
Physical milestone. during the summer. “Mabo's gross large both arms extended (Developmental
motor skills are within the average Profiles, P131).
range, for example, climbing, riding
on trikes, climbing, kicking balls and
playing catch”(Virtual Child Report).
My friend the early development The three years old child can understand
Mabo’s social and emotional specialist “thought that Mabo was taking turns, be friendly and eager to please,
development is good. cooperative and friendly with both join group activities, use objects symbolically
Social / adults and other children, and able to in play and engage in make-believe play
Emotional focus well on tasks. Mabo was quite alone and with other (Developmental Profiles,
self-confident in novel social P136).
situations and seemed to be well
liked by several children. She had
several little friends in the preschool
and was somewhat of a group leader
in free play activities, such as
imaginary play or riding trikes”
(Virtual Child Report).
According to a formal assessment When children are three years old, they “can
Mabo is achieving her and observation Mabo was above put a 6-piece puzzle, count objects out loudly,
intellectual developmental average in understanding point to picture that has “more”: cars, planes,
Intellectual milestones. quantitative relationships such as or kittens.” (Developmental Profiles, P135).
"more/less", "longer/shorter", in Moreover, they can listen attentively to short
2. counting skills, in classifying objects stories and repeating sounds and words
(e.g., types of animals) and in solving (Ages and Stages: A brief Overview).
age-appropriate reasoning tasks.
She performed about average in
copying designs, solving picture
puzzles, and building block towers to
match one made by the examiner.
She scored about average in
language comprehension and
production. For example, when
asked to tell a story about a funny
picture, she was able to give the
broad outlines as well as a few
interesting details“(Virtual Child
Report).
The Preschool Years (4 Years Old)
Discuss how your child is developing in the areas of physical, social/emotional, and intellectual developmental domains.
Developmental Answer Examples from the virtual child Examples from text or other sources
Domain (Your original thoughts) (cite your references) (cite your references)
Mabo has a good physical Mabo’s fine motor skills develop well. At the four years old, children can “stack 10 or
development. “She could read a few short words more blocks” (Ages and Stages: A brief
and write her name and could name Overview). “Paint and draw with purpose.”
Physical most of the letters on sight at the (Developmental Profiles, P143).
time of testing.” “Mabo is sometimes
interested in the train set you got out
of your parents' attic and wants help
building it. She sometimes likes to
build with the large-size connecting
blocks too.” (Virtual Child Report).
““ Mabo’s social/emotional Four years old children “enjoy playing others
development is more than Mabo gets alone with her and ask a lot of questions” (Ages and Stages:
average level. classmates, and makes many good A brief Overview).
Social / friends.“Mabo fits into preschool They are “outgoing enthusiastic at times and
3. Emotional activities well; having fun with cooperate with others when they participate in
teacher-led activities and group activities.” Moreover, they “establish
participating eagerly in physical or close relationships with playmates and begin
to have “best” friends.” (Developmental
dramatic play with the children.
Profiles, P146).
Lately she seems to have a "best
friend" who she talks about
constantly.”” Mabo seems to be
curious about nearly everything,
asking lots of questions during
shopping trips, walks, visits to
museums or parks, and story
sessions’ (Virtual Child Report).
Mabo surpasses the Four years old children can recognize some
intellectual development She is very smart and sensitive letters if taught, may be able to print own
milestone. about numbers.” Mabo showed name, recognize familiar words in simple
Intellectual advanced ability to count, use books or signs, count 1-7 objects out loud-but
numbers, understand quantitative not always in the right order, ask a lot of
questions (Ages and Stages: A brief
relationships and classify objects,
Overview).
showing that she was more than “A few children are beginning to read simple
ready for kindergarten to begin. she books, such as alphabet books with only a
is beginning to understand games of few words per pages and many pictures”
strategy and is getting really good at (Developmental Profiles, P144).
counting and at games involving
numbers.” (Virtual Child Report).she
is also doing well on literacy.“Mabo
has already learned most of the
letters and their sounds from
watching educational TV, and from
games and songs at preschool, can
write her own name, and read a few
words. She is very interested in
4. listening to books.”“She also showed
an age-appropriate understanding of
phonological awareness (e.g.,
deciding whether two words started
with the same sound, picking out the
two words that rhymed from a list of
three words)” (Virtual Child Report).
