Adult / Teacher Interaction : A Male And His Date Of Birth

It was fascinating working with four (4) year old children, during this stage of Initiative vs. Guilt, they involve mostly in interacting with other children at school. This stage provides them with the opportunity to explore their interpersonal skills through initiating activities.

The lives of children are greatly influenced by the environment they grow up in, and the people they come in contact with. For years, psychologists, researchers, and social workers have studied children, and why they do what they do. All have developed many different perspectives on how to view social problems and the development of individuals.

I observed a classroom of four-year-old students who are enrolled at the Child Development Center on the George Mason University campus. This observation lasted about fifteen minutes with a total of twelve students in the classroom. At the time of my observation the students were engaging in free playtime where they are allowed to play games, make crafts, and interact with their fellow classmates. I was seated in the corner of the classroom where the children could not easily see me or get distracted by me. I stayed seated throughout the whole observation so the students would not be affected by my presence. Many different activities were happening at the same time, but a couple standout situations reminded me of many subject areas we

Adult interaction is the key to measure a child’s development. It helps understand the importance of analysing children’s progress and achievement. All children are different and unique. Interaction helps children build stable, healthy and satisfying relationship and close bonding with their family, friends, classmates and care takers (social development). They learn to cooperate and work as part of team. Interaction creates awareness of a child’s development, strengths, needs, interest and most importantly in identifying areas of improvement, on the basis of which we can decide whether the child is ready for next activity and for

Support is a key issue in this stage as well. If parents and preschool teachers encourage and support children's efforts, while also helping them make realistic and appropriate choices, children develop initiative- independence in planning and undertaking activities Without support, a sense of guilt can develop and follow through the rest of the stages until the conflict is dealt with. But if, instead, adults discourage the pursuit of independent activities or dismiss them as silly and bothersome, children develop guilt about their needs and desires.[6]

| Children who tell others the rules and are keen to point out when rules have been broken.

Let’s study the behavior of two three year old girls, Ruby and Scout. Both have caring and nurturing parents, Ruby’s parents are diligent with her early education. Scout’s parents exhibit more of a free-parenting style approach to learning and experiences, they allow Scout to guide her education through exploration. Ruby’s parents take full advantage of teaching moments and often role play social experiences, they even sit and people watch at the playground. Ruby’s parents use the behavior of others to teach what is and is not acceptable behavior. Scouts parents frequently use a reward system to coerce Scout into obedience.

The author’s perspective of children as passive beings can be inferred from his selection of quotes included in his article. For example, in the news

Billy is a 6-year-old boy, who was brought into counseling by his parents due to his disruptive behavior in the class making him unpopular. In addition to Billy’s disruptive behavior, he expressed his hatred for school, because of his teacher reprimanding him for his behavior (Butcher, Hooley, & Mineka, 2013). Nevertheless, during the interview, the counselor observed that Billy’s parents were very non-critical about his behavior, while showing much of any concern in his inappropriate behavior.

After observation, I began to see a connection in Joshua’s behavior and influential theorist, Albert Bandura. Bandura believed that “all learning resulting from direct experiences can occur on a vicarious basis through other people’s behavior and the consequences for them.” (Bandura, A. 1977). As previously witnessed, Joshua has a difficult time listening to directions. Through modeling, I believe Joshua behavior would change. Based on the behaviors of the other children, Joshua will learn what behaviors are acceptable.

I observed a 4 year old preschool class during playtime in Staten Island, New York. The class consisted of eight children, and one certified preschool teacher. There were 4 boys and 4 girls in the class. During my sixty minute observation I noticed several instances of dramatic play, peer relationships, relationships with adults, and self-control.

I observed a 3 year old girl at Brighten Academy on Shaw and Fowler. During this time, I watched her play with her peers. They were outside, playing on the jungle gym. She was able to move up and down the stairs, alternating feet. They children were fascinated with the slide, they spent much time playing on it. The little girl was able to climb and run around with ease. While walking, her arm and leg movement were reciprocal. While standing, I did notice she had a slight inward stance. Her knees were touching, and the lower portion of her legs fanned out. Her overall appearance was proportional. While on the jungle gym, she used her hands to balance on the rail. As well as, picking up the sand around the play area.

At the park there were two twin toddlers with mom and dad. Mom and dad were trying to get the boys to walk on the jungle gym. One child had Superior  motor skills over the other child. Each parent individually coached The child to respond to different gross motor task. The parents later switched which child they were working with. The parents then changed the cues they were giving the child. They were not using the same cues as they did with the previous child. The parents were helping the child set standards based on their own performance rather than comparison with their twin brother. The example I witnessed at the park followed the speech and. Action guide. I witnessed this moment at the park at the end of summer with my nephews.

3. Very young children need order for their development. This order need not be only with things in the environment but also with values, functions and other human activities. The child needs to see human values like ‘Say the Truth’ being practiced. But the adults do not practice in the everyday life. The child gets confused and this can create a warp in his development. Similarly any object in the environment being used for a purpose other than it is meant for creates disturbance. (e.g. the other end of a teaspoon used as a screwdriver).Contrary instructions about behaviour muddle his decisions how some action is allowed at some other time (for example. when a visitor is

A seven year old child yells at her teacher because he has not chosen her to answer a question. The child then continues to throw herself on the ground screaming and kicking over the teacher’s unfair ways. Who has raised this child to act in such ways? What makes it okay for a child to yell at an elder? This behavior is heavily frowned upon in society, but how does one stop this behavior early? As a child growing up you don’t think about where your education of right and wrong comes from but as a parent, one would wonder heavily on the subject. Parents most often take control on their own accord without letting the community have any say in the way they raise their own child. Some parents, however, may say that everyone in the community, including teachers, coaches, and maybe members of the church, must have his/her own part in the child’s growing process. This poses the question of who exactly should be responsible of a child’s knowledge of appropriate behavior. When in reality, the community as a whole are responsible for teaching a child appropriate behavior.