And what about children development

…and what about children development?

Judit Muñoz Mar Soler Núria Vila Developmental Psychology Universitat de Vic 22.04.2014

PROLOGUE

The learning portfolio is very usefulness for us because we put all the contents together so if it was some issue that we don’t understand, the other member of the group can help us to understand it. After it, we choose the topics that we find more interesting and we start to work with it by discussing among us why we think it’s interesting and how we can related this topic with the teacher profession. After it, we choose the most interesting point and we search more information to improve our learning about it.

So, the learning portfolio is an interesting way to work because you learn more accurately the content of the subject by having the point of view of other people of the group and improve the learning by search more information. Also you work cooperatively which is an important aspect that you will have to control to work as a teacher. Also we would like to say that the learning portfolio strengthen the creative because you can choose how to present it.

So we valuate very positively this way of work because it bring us lots of opportunities to understand the contents of the subject and also to see them by other points of view. In addition, with this work we can express what we will do if we have one of these situations when we are working. Finally, the learning portfolio works lots of qualities such as cooperative work, creativity and relation with others.

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CONTENT TABLE

1. BIOLOGICAL, SOCIAL, AND CULTURAL BASIS OF THE DEVELOPMENT PROCESS ........................................................... 4 2.

EMOTIONAL DEVELOPMENT AND SELF-REGULATION ...... 6

3.

SELF-IDENTITY AND GENDER CONSTRUCTION ................. 8

4.

SELF – REGULATION PROGRAM .......................................... 9 4.1 Objectives .............................................................................. 9 4.2 Self – regulation program ....................................................... 9 4.2.1 Introduction ...................................................................... 9 4.2.2. Teachers ...................................................................... 10 4.2.3. Parents ......................................................................... 10 4.3 Activities ............................................................................... 11 4.3.1 Oriented activity ............................................................. 11 4.3.2 Activities done by self – initiative ................................... 12

5.

REFERENCES LIST .............................................................. 13

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1. BIOLOGICAL, SOCIAL, AND CULTURAL BASIS OF THE DEVELOPMENT PROCESS There are a lot of things in this first block that we think that are important for us as a teachers.

Firstly, we have to know that we don’t understand development without educative process at home, at school, etc., and obviously, the teachers interfere in this development process, and we have to know some basics things about the process.

As teachers we have to know that there are some concepts that we have to take into account because we should help the pupils in this process. We are talking about specific changes that happen in different periods of life, and other changes that happen through life development.

Also, these changes are related with education because for example, at the same time that we learn, we interact with others. We can develop and help with these changes with different activities.

One example is that we can improve reading doing activities in pairs, and each children reads a little history to his/her classmate.

Furthermore, as a teacher we have to know that there are factors that also interfere in this development. There are factors that depend on biological factors and others that depend on the educations and interaction. We think that we have to help the kids to be in constant interaction, like this, they will learn and develop more.

Nevertheless, we can remark another thing that we have learn in this first block and we think that will help us to understand other concepts in the behavior of the children. This things are related to theories of different authors that first we thought that weren’t very important for us to know, but at the end we realize that there are some important ideas that will be useful for us to know.

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The first idea that we want to remark it is that we are models for the pupils and they learn lot of things from the imitation, so as a teacher, we have to be conscious of what we do or say.

The second idea is that between childhood and adolescence, there are changes in the thinking structures, and because of this, we can understand some different reactions in front of a problem that may occur.

The third idea is that people learn and develop with the interaction, and as a teachers, we have to provide different situations where the children can learn and interact, and stay in contact with other cultures.

At the same time, we want to remark one idea that we think that it is the most important in this first block. It is a way of teaching which we think that it is the best way to teach: the teacher asks questions and the pupils try to solve the problem. With this we know which are the previous knowledge that have the children and from here we can improve, so the previous knowledge it is the most important.

We support this way of teaching because like this, the pupils don’t have to memorize anything, and become more autonomous at the end of his/her knowledge process.

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2. EMOTIONAL DEVELOPMENT AND SELF-REGULATION As for future teachers, it is very important to know how are emotions related to feelings because if not we won’t be able to understand our students.

First of all, an emotion is a strong feeling (such as love, anger, joy, hate or fear) and a feeling is an emotional state or reaction due to your actual emotion. So we can say that are related between them. One always causes the other. This is very interesting to know/identify, as teachers, because we can do many activities with children in order to know how they are feeling every day.

