Evaluating Curricular Strategies For Helping Children And Making Them Successful

Children are very complex, unique and varied individuals whose genetics, connections and backgrounds all perform significant roles in their emotional development (Wilson, 2003). The genetic blueprint a child inherits from its parents may plot a course for development but the environment and the influences within can affect how the child is shaped, how they connect with and are perceived by others and how their emotions are or are not expressed. Wilson (2003) points out emotions as an experience that is linked to cognitive interpretation, context, subjective feeling, physical reaction and behavioural expression. Campos, Campos, and Barrett (1989) suggest emotions are processes of establishing, maintaining, or disrupting the relations between the person and the internal or external environment, when such relations are significant to the individual.

The purpose of this assignment is to closely observe the development of a child through an interview and apply the theories and concept of child development in his particular cultural and educational context. I selected the child who lives in my neighborhood for the interview and began with seeking the permission from his parents. The child’s name is ‘Abdullah’ and he is seven years old. He lives with his family in Terre Haute and his family consists of parents and two sisters. Abdullah goes to Sugar Grove Elementary School in the Terre Haute city along with his two sisters and he is in grade 2. The interview was conducted at his home and I ensured his convenience. He was cooperative and provided insightful responses to the questions and he provided significant detail in the interview. I was able to track his development stages and connect it to different theories of Developmental Psychology including psychoanalytical perspectives and Piaget’s stages of development. In the following paragraphs, I will explain my observations about Abdullah’s development in the light of developmental theories with special focus on cognitive, social, linguistic, and emotional development followed by making connections between his socioeconomic and cultural background and development. Lastly, I will conclude paper by highlighting that the observations during the interview can facilitate my future practice as a teacher.

Emotion regulation involves intrinsic and extrinsic processing of monitoring and modifying emotional reactions in both positive or negative situations (Martins, 2012). In order for individuals to have the ability to regulate emotions, they must beware of their emotions. Although infants are unaware and lack the ability to regulate their emotions, it then becomes the role of a primary carer to nurture the infant, thus acting as a model for regulating emotions. Evidently, infants grow to reflect the ways in which their carers control and modify their emotions as well as social boundaries. Furthermore, emotion regulation is considered an important aspect of an individuals life as it 'can moderate emotions and keep them in a manageable range

begins in the womb. Dr. Verny has a theory that the embryo can in fact have emotional

At 6 weeks infants develop a social smile, at 3 month laughter and curiosity develop, at 4 months full responsive smiles emerge, from 4-8 months they develop anger, from 9014 months they develop a fear of social events, at 12 months the are fearful of unexpected sights and sounds, and at 18 months they are self-aware, feel pride, shame, and embarrassment. In the first two years, infants develop from reactive pain and pleasure to complex patterns of social awareness. Emotions in infants are produced from their body as opposed to their thoughts. Therefore fast and uncensored reactions are common in infants. During their toddler years, the strength of their emotions will increase.

Student achievement for children is dependent upon the mental processes that are developed and nurtured through educators, culture, and society. Society plays a major role in cognitive human growth and development. It is important for educators to understand that children need opportunities to develop and expand their cognitive abilities. Vygotsky’s theory about mental tools suggest that every child has the ability to develop skills that will enable them to think in complex ways.

The cognitive development is where the child figures out how everything is organized. The children are learning how to learn and involves activities that include thought process, problem solving, decision making, and memory. When the child is about two and four months old they should begin to follow things with their eyes, pay attention to face expression, respond to affection, recognize familiar people from a distance, reach for things and let the parent or care giver if they are happy, sad, by crying or showing fuzziness. As a parent it is important to pay attention to the way the baby cries. This way the parent can figure out what the baby needs or what they like or dislike. Playing peek a boo is also a fun way to teach the baby that something still

The first one is the connection of emotions. Within the What Makes Teens Tick, it is discussed that rely on the amygdala more than adults. The amygdala belongs to the temporal lobes which have a lot to do with emotional and gut reactions according to the article. The comparison is made to adults, who do not rely on the amygdala but rather on the frontal lobe. This explains why kids are more emotional and react in an irrational way at times. While this is something to consider, the Kahoot article is suggesting that they have found a way to utilize kids’ emotional reaction to learning through the use of the

Just as brain-based early learning programs develop and strengthen neurological progress, inadequate and incompetently structured curriculum can interfere with brain functions, delaying learning and social-emotional development (Rushton, Rushton, and Larkin). Early childhood education involves activities and experiences that are planned to influence developmental changes in children preceding their entry into elementary school, although not “all programs in early childhood education are equally effective in promoting the learning and development of young children” (Swartout-Corbeil). The neurological link between emotions and learning is the foundation for attracting and sustaining students’ attention (Rushton, Rushton, and Larkin). Positive and negative emotions can trigger the release of hormones and neurotransmitters that can either stimulate the prefrontal lobe and enhance attention and learning, or inhibit the prefrontal lobe from relating and restrict attention and learning. The expansion of new technologies creates accountability for the classroom teacher

While reading this book, it was divided into three main sections that shared a common theme. In the first section, chapters 1 through 6 were analyzed. These chapters discussed why adolescents act out the way they do by looking at brain growth (Walsh 28). While discussing this section in the literature circles, there were many things that were discussed, even though everyone in the group tried to figure out how teachers can take this information that was directed towards parents and apply it in the classroom. While applying this to the classroom, there were a few questions that arose. One of the questions that arose was, how

Professionals in the fields of education and psychology are in the constant search to discover and comprehend more effective approaches to improve learning. For this it is vital the study of the brain, from its different functions to the conditions that facilitates learning. This short paper aims to summarize the article by Joseph William Gilkey (Brain and learning). Additionally, central brain areas involved in the learning process of the human being is briefly discussed. The paper ends discussing how educational theories influence learning methods.

In this essay I am going to show my understanding of a child's early emotional development based on the psychoanalytical view of child development. I will show how emotional skills gained in the early years can be of a significant relevance to later life. I will show my understanding by illustrating it with the clinical material. Although I am focusing on the psychoanalytical approach to child development I believe that it is beneficial to present also some general background knowledge of child development.

The purpose of this case study is to investigate and provide an overview of the physical, cognitive, social, and moral stages of development. Special emphasis will be placed on the progressive changes that can occur as an organism develops throughout his/her life spam, where the development of a child participant between the ages of 6-12 will be observed. It will also be based upon the attitudes , feelings, thoughts, and behaviors of an individual and the ways in which they operate in society. This will also be shown by an interview with a specific child, in this case, Hector, where he will be asked different questions which will help explain a childs developing mind. This case study will focus on some of the outstanding theorists involved

Never in the history of Psychology has there been a vast understanding of how our brain works and what affects it. Groundbreaking research and new findings constantly challenge what is known about it, and what can be done to maximize its use. Proponents of education and equality have invested surplus amounts of money on research and programs to understand how learning takes place, and how to offer a nurturing environment that accommodates all students, even those with special needs. Scientists have reached a consensus that suggest that the environment plays a vital role in students’ brain development. It is to no surprise that students learning English or any new language have potential vulnerability towards culture and development, particularly challenges in learning. This, when coupled with having unskilled instructors that provide an environment that lacks competition and positive attitude, is a major factor of learning inhibition. In addition, students that are unable to relate the information presented to real-world situations have a lower chance of learning effectively.

From the beginning, babies are born with their own personalities. Crying is the first sense of emotion and is used to communicate many different things. Psychosocial development increases, as they are able to express more emotions. Between zero to three months of age, babies can smile. They start to become curious and show interest in certain things. By three to six months, infants can