The document compares the developmental objectives for children from birth to kindergarten in various domains to the author's personal leadership journey as a 22-year-old college student pursuing speech language pathology. It discusses how skills like regulating emotions, establishing relationships, group cooperation, language development, cognitive approaches to learning, and understanding of self and others relate to the author's experiences with time management, networking, group work, public speaking, mentorship, cultural competence, and driving social change.
The Child Study Power Point Presentation 11 10 2010lggvslideshare
Example of Professional Development Workshops designed to expand upon teacher expertise, enrich the learning environment, and better understand the whole child.
Role of the teacher in facllitating growth and developmentAbu Bashar
What we know about the child is vast and impressive. However, what we do not know is even more vast and overwhelming. Every new insight opens up new questions. Therefore, you need to update your knowledge of the problems of children in the context of the media explosion, of economic smvings and resultant social, cultural and value changes so that you are able to make a reliable diagnosis and apply the knowledge of child psychology to better their adjustment with themselves and with the world around them.
You, as a teacher, should know what to expect from the child (student), and what he needs physically, socially and emotionally. You need not know your student only in a formal teacher-taught relationship when he (the student) is found to be a member of a drug sub-culture group or is heading in a socially undesirable direction. The routine teacher-taught relationship would not benefit him unless he is dealt with empathetically as a social being, as an individual self, and as a biological organism.
The Child Study Power Point Presentation 11 10 2010lggvslideshare
Example of Professional Development Workshops designed to expand upon teacher expertise, enrich the learning environment, and better understand the whole child.
Role of the teacher in facllitating growth and developmentAbu Bashar
What we know about the child is vast and impressive. However, what we do not know is even more vast and overwhelming. Every new insight opens up new questions. Therefore, you need to update your knowledge of the problems of children in the context of the media explosion, of economic smvings and resultant social, cultural and value changes so that you are able to make a reliable diagnosis and apply the knowledge of child psychology to better their adjustment with themselves and with the world around them.
You, as a teacher, should know what to expect from the child (student), and what he needs physically, socially and emotionally. You need not know your student only in a formal teacher-taught relationship when he (the student) is found to be a member of a drug sub-culture group or is heading in a socially undesirable direction. The routine teacher-taught relationship would not benefit him unless he is dealt with empathetically as a social being, as an individual self, and as a biological organism.
Assessment Power Point Presentation 10 10 2010lggvslideshare
Example of Professional Development Workshops designed to expand upon teacher expertise, enrich the learning environment, and better understand the whole child.
Strategies for Empathy, Grit and Resilience Part 1 of 2Mann Rentoy
PART 1
of the Presentation of Mann Rentoy on
TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit
Given on March 9, 2019
at the Immaculate conception Academy (ICA), Greenhills, San Juan City
www.mannrentoy.com
Email Mann Rentoy at info@mannrentoy.com
NCV 2 Early Childhood Development Hands-On Support Module 4Future Managers
This slide show complements our existing learner guide - NCV 2 Early Childhood Development Hands-On Training published by Future Managers Pty Ltd. For more information visit our website - www.futuremanagers.net
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.
This slide show accompanies the learner guide NCV 2 Early Childhood Development Hands-On Training by Melanie Vermaak, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
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.
DLF Cyber City
Building 9B, Ground Floor
Days - Monday – Friday
Time - 8:30 AM – 7:30 PM
Child Age – 3 – 24 Months
Opening - July, 2012
Contact Us:
+91-9899-025-805
+91-124-4061-535
+91-124-2354-208
childcare
@footprintseducation.in
Fee Structure:
Admission Fee – 9,995
Monthly Fee -9,995
Fully Refundable Security - 9,995
Discounts %
Admission Fee Waived till April 15!
Corporate (Min 5) - INR 1,000 / Month Less!
To Avail, Deposit Fully Refundable Security, INR 9,995/-
Payment – Cash, Cheque, Credit Card, Bank Transfer
Facilities:
• Watch Baby on Live CCTV Camera
• Professionally Trained Nannies and Governess
• Expert Pediatrician
• Healthy Balanced Meals or As per your choice
• Baby Massage and Baby Bath
• Totally Hygienic and Child Friendly Free Space designed for the
Activities:
• Play Time
• Story Telling
• Water Fun
• Swings
• Music
• Dance
• Coloring
• Tearing
Daily Report:
• Sleep
• Meals
• Activities
Growth Milestones Report:
• Motor Skills
• Language
• Sensory Development
• Toilet Training
Team:
Purvesh Sharma
B. Tech, IIT Delhi
• Educationist for 14 Years
• Trained 10,000 people
• Cofounder & CEO of a
Global eLearning company for 9 years serving 50,000 customers worldwide
Raj Singhal
B. Tech, IIT Delhi
• Cofounder & COO of an
offshore software product
development firm.