The School Age Years (6-8 Years Old)
How is your child developing in the areas of development?
Developmental Answer Examples from the virtual child Examples from the text
Domain (Your original thoughts) (cite your references) (cite your references)
Children at this age “have increased dexterity
Mabo is meeting her physical Mabo’s motor skills develop well. and eye-hand coordination along with
developmental milestones. “Mabo has enjoyed soccer and improved motor functioning, which facilitates
Physical softball on and off over the past two learning to ride a bicycle
seasons, and is not sure whether to (without training wheels), swim, swing a bat,
or kick a ball (Developmental Profiles, P168).
continue”(Virtual child report).
““ .Children who are seven years old are
Mabo’s social/emotional Mabo is outgoing. “Mabo is usually “cooperative and affectionate towards adults
development is good. cheerful and in good humor. She and less frequently annoyed with them; sees
Social / uses humor to deal with stress or just humor in everyday happenings and are more
Emotional shrugs off life's little upsets. Very outgoing.” They also complain that family
rarely, she runs across a problem decisions are unjust; blame others for own
that gets her really upset” (Virtual mistakes; make up alibi for personal
child report). Sometimes, she can not
5. understand moral concept. “Mabo is shortcoming” (Developmental Profiles, P181).
cheating less often at games (or has
gotten sneakier about it!), but
recently she has been lying about
things that happen at school, or
blaming messes on her sister”(Virtual
child report).
“““ Mabo is very smart and talent, Eight years old children are able to “add and
Mabo has an excellent according to Psychologist's subtract multiple-digit numbers; learning
intellectual development. report,”“Mabo's scores on the math multiplication and division.” They also “show
Intellectual concepts, math application problems, increased attention span; work at task for
and math computation tests were in longer periods of time, although concentrated
the gifted range, and the effort is not always consistent”
psychologist recommended that she (Developmental Profiles, P181).
be tested for placement in gifted
classes or at least in a higher math
class in 6th grade.” “The psychologist
gave you and the teacher a
questionnaire on behavioral and
attentional problems, and reported
that Mabo did not have unusual
problems with impulsivity,
inattentiveness or hyperactivity. She
was very focused and maintained
concentration throughout the IQ and
achievement testing”.(Virtual child
report).
The School Age Years (9-11 Years Old)
6. How is your child developing in the areas of development?
Developmental Answer Examples from your virtual child Examples from the text
Domain (Your original thoughts) (cite your references) (cite your references)
Children at this age “may still have number of
Mabo achieves her physical Mabo’s immunity system becomes colds and other minor illnesses; however,
developmental milestone. stronger. these occur less frequently than before”
Physical “Mabo has really become resistant to (Developmental Profiles, P190).
colds in the past year or so,
thankfully, so you figure she has
finally built up a lot of strong
immunities. There is a bad flu going
around, but Mabo has managed to
avoid it, even though her sister had a
moderate case of fever, body aches
and sore throat” (Virtual child report).
It seems that Mabo has a According to the 5th grade report Most of children at this age “enjoy being with
typical development pattern. card ,Mabo ”Consistently works friends ; seek out friendships based on
cooperatively in groups, consistently common interests and proximity(classmates);
Social / respects rights and property of begin to develop moral reasoning; adapt
Emotional others, and consistently social customs and moral values of one’s
demonstrates appropriate peer social society : honesty, right from wrong, fairness,
interaction.”“In the comments section good and bad, respect.” “they also handle
the teacher wrote: Occasionally frustration with fewer emotional outbursts”
Mabo gets upset during stressful (Developmental Profiles, P211).
situations inside or outside the
classroom, but usually is able to
bounce back quickly” (Virtual child
report).
Mabo’s intellectual It indicates in the report card, Mabo Children at this age “expanded memory ability
development is very good. "Demonstrates strength" in all areas enable improved long-term recall; now
of reading, and in spelling and remember stored information, so no longer
Intellectual "appropriate for grade level" in must rely solely on experiencing an event in
writing.”"Demonstrates strength" in order to understand it.” They succeed in
7. the areas of mathematical problem sequencing, ordering, and classifying
solving, understanding of data, because of improved long-term memory
number concepts, graphical capacity; these are skills needed for solving
applications, and arithmetic complex mathematics problem.”
computation.” “Appropriate for grade
level" in the area of art.