Social Emotional Development: Video Analysis

complement each other. This can be a brilliant tool to promote positive behaviour as many students

Students in the classroom come from a variety of backgrounds. Their lives are shaped by their families, their communities, but also their peers in school whom they will spend hours a day with throughout their educational career. The ability to form relationships with others, to create lasting friendships that grow and evolve with time, is detrimental to all children and their development. Lacking the ability to do so, whether it is directly because of their conditions or because of how other students perceive them, can dramatically harm them emotionally and mentally.

Observing a child is a fascinating and eye opening experience. It is amazing to see how children view certain things differently than adults. Things that some adults take for granted, children see as a miracle. I recently observed a little girl. For the purposes of confidentiality, the name of the little girl has been changed to Katy. She is five years old and has two older sisters. She will start kindergarten this year. I observed Katy on June 20, 2016 at twelve in the afternoon at the park with her mother present. It was nearly 100 degrees outside. There were a couple other children at the park as well.

They are changing so much in such a short time; they need to have a safe place where they feel welcome. They also need to know that you as their teacher care about them. “Teachers are responsible for creating the kinds of interpersonal relationships with students that can improve the quality of learning” (Brown, Knowels 107). You can form these welcoming classroom communities by getting to know your students. Encouraging open and un-judgmental conversation within your classroom, this also encourages positive student relationships in your classroom. I also think that setting up expectations in your classroom that are understood by everyone makes for a safe

What are several principals for teaching social skills to students with learning and behavior problems? The text expresses many key principals that educators may employ for teaching social skills to students with learning or behavior problems. Teachers are encouraged to develop cooperative learning activities and groups. Students should be encouraged to work with their fellow peers in supportive and structured activities. Teachers should employ effective instruction strategies such as identifying target behaviors, modeling, rehearsing, role-playing, and providing students with positive feedback. Learned and target social skills should be taught and modeled in a way that students are able to transfer these skills from the classroom to outside of the classroom. Teachers need to empower students and help them identify their strengths. Students should feel that they are actively involved with their learning, as well as, understand the consequences to their

start through verbal communication. In classrooms itâ€TMs the key to a calm environment. It encourages children to interact with others and promotes understanding, self worth, confidence, shared understanding and co-operation. Talking to and using language that children and young people understand in a friendly way makes them feel valued and promotes self worth and is needed to build foundations on trust and honesty. Allowing children and young people to express their feelings and emotions can help to develop positive relationships with everyone.

I examined two videos with adults survivors of childhood trauma and its effects on their present lives.

Social emotional learning (SEL) is the ability to recognise, manage, and express social emotional aspects of life. SEL is also a key component of children’s healthy cognitive development and is important in creating a strong foundation for future academic success. According to Collaborative for Academic, Social, and Emotional Learning [CASEL] (2008), SEL refers to the process that supports children to develop the fundamental social and emotional competencies for getting success in challenging situation. The primary purpose of this paper is therefore, to discuss the importance of SEL for children’s overall development, the key factors, both individual and environmental, which may influence it as well as a range of effective strategies that may implemented in classroom contexts to enhance SEL.

Have the Myers Briggs session with students and parents. Too long, make it 1.5 days. Offer info like studying abroad and time management to students, not just parents. Get rid of the video project so you can use more time for other more important info like study abroad. Less focus on bonding, and more on the info necessary for the first semester. Most of the parent sessions are centered toward students but students aren’t offered these sessions. Missed opportunity. Build in bathroom breaks.

The steps I took to foster teacher-to-student interactions was I checked in on students during white board time and when they were working on the assignment individually. This kept students engaged on learning but also if they needed helped I was there to help them. It made a positive impact because the students could come to me if they needed help or if they were not confident on how to do something, I was right there to help. The steps I took to foster student-to-student interactions was I had them turn and talk to a partner during white boards. This allowed students to ask for help or discuss what answer they got. This also made a positive impact because it helped the students discuss the different strategies they used but also if they were

I am a provider can tell that when a provider has a concern about a child’s behavior, it is important to consider what may be influencing the behavior. In this video, early childhood teachers, home child care providers, and experts discuss some of the possible influences of children’s behavior and how to respond objectively.

As I reflects on the video, I feel that parents should understand the importance of the brain and how it can determine the way a child achieve in live. As educators we have to educate our parents on how the brain can affects the early adversity on children development. According to what I have learned, we have to recognize problems and address them before they get worse (Harvard University). In early childhood, research on the biology of stress shows how major adversity, such as extreme poverty, abuse, or neglect can weaken developing brain architecture. The earliest years are the more crucial to the child, however, there should be prevention to protect the brain (Harvard University). Consequently, this can cause the body to react to stress

Based on the video, the prevalence of Social Anxiety Disorder is high within the contemporary society as being in a working society interactions are a key essential for individuals to thrive. However, the video shows the great difficulty and strain experienced by individuals who deal with social phobia on a daily basis as they experience episodes of anxiety, depression, negative perception, and differences on judgment as in what others are thinking about their actions. Furthermore, I found the video to be emotional as well as interesting as I was unaware of the tension and pressure that goes hand in hand with Social Anxiety Disorder as individuals are exposed to situations where social interaction is common making it harder for people to be

8. Please suggest a different movie (not one of the other movie options originally provided in the Movie Review Sign-up link) for Developmental Psychology students to view and why you would choose it.

* Try to create a sense of community where the students feel more comfortable in front of each other. One suggestion made was to have the students sit in a circle.