• Took it from scratch to 40
crores in 9 years, employed 325 people serving customers worldwide
Amita Bhardwaj
B. Ed, Delhi University
• Faculty for 25 years in
Play Schools.
• Awarded best performer
for 5 years among 2000 staff in a leading play school chain.
Design for Play, offers it’s unique expertise in designing natural play environments from our knowledge, experience, and understanding of how children play. If you need to remodel old playgrounds, build new ones, develop master plans for play areas around schools or communities, develop outdoor classrooms, or shade structures…………
Assessment Power Point Presentation 10 10 2010lggvslideshare
Example of Professional Development Workshops designed to expand upon teacher expertise, enrich the learning environment, and better understand the whole child.
Strategies for Empathy, Grit and Resilience Part 1 of 2Mann Rentoy
PART 1
of the Presentation of Mann Rentoy on
TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit
Given on March 9, 2019
at the Immaculate conception Academy (ICA), Greenhills, San Juan City
www.mannrentoy.com
Email Mann Rentoy at info@mannrentoy.com
NCV 2 Early Childhood Development Hands-On Support Module 4Future Managers
This slide show complements our existing learner guide - NCV 2 Early Childhood Development Hands-On Training published by Future Managers Pty Ltd. For more information visit our website - www.futuremanagers.net
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.
This slide show accompanies the learner guide NCV 2 Early Childhood Development Hands-On Training by Melanie Vermaak, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
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.
DLF Cyber City
Building 9B, Ground Floor
Days - Monday – Friday
Time - 8:30 AM – 7:30 PM
Child Age – 3 – 24 Months
Opening - July, 2012
Contact Us:
+91-9899-025-805
+91-124-4061-535
+91-124-2354-208
childcare
@footprintseducation.in
Fee Structure:
Admission Fee – 9,995
Monthly Fee -9,995
Fully Refundable Security - 9,995
Discounts %
Admission Fee Waived till April 15!
Corporate (Min 5) - INR 1,000 / Month Less!
To Avail, Deposit Fully Refundable Security, INR 9,995/-
Payment – Cash, Cheque, Credit Card, Bank Transfer
Facilities:
• Watch Baby on Live CCTV Camera
• Professionally Trained Nannies and Governess
• Expert Pediatrician
• Healthy Balanced Meals or As per your choice
• Baby Massage and Baby Bath
• Totally Hygienic and Child Friendly Free Space designed for the
Activities:
• Play Time
• Story Telling
• Water Fun
• Swings
• Music
• Dance
• Coloring
• Tearing
Daily Report:
• Sleep
• Meals
• Activities
Growth Milestones Report:
• Motor Skills
• Language
• Sensory Development
• Toilet Training
Team:
Purvesh Sharma
B. Tech, IIT Delhi
• Educationist for 14 Years
• Trained 10,000 people
• Cofounder & CEO of a
Global eLearning company for 9 years serving 50,000 customers worldwide
Raj Singhal
B. Tech, IIT Delhi
• Cofounder & COO of an
offshore software product
development firm.
• Took it from scratch to 40
crores in 9 years, employed 325 people serving customers worldwide
Amita Bhardwaj
B. Ed, Delhi University
• Faculty for 25 years in
Play Schools.
• Awarded best performer
for 5 years among 2000 staff in a leading play school chain.
Design for Play, offers it’s unique expertise in designing natural play environments from our knowledge, experience, and understanding of how children play. If you need to remodel old playgrounds, build new ones, develop master plans for play areas around schools or communities, develop outdoor classrooms, or shade structures…………
Getting It Right for Every Child: Managing the change - Jane AldgateIriss
Professor Jane Aldgate, The Open University, http://www.open.ac.uk.
Session 5 - Changing Children's Services.
Getting It Right for Every Child: Childhood, Citizenship and Children's Services, Glasgow, 24-26 September 2008.
http://www.iriss.org.uk/conference/girfec
How to become a more effective leader/manager/supervisor. How to recognize your default leadership style, and how to incorporate other styles and methods in order to develop your leadership capabilities.
Schools and teachers want to develop partnership with parents. Strong communication is fundamental to this partnership. So, teachers must continue to develop and expand skills required to build a strong partnership.
Developing positive relationships with parentsDanessa Noriega
An introduction explaining the importance of developing positive relationships.
Practical ways in how the teacher can develop positive relationship with parents. with students and other teachers.
