Reason for choosing: I find it extremely important to develop a strong knowledge and fondness of math. I fell that if you start young and show children that learning math can be easy and fun they will find more enjoyment out of math instead of a fear of math. Many young girls are discouraged to like math because math is for boys and boys are better at math. A lot of young girls are encouraged to be great at English and reading because that is more of a female subject. . I know many women who say they were discouraged by math at a young age because they were female and they grew up thinking it was impossible for them to understand math, and that makes me very sad. I want to change this stigma and I feel the way I can do this is showing …show more content…
It is extremely important for children to understand their emotions so they can start to regulate them.
In what ways did you see these two standards observed within your clinical setting:
First Chosen Standard: Demonstrate beginning understanding of numbers, number names, and numerals.
1. I have observed this is the classroom on multiple different occasions. During morning circle the teacher has a routine she follows every day. One of the steps in the routine is counting. Every day they count the amount of students in the classroom. The teacher normally allows the children a chance to volunteer to count. If no one volunteers she chose a student to count. They used a pointer stick and went around the classroom and counted each student one by one. This creates an understanding on one to one correspondence. They also are practicing number names.
2. Another step for morning circle is checking who is absent and who is present. The students move their names from the “at home” column to the “at school” column. After all the children move their names, the teacher says things like, “How many friends are at school today?” This helps the children with the 6.A.ECa benchmark, “Count with understanding and recognize ‘how many’.”
3. When all the students are at school the teacher refers to the “at home” column and says, “There are no friend at home today.” This helps the children achieve the 6.A.ECc benchmark,
A child who utilizes his/her affect as a coping mechanism is relying upon the ability to express or ventilate through emotion. He/she will require opportunities to share anxieties, fears, anger, sorrow, and grief, and have those emotions validated by the adults in his/her life.”
Goal: To help children learn to express their feelings with words, in appropriate and positive ways.
At the start of their lives, babies are programmed to seek out the things that they want by crying. As they mature, though, children's emotional capabilities expand, allowing them to develop a variety of skills that they will need in their adult lives.
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.
Many children tend to act out how they are feeling instead of verbalizing it. They show aggressive and out of control behaviors towards their relationships. Boys tend to be more likely to exhibit these traits. Girls, however, are more likely to hold in anger, fear, and anxiety, leading to depression. Both of these problems can significantly affect how well a child learns. If a child’s education is affected, it could stay with them throughout their lives. (Santrock 201)
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
Managing feelings and behaviour: children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
Young children need to understand that feelings are a part of life for all human beings. Caregivers are responsible to help children understand that their feelings are valid and very okay to have. Sometimes we give children mixed messages regarding this abstract concept for example if a child is fussy or crying we will say “be quiet there’s nothing wrong with you” when they may be tired or hungry. Sometimes we have to explain to children that you cried to get what you wanted when you were a baby because you did not have words; now that you know how to talk, you can use words to tell people what you need. The objectives of this lesson plan are to introduce children to the vocabulary associated with the feelings they have
John does not socialize with his classmates but he will communicate academically with one student. The seating arrangement was modified to allow these two students to sit adjacent to each other. These changes could foster social communication for John.
The child is learning form a young age to be sensitive to the beginning of others and to show some type of emotion when they have a problem. When a child is trained at such a young age about these things,
Lewis (2013) explains the ability to control your emotions does not begin until a child nears the age of six (as cited in Berger, 2014, p. 276). The need to maintain control of feelings and emotions remains important throughout adulthood. It would not be normal for a 38-year-old lawyer to throw a temper tantrum in the courtroom because they did not win a case. Not everyone is great at controlling their emotions, but there is always room for improvement (Berger, 2014). A child is not born with this control, nor can one learn it on their own. Morris et al. (2007) discussed the importance of parents, teachers and other adults that may be in a child?s life to instruct and inform children of appropriate ways to manage their feelings for them to learn or develop over time (as cited in Berger, 2014, p. 276). It is the same aspect as manners. A child does not come out of the womb saying ?please? and ?thank you,? but must be taught to use such mannerisms. Eric Erikson explained that children believe they can achieve any goal just as long as they keep trying because their view of their abilities is not yet within reason (Berger, 2014). A child may see a fish breath underwater and believe they too can breathe while swimming
Throughout my observation of the classroom, I notice the classroom has routine schedule. The students come in take their coat off, go to the bathroom and wash their hands. Next, he students sit down at a table
Rather than dismissing when a child has a fit of rage to disregard the behavior, emotion coaching suggests that parents see emotional times as an open door for instructing. Urge our child to perceive his emotions. We have to offer him some assistance with verbalizing his sentiments. Regarding the third step, listening to a child is a crucial piece of emotion coaching. We have to approve our child's emotions and demonstrate to him that we acknowledge his sentiments.
This allows the child to identify their emotions in a positive way and feel as if their emotions hold importance. This is vital for the child’s positive emotional state and self
“Because their emotions were not validated as children, they may have difficulty knowing and trusting their own emotions as adults.” Jonice Webb said this October 12, 2012. Trust plays a big role in anyone’s life so if a child can’t trust their own feelings and emotions as a child how would you expect them to trust and understand their feelings and emotions as adults when they have experienced neglect and abuse that and not love and care.