Jean Piaget's theory of cognitive development suggests that children move through four different stages of mental development. His theory focuses not only on understanding how children acquire knowledge, but also understanding the nature of intelligence. He divided it into four stages of development.
New Teacher Center's 16 National Symposium on Teacher Induction; Social and E...Tracy Kremer
Ed Dunkelblau was a keynote speaker on Social and Emotional Learning at New Teacher Center's 16th National Symposium on Teacher Induction. The title of his talk is "Teaching (with) Emotional Intelligence."
Jean Piaget's theory of cognitive development suggests that children move through four different stages of mental development. His theory focuses not only on understanding how children acquire knowledge, but also understanding the nature of intelligence. He divided it into four stages of development.
New Teacher Center's 16 National Symposium on Teacher Induction; Social and E...Tracy Kremer
Ed Dunkelblau was a keynote speaker on Social and Emotional Learning at New Teacher Center's 16th National Symposium on Teacher Induction. The title of his talk is "Teaching (with) Emotional Intelligence."
Positive Emotion: Engagement in Motion
10 Minutes to Target Employee Engagement Points & Claim your Position as a Leading Influencer of Well-Being at Your Company.
Early childhood (2-6 years) Emotional DevelopmentPrinceLionHeart
The emotional development of a child in early childhood is important to study to facilitate and support the development of children. There are various issues especially the boundaries between the subdomains of social and emotional development which need to be addressed by research.
Social and emotional learning (SEL) is a way which enables the students to learn life skills, mental skills and maintain social relationships.
Source<> http://www.edubilla.com/blog/social-and-emotional-learning/
Positive Emotion: Engagement in Motion
10 Minutes to Target Employee Engagement Points & Claim your Position as a Leading Influencer of Well-Being at Your Company.
Early childhood (2-6 years) Emotional DevelopmentPrinceLionHeart
The emotional development of a child in early childhood is important to study to facilitate and support the development of children. There are various issues especially the boundaries between the subdomains of social and emotional development which need to be addressed by research.
Social and emotional learning (SEL) is a way which enables the students to learn life skills, mental skills and maintain social relationships.
Source<> http://www.edubilla.com/blog/social-and-emotional-learning/
Early ChildhoodDevelopmental Task of Early Childhood.docxmadlynplamondon
Early Childhood
Developmental Task of
Early Childhood
• Initiative vs. guilt
• Children use their (boundless) energy and
developing motor skills and interests to
take the initiative in trying new things
• Develop sense of purpose
• Key
• Self-regulation. Must learn self-control
Self-Regulation in Early
Childhood
What is Self-Regulation?
• Processes where we manage or modify our
thoughts, emotions, and behaviors
What is Self-Regulation?
• Processes where we manage or modify our
thoughts, emotions, and behaviors
• Many different types of self-regulation
• Emotional, attentional, behavioral, cognitive (thinking,
concentrating, working memory)
‘To Do, or Not to Do’
• Sometimes self-regulation is framed in terms of
• Don’t regulation
• Stop ourselves from doing something that we want to do
• Do regulation
• Do something that we don’t really want to do
Examples of Practicing Self-
Regulation
• Don’t regulation
• Not hitting, not taking someone’s toy, not yelling or
running inside
• Not running away in store
• Do regulation:
• Cleaning up, eating vegetables, going to sleep
Why is Self-Regulation Important?
• https://www.youtube.com/watch?v=QX_oy9614HQ
https://www.youtube.com/watch?v=QX_oy9614HQ
Why is Self-Regulation Important?
• What did you observe the children do to not eat
the marshmallow?
• Why might this ability to ‘delay gratification’ be
important?
Why is Self-Regulation Important?
• Good self-regulationà Self-control or disciplined
behavior; lower impulsivity
• Aids social development
• Need for healthy social relationships, prosocial behavior
• Need for learning in school
Why is Self-Regulation Hard?
