Soc 312 Week 3 Dq, Developmentally Appropriate Teaching and Quiz

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]

With these conditions in mind, decide whether Ms. Patterson is promoting intrinsic motivation to behave appropriately in her classroom.

One of the most essential aspects of the educational process is to know how to motivate students for learning. A challenging part of being a teacher is to know and learn how to motivate students. First of all, a good definition for motivation is as Byrnes quote “Motivation is construct

Parents that push children so much that they feel overwhelmed often leave not time for the children to do anything other than eat, sleep, go to school, and participate in sports and activities. Young children need certain things to be able to develop and have what is considered a normal childhood; however, being overwhelmed with activities can take

raised in a good environment. On the other hand, parents need to demonstrate responsibility in

developed by the Child Development Division, California Department of Education. This publication was edited by Faye Ong,

Intrinsic motivation is a key aspect of student success in school. Van den Broeck, Vansteenkiste, and De Witte (2013) define intrinsic motivation as, “the engagement in an activity for its own sake, that is, for the satisfaction and enjoyment experienced during the course of the activity itself” (p. 4). Educators encourage intrinsic motivation within their students as it boosts

Most of my teaching experiences consist of teaching children from ages 3 to 8 at numerous summer camps during my high school years. Many things I have taught were based on general knowledge, such as teaching children how to play soccer and how to make a stuffed animal with an old pair of socks. Such topics never required a thorough background research or a specific knowledge on children’s development. Yet, my active interactions and attention were always in need considering the children’s age and the nature of the topics being taught. The two major obstacles I had to overcome—and sometimes, I am still struggling with—was to properly motivate and to discipline them. Through this course, I have learned different methods of motivating students

They may observe that “the plant died because we forgot to water it,” or caution a friend “don’t stand so close or it will knock over my blocks.” They can begin to base their actions on an expected outcome “I am walking careful so I don’t spill my milk.” Preschooler can transfer what they know to new experiences. They learn that sand will pour from one container to another in a steady stream and they can pour small gravel in the same way. They know how to respond to the “listen” signal from their teacher and can respond to a similar signal from another adult in the classroom. Preschoolers can also use what they know about objects and people to determine how to act in new situations. For example, they will use information about circle time in their classroom to help them know how to sit for story time at the library. They will eagerly use new writing materials or manipulatives in appropriate ways. This why it is important for child care teachers to provide opportunities for preschoolers to transfer known information to new situation. Preschoolers can also use their prior knowledge to help them solve problems. They are aware that they may need to try several strategies before coming to a solution. They are able to use familiar strategies and are willing to try new

Eggleton, P. J. (n. d.) Motivation: A key to effective teaching 3(2). Retrieved August 14,

Results from Table 2, indicate that child X demonstrates contrasting level of self-regulation in the playground and during assembly. This could be because these are not seen by children as learning environment. Therefore there was no need to show good/positive self-regulation. The frequencies of these events are not significant enough to conclude this for child X. Child X, He showed very similar amount of positive and negative self-control when in the classroom mainly, and during lunch. This could be because of the importance these two events of learning and eating are important to Child X, with slightly more positive shown in the classroom, even though he was observed more times in there, than in the other locations. Research showed that self-regulated learners are motivated and managers of their actions and behaviour in different environment (Regan

If a child is seldom exposed to an experience it may not impact them like an experience that they are exposed to routinely. In the classroom a teachers’ persistence to repeat the same process to encourage a child to meet a milestone can have a profound effect. If you continuously stand an infant up and encourage them to walk eventually they will take steps. If a preschooler is having difficulty learning to hop on one foot a teacher’s persistence in activities that give the child chances to practice this milestone will encourage the child to

One theory of motivation, Maslow’s theory, is based in the belief that humans are motivated by needs which have been unsatisfied and that in order for certain needs to be met, other lower needs must be met first (Moffett, Frizzell, Brownlee-Williams & Thompson, 2014). Furthermore, Maslow believed that “before one is motivated by cognitive or self-actualization needs, one should have taken care of basic deficiency needs like physiological, security, belonging, and esteem” (Moffett, Frizzell, Brownlee-Williams & Thompson, 2014, p. 429). Even though motivation is overwhelming identified as an indicator of classroom success in the elementary setting, it has not been widely studied specifically in elementary school settings (Greene, 1982). However, according to Keller (2010), human motivation in general has been studied abundantly, contributing to a growing amount of research which may be applied in many settings. Motivational theory, which at one time was only addressed by Maslow’s hierarchy of needs, has evolved and developed as a result of research on the subject and also grounds Keller’s work in developing the ARCS motivational design (Cohen, 1982). Brown, McCord, Matusovich, and Kajfez (2015) note that motivation is linked to a learner’s perceived expectancy in relation to upcoming tasks, the intrinsic and extrinsic potential rewards, and the learner’s levels of self-regulation. In addition, Keller (2010) found

The importance of motivation in early childhood years have been emphasized in different theories that highlight children’s motivation to learn. Theoretical interpretation of motivation emphasize the roles of both intrinsic and extrinsic motivation during early years. Theories were based on behavioral and cognitive views.

A second way to intrinsically motivate students is to “understand the children” (Specific Classroom Management Methods). Originality and creativity should be encouraged in all students. Make a point to give students opportunities to express themselves in different ways. Each child is unique and self-expression is a great way to learn about each and every student. When starting the year, “Knowing what background your students bring to class and starting the course at an appropriate level can increase a students success and…positive feelings they have about your