Moreover, it’s a good way in order to know which problems can have at home and try to solve them with some extra help.

In this second part we have considered that is very important to know the main ontogenetic affective

changes

dimension

in

the

socio-

as

for

future

teachers. If we have a previous idea of which skills are present in each age we will be better teachers and our and our connection with students will be better.

Extract from: Google

A part from that, as for future teachers, the concept of attachment is very important because it helps to keep babies and children approached to the teachers. Moreover, the way that we protect make them feel safer.

This emotional attachment provides a secure base, that after; children can explore their environment with more security. In line with this, there are also three different types of attachment that we all should know: anxious-ambivalent attachment, evitative attachment and the disorganized attachment. For us, it is good to know this three different types of attachment, because as future teachers will be able to analyze more deeply the behavior of the children in the class. And with that, we will be able to classify the type of problem they present.

Thirdly, we will talk about how to regulate the emotional development. As teachers we will have different strategies. For example, enhance relaxation

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through doing different activities with children like reading a book with everyone quiet, with humor, etc.

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3. SELF-IDENTITY AND GENDER CONSTRUCTION As teachers we must know that we will have different self when we are teaching than we have when we are with the family or with our friends. And for that, children also will have different selves when they are in the school than when they are in their house. So as teachers we have to know it and work in the school in order to be able to get the children have a good selves and know that it’s possible that some behaviors that the child have in house, probably in the school they won’t have. Also we have to correct the child that has some behaviors in the school that are not adequately there.

During the life the selves change so as teachers we have to know the changes that a children can have in the age. What we mean in this point is that a teacher has to be conscious that there will be a moment that the children start to compare their self to others so the self-concept will decrease and the teachers must to be there to help the children and to support the children. So, we think that as teachers we have to do programs and activities to regulate the children and to know ways of acting to get the child good with them self.

Another important point that as teachers we must to take in account is that all children have self-esteem, which it means, compare how I would like to be and how I am, so we have to see which self-esteem have the children to help these that have lower self-esteem by reducing their ideal. So, as teachers we must know, as we say in the other point, activities, programs and ways to act to work with the children and have all children feel quite and good with his/her form of be because we think that if a child has a low self-esteem he/she could have problems such as depression.

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4. SELF – REGULATION PROGRAM We all know that every child is different. Some of them have difficulties when they have to express their ideas verbally. Some struggle to get along with peers or follow classroom routines. However, one thing is the same: improved learning and behavior requires strong self-regulation skills.

Because of that, we wanted to amplify and know more about self-regulation program.

4.1 Objectives 

Expand our learning.



Know more about self-regulation programs.



Improve our learning.



Understand the topic.

4.2 Self – regulation program For improve our learning about self-regulation program we search information in three articles that talk about the topic. In these articles we divided the information in three points: introduction, teachers and parents. After it, we search activities that work in self-regulation.

4.2.1 Introduction According to Shunk (2005), self-regulation is an active, constructive process whereby learners set goals for their learning and then attempt to monitor, regulate, and control their cognition, motivation, and behavior, guided and constrained by their goals and the contextual features in the environment’.

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Zimmerman (1998) states that self-regulation theorists view learning as an open-ended process that requires cyclical activity on the part of the learner that occurs in three major phases: -

Forethought phase refers to influential processes and beliefs that

precede efforts to learn and set the stage for such learning.

-

The performance or volitional control involves processes that occur

during learning efforts and affect concentration and performance.

-

The self-reflection involves processes that occur after learning efforts and

influence a learner’s reactions to that experience.

So, the forethought phase of self-regulation prepares the learner for and influences the effectiveness of the performance or volitional control phase processes, which in turn affect processes used during the self-reflection phase.

These self-reflective processes influence subsequent forethought and prepare the learner for further efforts to achieve mastery.

4.2.2. Teachers According to Shunk (2005), self-regulation often is not stressed by teachers, who tend to focus on skills needed to perform well on standardized assessments. Yet these results show that self-regulation training can have benefits on skills. Teaching self-regulation skills to students during content instruction may have advantages beyond the specific learning involved.

4.2.3. Parents Grolnick; Ryan (1989) explains that the family background and social context are the primary influences in determining children’s achievement. Parental attitudes, child-rearing behaviors and the relationship between parents and children are related in the development.

