Different Factors Affecting Alana's Social Development

“A child who copes with adversity through the social channel seeks support and control through the structure of his or her relationships. The roles and responsibilities assigned to a child within a social context such as a family or a classroom can increase connections and decrease isolation, as well as restore emotional security and strengthen the child’s sense of well being.”

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.

Students need to feel capable of succeeding in the classroom, able to connect with their teachers and fellow classmates in positive ways, and be given the opportunity to contribute to the class and the school. Collaboration with parents is also important. Parents can be included in the development of the class code of conduct and be given the opportunity to provide their input. When conferencing with parents about a problem with their child, a teacher should discuss the intervention and encouragement strategies he or she plans to use to help the child choose better behaviors. Parents can be asked to follow these strategies at home and take a hand in improving their child’s behavior.

The early years of life provide the foundation for a child’s social development. Social development is a gradual process and the rates of social development vary among children, however, children are active learners and have ample opportunities to learn. Social development involves the learning and skill building that enables children to effectively relate to others and to contribute to their family, school, and community in a positive way. The social development of a child is influenced by many factors including attachment, temperament, self-esteem, and emotional reactions. This essay will further examine these four factors and the effects they have on the early social development of children. For the purpose of this paper, the focus will

Another thing that surprised me during this child study was the gap of social development in the students in Kayson’s first-grade class. During my observation, I got to see both sides of the spectrum in terms of proper social behavior. In the lunchroom, I observed the students at

Chapter 10, Section 1 B, Poverty, Marriage and Parenting Problems, discusses how a person's social class, family life or family's attitudes can affect a child's relationship with peers, teachers and others in an educational environment. This section seemed to attract my action because it reminded me of a part time job I had when I was in high school. My job was to be a counselor and a teacher assistant for a summer and spring program called Bain + 2. The author noted that some districts and schools hire counselors to help students or sponsor after school programs for children (Foundations of Education, p. 291). When I worked for Bain + 2, it was an after-school and summer program in the city of Cranston at Hugh B. Bain Middle School. Hugh B.

As early educators and advocates for young children, we need to be available to families in our area and play integral roles that can make a difference in their lives. Some ways that I could do that in a student’s life would be to assure that the family’s basic needs are met by striving to make a deeper connection, provide outside

When a child’s early experiences are chaotic and one or both parents are absent these causes the brain to become stressed and make the child feel insecure. The NCCP states, “Many children whose mothers suffer from depression lack healthy brain development” (NCCP). This can lead the child to have trouble connecting with classmates and lack of social skills. The article also mentions, “Daily interaction plays an important role in a child’s emotional and mental development” (NCCP). Positive interactions not only with classmates but also parents or adults can also help a child become more secure of themselves and allow them to ambition greater things than that of their parents. Overall, relationships between teachers and students are important. Poverty is a factor to the lack of social skills in children because the lack of positive role models in the

Busch Middle School of Character had a wonderful sense of community, each student, instructor, and family, made sure they were doing their part. I believe it’s important for educators to understand the needs of the families and community of their students because the more resources the better. When schools actively involve parents

In Liz’s public school career she was given the support of many teachers who had experience working with high needs children, but her learning disabilities accompanied by emotional instability and physical difficulties left them dumbfounded. The alphabet completely eluded her and her memory failed her making almost every area academic area a struggle for her even with a great deal of support. Liz learned to copy what others were doing so that she could blend in as a “normal” child. She would come home with headaches and stomach aches on a regular basis. School was not a happy place for her and the accommodations her teacher made for her, made her the victim of teasing. By the time Liz was in grade 4 she was lagging far behind her peers and would beg her mom not to make her go to school. Eventually her mom agreed and Liz began homeschooling.

Heather Ruha grew up in a “pretty rough” suburb on Chicago’s west border; this background has allowed her to connect with the hardships that her urban students face. Her interest in education was sparked by an incredibly influential teacher’s assistant in one of her classrooms, who Heather described as “giving” but always pushed her to do her best and challenge herself. She graduated from Northeastern Illinois University in Chicago with a major in Elementary Education and a minor in Psychology. Ms. Ruha has been working in the Kenosha Unified school district since 2006, originally as a teacher in elementary classrooms, until she discovered a true passion for working with middle school students.

This paper is a progress report of an eight-year old girl’s developmental milestones from ages zero months to eight years old. It is an attempt to relate the milestones, and the impact on the girl’s ability to interact with her social environment. It identifies changes, and struggles the child experienced over the years. It reviews the decisions the parents made and their impact to her development. It links development theories to changes and experiences she experienced.

This chapter discusses about socialization and the purpose of it. The process of socialization develops over time as people learn who they are, social and survival skills. Social behavior is influenced not only by social skills but also biology; this is called sociobiology. This chapter provides many examples of the problems that occur when children do not socialize properly within society. For example, Genie Wiley was considered a feral girl; therefore, she was not accepted by the norms of society. She was thirteen before found by social workers. Isolated all of her life and still wearing diapers, she was severely neglected. Even with intense therapy, it was still difficult for her to adjust to society.

The next school to present was Floyd C. Fretz Middle School by their principles Mrs. Slaven and Mrs Signor. Overall, Fretz scored an 84.5%. Looking over the information they received from the state, they concluded that the math program was doing well. Mrs. Slaved credited the students for their hard work. In addition to crediting the students, the principle said that the teachers have implemented a new program called HERE. HERE is a program where a teacher “adopts” a student and mentors them whether it is to improve academically or socially. The staff at Fretz feels the program works well with students who are at risk but does not do much for the advanced students. In class we discussed that middle school is a challenging time period for adolescence. I think the program they have implemented will help to greatly ease the challenges students face. In class we

Aliza has maintained progress on the goals she had previously met. She continued to make friends at school and have meaningful conversations with them about their similar interests. Mrs. Neumann has provided Aliza with plenty of opportunities to engage with her peers and friends and Aliza appears to be comfortable with having social interactions. Aliza has done well in home and at school with communication.