How does the development of self-awareness and self-esteem factor .docxwellesleyterresa
How does the development of self-awareness and self-esteem factor into the development of social problem solving skills? Based on what you’ve learned, does the media (social, video games, music, movies, etc.) help or hurt the development of social problem solving skills? Please give examples to support your claim.
I have a challenge for you. Can you find an example, online, of a child, (any stage of development), showing positive social problem solving skills and an example with poor or no social problem solving skills? Start your search locally. If you can't find anything, broaden your search to state and national news. If you still can't find anything you may use social media. Please post the results of your search. If you found something, post the link/s, a summary of what you found, and your thoughts about it.
READING
CHFD215 | LESSON 7
Social Understanding, Peers, Media, and Schooling
This week addresses the development of social cognition, or how children come to understand their multifaceted social world. We will also learn about the importance of peer relations, television, computers, and schooling in child development.
Topics to be covered include:
· Stages in Social Understanding.
· Impact of Peer Relations, Media, and Schooling in Child Development
Development of Self-Awareness and Self-Concept
How do children come to understand their multidimensional social world? How do they think about and interpret their experiences with others? These questions address the concept of social cognition, thinking about characteristics of the self and other people. The first step in this development is self-awareness.
You may wonder when babies begin to recognize the concept of self. The development of self-awareness occurs in stages, with the first stage commencing at birth.
As language takes more of a role in the toddler’s interactions, self-awareness increases, as the toddler is now able to express the self in a more defined manner. Between 18 and 30 months, children begin to classify themselves and others on the basis of perceptually distinct attributes and behaviors, such as age, gender, size, and temperament. This is known as the categorical self. The remembered self encompasses a bigger picture as children rely on autobiographical memories to view themselves as continuously existing individuals. This type of awareness grows out of conversations and interactions with adults who can elaborate on past experiences. Finally, the concept of the enduring self is developed as preschoolers begin to discuss future events and begin to view themselves as persisting over time.
SELF-AWARENESS
· NEWBORNS
· INFANTS
· TODDLERS
You may recall that newborns have the capacity for intermodal perception, or making sense of light, sound, tactile, odor, and taste information. As babies touch their toes, watch their arms move, and hear themselves cry, they begin to differentiate their own bodies from their surroundings. After feeling a particular object with their ...
1 Professional Educators using reflection and proble.docxsmithhedwards48727
1
Professional Educators using reflection and problem-solving to make informed ethical
decisions
School Counseling Reflection 1:
Student Development
Standard 1: Student Development
The professional school counselor utilizes his/her skills and knowledge of
student development and behavior to promote the mental health and well-being of all
students by facilitating their academic, career, and personal/social development.
Artifacts
1. Vision Boards
2. Stress Activity
3. Implementing a Culturally Responsive Strategy in the Classroom
Introduction
In order to fully understand student development, one must first understand a
child’s cognitive development. Cognitive theorist, Jean Piaget, is perhaps the most
influential researcher on child development. Piaget’s cognitive developmental theory
states that, “children actively construct knowledge as they manipulate and explore their
world” (Berk, 2013, p. 18). In his cognitive development theory, Piaget breaks down the
development into four stages: sensorimotor (birth-2 years), preoperational (2-7 years),
concrete operational (7-11 years), and formal operational (11 + years). It is important to
note that while Piaget heavily influenced research on child development, his theory has
the field divided (Berk, 2013). Another researcher of human development, Lev
2
Vygotsky, focused on sociocultural theory and how culture; the values, beliefs, customs,
and skills of a social group, is transmitted to the next generation and how these factors
also affect a child’s development (Berk, 2013). While Vygotsky agreed with Piaget that
children are active, constructive beings, Vygotsky viewed “cognitive development as a
socially mediated process, in which children depend on assistance from adults and more-
expert peers as they tackle new challenges” (Berk, 2013, p. 23). A third researcher in the
field, Urie Bronfenbrenner, developed the ecological systems theory, which views the
person “as developing within a complex system of relationships affected by multiple
levels of the surrounding environment” (Berk, 2013, p. 24). His theory is broken into
four systems: the microsystem, the mesosystem, the exosystem, and the marcosystem.
All of this is to say, it is not simply enough to know one theory and believe we
have sufficient information to be successful educators in student’s lives. Therefore, as
practicing educators and counselors, we must stay abreast of all child development
theories so we may better serve our students’ needs.
Quality Indicator 1 - : Human Growth and Development: The professional school
counselor demonstrates knowledge of human development and personality and how
these domains affect learners, and applies this knowledge in his or her work with
learners.