There are different parenting styles that are relevant to the development of selfregulation:

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•

Parental control: restrictive, controlling, and autocratic.

•

Permissive style: lack of control and passive approach to child rearing.

•

Democratic style: implies an active approach, the child views is taken into

account.

Children that have authoritative parents were found to be more self-reliant and independent and the ones who have authoritarian parents were more withdrawn and discontent.

The dimension of autonomy support may be particularly relevant to selfregulation and competence in school. It was found that pupils of teachers who valued autonomy were more intrinsically motivated and evidenced greater perceived competence and self-esteem than did pupils of more control-oriented teachers. Individual differences in experienced autonomy may stem from home influences, particularly the issue of parental autonomy support. Also, in this dimension is compatible with the consistent importance of parental control.

Self-regulation can be presented when behaviors are externally initiated and controlled versus self-initiated and managed.

4.3 Activities

In the following section we present two activities that we think that are useful and we can take it into account in a self – regulation program.

The first section it is about an oriented activity, and the second section it is about one activity done by self – initiative.

4.3.1 Oriented activity We have been searching oriented activities about self-regulation programs at school. The one that we prefer was this one that we show then because we think that it could be very useful when some children have problems at the moment that they have to regulate emotions. As a teachers, we think that we

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have to know what to do in all situations that can be presented in class, and activities like this can be useful for us to put it in practice.

Activity about Self - Regulation at school

4.3.2 Activities done by self – initiative We were thinking about an activity where the children can express their emotions and say how would they solve a problem (if they have it).

Furthermore, we wanted an activity with tags because there are some children that are shy about talking their problems so with the tags they aren’t obligated to talk about their emotions, and first of all we think that the children have to use the tags and at the end we can speak with them about how they feel.

We were searching activities in order to find one activity that have this characteristics because we think that this are the important ones, and we find it.

In the follow activity you will see how a woman has designed an object that allows children to explain their emotions with the characteristics that we have mentioned before.

Activity Self - Regulation

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5. REFERENCES LIST 

Photos: o Emotions

and

feelings

[online].

http://mm172001.files.wordpress.com/2012/09/feeling-withhair.jpg [ Consult: 15 April of 2014] 

Articles: o GROLNICK, Wendy S; RYAN, Richard M (1989). Parent Styles Associated With Children's Self-Regulation and Competence in School [online]. Evanston: Journal of Educational Psychology, Vol. 81,

No.

2,

143-154.

<http://www.researchgate.net/profile/Wendy_Grolnick/publication/ 232600848_Parent_styles_associated_with_children%27s_selfregulation_and_competence_in_school/file/e0b495161fa5ece005. pdf.> [Consult: 12 April of 2014]. o SCHUNK, Dale H (2005). Commentary on self-regulation in school

contexts

[online].

Greensboro:

El

Sevier.

<http://www.unco.edu/cebs/psychology/kevinpugh/motivation_proj ect/resources/schunk05.pdf> [Consult: 13 April of 2014].

o ZIMMERMAN, Barry J (1998). Self-regulated Learning: From Teaching to Self-reflective Practice [online]. United States of America:

The

Guilford

Press.

<http://books.google.es/books?hl=ca&lr=&id=FQnLHRQJUccC&oi =fnd&pg=PA1&dq=self+regulation+programs+at+school&ots=DD K2YNoA_6&sig=5cW6RXOLpsegZ50UruHlDUeXjoQ#v=onepage &q&f=false > [Consult: 12 April of 2014].

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ď&#x201A;ˇ

Videos: o (2010).

Scaffolding

Classrooms

Self-Regulated

[online].

USA:

Learning

Davidson

in

Primary

films,

Inc.

https://www.youtube.com/watch?v=HeUUJ7SrMVg&app=desktop &hd=1> [Consult: 15 April of 2014]. o (2012). I Choose Self-Control Board changes a child's state from upset

to

calm

[online].

Florida:

Conscious

Discipline.

<https://www.youtube.com/watch?v=UruIk9pvsXE&hd=1> [Consult: 15 April of 2014].

o (2013). Feeling Buddies give children and adults the Self-Regulation skills needed for school success [online]. Florida: Conscious Discipline. <https://www.youtube.com/watch?v=CcWGq9pcfc4&app=desktop&hd =1> [Consult: 15 April of 2014]

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THE END

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