• Motivational system develops first
• Impulses are powerful and present at birth
• Energizes us to ‘approach’ (yum; curiosity) or ‘avoid’ (yuck)
• Includes emotions, fight/flight response
• Self-regulation system takes more time to develop
• Region of brain (prefrontal cortex; PFC) associated with self-
regulation develops more slowly
• The immature PFC is no match for impulses
Where Does Good Self-Regulation
‘Come From’?
• Self-regulation is a “muscle” that we can
exercise
• Practice – repeatedly over time – builds self-
regulation
• Eventually it is internalized and happens without
effort
What Influences the Development
of Self-Regulation?
• Biology (e.g., temperament)
• Parents
• Love: Child wants to comply
• Structure: Rules, limits are clear, consistent
• Autonomy support: Appropriate choices given
• Cognitive factors (e.g., memory)
• Nutrition
• Self-regulation takes energy (you need glucose)
External and Internal Regulation
As we develop,
External regulation à internal regulation
• External regulation = Structure!
• External: Coming from outside the child
• Adults assist in regulating behavior
• Internal regulation
• Child internalizes rules and can do it
themselves
• Still need structure, reminders
Studying Self-Regulation in Early
Childhood ...
Module 2: Developing Social - Personal Qualities and Creating Safe and Health...NISHTHA_NCERT123
Learning Objectives
This module will help teachers to:
Build their understanding about the personal-social qualities.
Reflect on their own personal-social qualities for the development of the same in learners.
Develop qualities and skills required to provide guidance in classroom.
Create an environment in schools/classrooms where everyone feels accepted, confident, cared and are concerned about each others well-being.
Planning & building curriculum constructorDrew Gerdes
What does it really mean to develop and have a curriculum in early childhood education? Where does self-regulation and executive functioning come into play? Come and take a look!
Slides for seminar at SU team leaders conference on 10 January 2015. This covers, attachment, nurture and resilience followed by some background on collaborative learning (Vygotsky, Reggio Emilia, etc).
Overview of information from NC FELD Cognitive Development Domain pp. 131-147. Includes social connections, mathematical thinking and expression, and scientific exploration and knowledge
overview of strategies for play and imagination for infants, toddlers, and preschool children based on the NC Foundations for Early Learning and Development
PowerPoint for Chapter 3 in "From Lullabies to Literature". Language and cognitive activities for young children. How storytelling enhances language development.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. Syllabus & NAEYC Connections – Our Focus
• The role of communication and guidance in providing
developmentally appropriate guidance for all children, including those
at risk.
• Standard 6: Becoming a Professional
• Supportive Skill #1: Self-assessment and self advocacy
• Supportive Skill #4: Making connections between prior
knowledge/experience and new learning
3. Vocabulary and terms – Chapter 1
• Early childhood mental health ∙ Reflective listening
• NAEYC ∙ Reflective observation
• NAEYC Code of Ethical Conduct ∙ Mental states
• CSEFEL ∙ Inner states
• DAP – Developmentally Appropriate Practices
• Reflection ∙ reaction
• Reflective practice ∙ response
• Reflective functioning ∙ instinct
4. Vocabulary and Terms – Chapter 1 (cont.)
• Self-regulation ∙ Receptive communication (language)
• Autonomy
• Empathy
• Communication
• Sense of community
• Meta-cognition
• Expressive communication (language)
• Filter
5. Reviewing our Goal
• Consider our class goal for working with young children
• What skills do children need to develop to attain that goal?
• What role do we have as the adults to help these children attain that
goal?
6. Cherese
• Read about Cherese on pp. 2-3.
• With a partner
• Determine what social skills Cherese has.
• Determine her strengths.
• Determine what skills she is lacking.
• Identify her misbehaviors.
• Decide if her skills and lack of skills are typical or atypical for a four year old.
• Brainstorm ideas for helping Cherese reduce the number of misbehaviors and
improve her social skills.