Students at different ages, in different stages in life, and raised in different
cultures experience life differently. For example, a student wh.
25. What is my Leadership Style? What are my strengths? “L is for Leadership!” Model the way Inspire a shared vision Challenge the process Enable others to act Encourage the heart Individualizer Developer Activator Learner Harmony
Hi, my name is Allura Poulin. I am a graduating senior at the University of Rhode Island, majoring in Communicative Disorders with a minor in Leadership Studies. This is my final portfolio.
These are the 10 objectives for development and learning, defined by Teaching Strategies Inc, to be used as a guideline for children age birth through kindergarten. I have chosen to focus on four of them: Social Emotional, Language, Cognitive, and Social Studies.
Each objective has 3 “subcategories of achievement.
It did not take long for me to figure out what methods worked best for me when it came to managing my time and my priorities. I tend to be a very structured person, and with a new hectic schedule I had to bring to college with me some of the structure I had lost when I left high school. Stress can be detrimental to both productivity and relationships. My first year FLITE class helped me to realize the importance of time management, and how it works as a “magic” stress relief tool. I moved quickly in the direction of lists, color-coding, post-its, and lots of advance planning to help me manage my new college schedule and stay on task, simultaneously reducing stress as well.
Being in the leadership minor truly opened my eyes to the value of networking. I make a strong effort to sustain positive relationships with those I encounter, from friends to professors, mentors, supervisors, and anyone in between. Some of my networking tools, linkedin and facebook, and as evidence for the success of my networking so far, I have a professional letter of recommendation from one of my internship supervisors.
Tuckman’s Theory on Group Develompent has been one of the most useful and reliable for me in terms of guidelines that I diligently follow when working in any group situation, especially when there is conflict or the challenge of working with a particularly difficult individual. When working with others, it is important to set some guidelines, and the 5 stages of group development really help to work through the process. My first leadership group project was to come up with an idea and write a grant proposal as a group. By approaching each group meeting using the stages of development, we were able to communicate and function together positively as a group. Starting with Forming: getting aquainted, orienting towards a goal, Storming: addressing the challenge and managing conflict, Norming: harmonizing and setting roles and goals, Performing: cooperating and executing, and ending with Adjourning: evaluating, maintaining, and debriefing. I have been able to successfully follow these stages of group development to help me work cooperatively and constructively in groups throughout my four years of college, in varying situations.
Active listening techniques that I have learned and put into practice include providing feedback, giving/receiving constructive criticism, and following a debriefing process. Providing feedback is a way to demonstrate to someone that they have been heard, but it is also a way to spark and promote conversation, and positive interaction through turn taking. Constructive criticism is a productive and non-negative way to suggest change or opinion. The important thing to remember with constructive criticism is that it goes both ways, and so does listening. Debriefing is something that I learned to use effectively through some of the organizations I found and joined through my leadership involvement, SOLC and Challenge Course Facilitating. It’s a way to help people look back on their experiences and learn from the process – and such a process is only successful when active listening techniques and positive communication exchanges are taking place.
As I have personally developed as leader, my basic needs have remained the same, but how I express those needs has changed dramatically. As I have made the transition slowly from follower to leader, I have worked further toward the level of self- actualization: working on constant reflection and growth. Having satisfied the lower level of needs, it has been interesting to see my drive for helping others to achieve those lower level needs as well.
As I moved forward on my leadership journey, and important step was developing public speaking skills. Eye contact, projection, capturing an audiences attention….all of these are important skills to have, especially if the goal is to broaden horizons and help to lead or teach others. One of the first courses I took for leadership at URI was a public speaking communications course, because when leading others, confidence, good communication, and interpersonal skills are very important tools to have in your back pocket! Not only has public speaking helped me when it comes to making classroom presentations, but I have held a leadership position in several organizations on campus throughout my 4 college years, and the finer tuned my public speaking became, I could tell that my effective leadership skills were increasing. Some positions that required my ability to speak and communicate successfully include: being a peer leader for Institute, acting as a facilitator for SOLC and the Challenge Course on campus, working as a Civic Engagement Leader for first year volunteer projects, and stepping up as the President for the women’s organization, WOWW.
