Environment
True or False
The environment can be seen as a teacher?
True. The environment is often labeled as the "third teacher" due to students learning through their senses. When children learn through their senses, they begin to develop their vocabulary to explain what they do and don't like to their peers as well as the adults in their lives.
True or False
Families can be seen as the first teacher?
True. Families can be seen as the first teachers because they are the ones to teach a child about their way of life. (their language, their culture, their diet, how to walk, etc) Families also teach their children their own social biases.
True or False
Educators are supposed to use Time Out as a punishment when children are having emotional outbursts.
False
Educators are supposed to use Time Out as a way to help children calm down. They only stay until they calm down. If this is a habitual behavioral issue, they will stay for the stated time.
True or False
The social/emotional domain effect all the other domains, AND all the other domains affect the social/emotional domain?
True. All domains can and will affect the progress of any and all other domains.
True or False
Children who have been reported having greatest difficulties in learning are hindered by the academic concepts instead of the lack of social/emotional qualities.
False. When children struggle socially or emotionally they have a harder time learning because the brain regions related to memory are being affected by other regions in charge of emotions.
Why should the environment be prepared with deliberate intention?
When children are presented with a warm, inviting, and culturally familiar environment, they feel comfortable and secure. The attractive spaces adults prepare for children communicate expectations of responsibility and cooperative care.
True or False
Families should be invited to participate in the classroom?
True. Having families of all shapes and size participating in the classroom for more than just social events like holidays will help enhance a child in multiple ways. Socially, when families join it makes the classroom seem more inviting and can cause the child to want to be present and involved.
True or False
Educators do not need to intentionally utilize curriculum to practice social situations.
False. Children need time to practice social situations. Dramatic play is an amazing strategy to use in order to practice social and emotional play.
They go hand-in-hand. If a female student learns a stereotype that "girls are not good at math" more often than not, she will then begin avoiding math. They become a self-fulfilling prophecy.
True or False
Children are susceptible to adult's emotions?
True, children look to the adults in most situations to know how to react. If a child falls and the adult does not seem worried, the child will more than likely brush it off and keep going.
During Covid-19 schools closed and children were removed from a limitless social environment. What do you think the impact was on young children's social and emotional abilities?
Children's social ability and emotional regulation dwindled. The need for physical distance meant reduced key settings for developing sharing skills, empathy, conflict resolution, and turn-taking.
Through who do young children develop an understanding of others feelings and needs, learn to manage behavior in and out of group settings, and gain other capabilities that will be directly related to their success in managing the classroom environment of kindergarten or the primary grades?
Through interactions with responsive and caring adults.
Through interactions with their parents.
How do educators affect the environment for young learns?
They are in control of the classroom layout. If they leave a space wide up, instinctively children are going to want to play/run. If the classroom environment is created in which the space reflects the goals and expectations the teacher has set forth, the children will have an easier time following said expectations and rules.
How is Gross and Fine Motor development affected by the social/emotional domain?
Children socialize and learn through play and movement. If a child's ability to move is hindered they are also hindered in their ability to express their emotions. (Anger - hitting, Joy - jumping, etc)
When a child is unable to self-regulate emotions they often look for physical comfort in adults.
Why is it important for adults to analysis children's behavior?
Young children, who do not have the words to describe what they are feeling, often relay their wants and needs through behavior.
What are verbal environments?
How do we create positive verbal environments?
Why is it important to make sure they are positive?
What - Environments that are created through our communication and interaction with others instead of the physical space around us.
How - Interact with children in a way that makes them feel valued and special. (greet each child, be actively engaged, show interest, actively listen, speak positively, avoid judgemental/harsh comments, etc)
Why - Children need positive verbal environments to feel safe, cared for, and because this is where children begin to create their perception of self and others.
Why are experiences within close relationships important to the Social/Emotional Domain?
(opening of chapter 5)
Through children’s experiences in close relationships with parents and teachers, children develop and learn the social-emotional skills necessary to act and interact with self-confidence, regulate their behavior, and be successful in the early school years and beyond.
Why is it important for educators to make sure students understand their actions are when lead to the consequences given?
This builds the students self-regulation and gain the social awareness that their actions affect not only themselves, but those around them. Without consequence relating to their actions, or the consequence being explained to the child, the actions will most likely be repeated in the future.
How does the social domain affect the domain of Language?
There is something called pragmatics. Depending on the audience or social situation a child is in, they will change their vocabulary. A child will speak with other children differently then when they speak with an adult. When the same child speaks to an adult, they will speak differently if the adult is a parent, grandparent, teacher, or stranger.
How do peers and adults create meaningful relationship?
Through and during day-to-day interactions.