• Review needed skills to support positive early childhood mental health
7. Compare Social and Emotional Skills
• What is the difference between social and emotional skills?
• Why are children “expelled” from preschool programs? Early grades?
• How are social and emotional skills and health connected to academic
success?
• What happens to children with early behavior issues?
• What risk factors contribute to cognitive and social/emotional delays
and health problems?
• What is the role of resiliency in the development of young children?
9. Self-
reflection
• Our thoughts &
behaviors
• Life history
• Current circumstances
• Aspirations
Reflecting
on others
• Others’ thoughts &
behaviors
• Their history
• Emotions
• Unique characteristics
10. Our Reflections
• How do I view discipline for young children?
• How is that in keeping with or at odds with DAP, the CSEFEL pyramid,
research, and best practice?
• What is my responsibility for knowing and understanding children and
how they develop and learn?
• How does this impact my views on discipline for young children?
• How do I use reflective practices in my work with young children (or
others for that matter)?
• How healthy is my reflective functioning? Do I have the skills to be
able to model this and help develop it in the children in my care?
11. Let’s Watch
• America’s Oldest Teacher
• Why do “Granny’s” children behave? Do you believe they all behave
or do you think Granny has behavior problems? Why or why not?
12. Let’s Read
• Read about Charlie on pp. 8-9 in your text
• How was Keisha’s ability to reflect and reframe her thinking helpful as
she tried to deal with Charlie?
• Is Charlie’s behavior going to improve immediately? Why or why not?
• How can reflective listening help promote resilience in young
children?
• How can reflective observations help us in working with young
children?
• Read about Lawrence and Ms. Marsha on p. 10. Discuss and continue
on p. 11.
13. Where Are We?
• How does this reflective information fit in with what you already
know?
• What is new to you?
Behaviors
Emotional
domain
Cognitive
abilities
14. Looking Back
• Let’s look back at our ideas about Cherese. How can we clarify our
information?
• Let’s watch another. What to do about Joshua?
• Let’s reflect. . .
• What did I see?
• What is/are the issue/s and behavior/s?
• What am I trying to accomplish?
• What are ways I can do that?
• Of possible choices, what should I try first?
• What might my reaction to this situation be? How might I have a better
response? Do my instincts or habits play into my reactions or responses?
15. Reflecting
• Go to “Looking in the Mirror. . .” on p. 12 of your text.
• Complete “Hot Button” activity
• Reframing our thinking – Consider Cherese, Joshua, and your “hot
buttons” as you look at the questions in Figure 1.2 on p. 13
• What is the child trying to accomplish with her behavior?
• P
• A
• I
• R
16. More Resources
• Ellen Galinsky’s 7 Essential Life Skills
• Pam Schiller’s 7 Essential Skills for School Success
• Both of these offer some simple, intentional strategies for
enhancing these skills in children.
17. In a Nutshell
Emotional Skills Social Skills
Self-regulation Empathy/sense of community
Autonomy Communication
(Katz, 2014)
18. Some strategies
• Self – regulation (executive function) –
• Importance of attachment (for babies
& toddlers) and relationships (older
children)
• Mental modeling
• Autonomy
• Encourage curiosity and discovery
• Promote independence
• Provided DAP
19. More Strategies
• Empathy
• Model self-reflection
• Sense of Community
• Promote various small and large group experiences
• Communication
• Use meta-cognition reflectively
• Promote positive expressive language and filtering in natural and intentional
opportunities
• Practice receptive language skills through intentional reflective observations
• Help children reflect on receptive communication
20. Review
• Through self-reflection, new knowledge, and new experiences
• Understand personal strengths, weaknesses, and biases that impact your
responses to children’s behaviors
• Grow in observation skills
• Continue to develop more positive personal communication and guidance
skills
• Become more intentional in personal responses to children’s behaviors
• Consider pyramid model and DAP to develop intentional response skills
• Model positive social and emotional skills