Mentorship and experiential learning are ways that have impacted me greatly in term of learning. I began my leadership journey attending the first year leadership institute. After being inspired by my peer leaders, I entered the leadership minor, and later returned the favor, becoming a peer leader myself. One of the most valuable things I have gained from the minor, is the impact that a mentor, or peer leader can have. After having some of my peers help to teach one of my first FLITE class, I realized that I was able to relate to and gain so much from someone who had previously been in my shoes. I took what I had gained from these experiences, and joined an organization that focuses on providing its members with that mentee to mentor transition (WOWW). I was able to choose a mentor to learn from, and later become a mentor myself. I believe that the mentor to mentee cycle is a valuable and impactful way for someone to learn. Through the minor, I have also learned that I have an affinity toward experiential learning. Learning by DOING, and creating meaning through direct experience, has been something I had not been offerd much in a classroom setting before I entered college. After getting a taste of how I personally am able to gain and retain so much through experiential learning, it has become a preferential way for me to approach any kind of learning in a positive and powerful way. This to me has been the most valuable and impactful piece of learning that has been brought to me through the leadership minor here at URI…because it has effected so much how I have developed, and will continue to effectively learn in the future.
Critical thinking is very important when it comes to good leadership. Both critical thinking and logic are used to help leaders act ethically. The connecting of previous experiences, as I learned in HDF 412, is a way to utilize “reflective reasoning” instead of jumping to conclusions and making unwise decisions. Decisions made through reflective reasoning help to build credibility as a leader. Dewey’s model for reflective thinking involves a 5 step process moving from: defining the problem, identifying the cause, establishing criteria for solving the problem, brainstorming solutions that fit the criteria and final picking the solution that fits best. This method, and using critical thinking as a way of working through a problem logically as opposed to irrationally in order to find the best possible solution, is a way to connect and learn from previous experiences, and make ethical decisions as a credible leader.
Even before I came to URI, I have always been one to think outside the box, and rarely take what is given to me without asking questions. In a very tangible way, this represents my leadership style, challenge the process. I relate closely to that leadership practice as someone who often takes chances and learns from my mistakes. I treat every bump in the road as a learning experience, and remain innovative as I constantly search for new opportunities to change for the better.. My top five strengths are : Individualizer, Developer, Activator, Learner, and Harmony. All five have meaning centered in development of interpersonal relationships, which relates very closely to my personality style as a “feeler”, someone who very connected to my emotions and relationships with others. Being an individualizer means I am intrigued by the unique qualities of people. Being a Developer means that I try to cultivate the potential in others. Being an Activator means I try to put ideas and thoughts into action. Being a learner means I enjoy the process of learning and have a desire to continuously improve. And Harmony means that I am always seeking compromise. My personal talents and strengths are very interrelated and they reflect not only my personality styles, but my leadership style and way of life as well.
Before you progress to the stage where you can actively lead others, you first need to have a solid grasp on your self awareness. You must know yourself, and be able to lead yourself before you can even think of leading others. The act of progression towards knowing yourself, leading yourself, and leading others is a cyclical process….as you progress, former stages of the process of becoming a positive leader must be constantly re-evaluated. The self is always changing, always growing, always developing. Wilson’s Model has kept me grounded and constantly re-evaluating my leadership strengths and new perspectives, and even new skills to keep me confident of my self leadership and therefore my ability to be a competent leader to others.
Culture is the learned and shared values, beliefs, and behaviors of a group of people as indicated by their social processes. Cultural Anthropology is the study of human society and culture; it describes, analyzes, interprets, and explains social and cultural similarities and differences. Cultural anthropology has been a very important part of my leadership journey because as demonstrated in the Wilson Model - to effectively lead others you must first know yourself, and in order to fully know yourself you must first broaden your horizons and perspectives through experience and reevaluation. Cultural anthropology in leadership comes into play because by understanding other cultural paradigms like; language, gender roles, high or low context, etc, you can more from a ethnocentric view (like that of a 4 year old) to a more ethno relative view. Being a more Culturally competent individual, being able to understand, communicate, and interact cross-culturally, makes you a more effective leader.
Leadership is a process, and in order to facilitate positive social change, you need to take action in a way that will help society function more effectively and humanely. The Social Change Model examines leadership development from three overlapping and interrelated categories: the individual, the group, and society. Reflecting on the critical values of the social change model, I have actively participated in the Vagina Monologues, a play designed to spread awareness on the oppression of women. It is a collection of true stories told not only to talk about the physical and emotional abuse that some women are faced with, but also the misogyny that still today prevents women from succeeding at the same level as men when given the same means. This happens on an individual and institutional level both in the United States and Overseas. By participating in the productions at URI, it is my goal to help spread awareness to the URI community and beyond because I wish to create social change in terms of the oppression, discrimination, marginalization, and underrepresentation faced by women.
And now here is the grand finale of my leadership portfolio, four years of my leadership journey complete, and years more to go as I leave college and move on to my future, my career, and my next stage of development, both as a person and a leader.