43 thoughts on “Module 6 Assignment #3: Supporting Social-Emotional Development (6/11-6/14)”

  1. emily soto

    Infant toddler – when its time to come inside ,2-1/2 year old Adonis refuses to clean up and come in.He keeps playing in the sand box . The social emotion skills and processes this child is working on is
    is identify feeling ,has an option of his own, expressing feelings, The milestones this child is working on mastering for his age is expressing a range of emotions using a variety of strategies. And shows defiance such as doing what he was told not to do.

    Preschool age children- It’s time to take her shoes off for nap and 3 year old jacinda is struggling to remove her shoes her shoes. When you offer to help , jacinda says loudly “NO I do it” The social emotion skills and processes this child is working on is self awareness ,self regulation and management , this child demonstrates independence,and this child is able to use words t describe feelings. The milestones this child is working on mastering for her age is showing a wide range of feelings.

    young school-age children- Vincent is a polite seven year old with a vivid imagination who loves to read. He is often alone on the playground ,playing by himself most of the time. The social emotion skills and processes this child is working on is self regulation and management , this child follows the rules , temperament – quiet /slow to warm up . The milestones this child is working on mastering for his age is identify and manage emotions, stat developing a sense of morality.

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    2. Maria Kaye

      Hey Emily, I enjoyed reading your second answer. I like how you say jacinda uses words to derscrbe feelings. Even though she’s not using any specific words to describe how she’s feeling we can tell and maybe assume that the “NO” is being said loud to make a point of how she feels.

      I believe you missed the second part of this assignment.

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    3. Arelis Marie Elias

      Hi Emily, I like your choice of temperament that you gave in the last comment and that Vincent is learning to manage his emotions because he is quiet he does need to learn to open up and socialize with his peers.

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  2. Maria Kaye

    SOCIAL-EMOTIONAL DEVELOPMENT SCENARIOS

    Infant/Toddlers:
    1.Abina is experiencing Separation and the characteristics that follow it.
    2.Abina is mastering developing trust with grown ups, using her facial expressions, body movements and voice to alert others of what she is feeling. Another big milestone she is mastering for her age is the ability to understand people still exist even when they are out of sight.
    3.I would ask Abina’s parents to play pick-a-boo with her at home, and hide and seek. I would at school do the same, but demonstrate this by also incorporating puppets and interactive reading. I would make sure her parents say bye to her and assure her they will be back for her. By doing so she will start to make the connection of understanding the existence of when they are out of sight. I would also try to soothe her and show her affection in order to build a trusting relationship with her in order to make her feel safe and secure.
    Preschool-age children
    1.Jacinda is working on Self-concept, and sense of self/self identity, emotions, temperament and social rules & customs.
    2.Jacinda has reached the milestones for her age in the following actions. She is independent- self-care routines while trying to do her shoes on her own. She his using language to express thoughts and feeling, she’s also using enhanced thinking skills to solve problems. She is persistent in problem solving, she is exploring her boundaries of experiences, she also understands her feeling, she takes pride in her accomplishments.
    3.To promote positive social emotional development I would encourage Jacinda to keep trying, give her positive feed back, acknowledge how hard she is trying. Doing so in this situation will help how she feels about her self and be motivated to keep trying over and over, knowing her actions are being acknowledged by teachers. I would also set up a station for her to pretend she has a shoe store and help friends with their shoes. This will help her make the connections that others are working towards the same goals. I would also speak to Jacinda about using her indoor voice and being mindful of her peers nap time, this can help in her “expected behavior” for her to know how to transition herself in different situations. I would work with Jacinda every day to remove her shoes and put them back on independently to help with her abilities, self-esteem and learn her weaknesses, this will show her what she can work on independently.

    Young school-age Children
    Vincent is demonstrating he is working on relationships, emotions, initiative, social participation and social rules & customs.
    For his age Vincent has mastered the following milestones. He can identify emotions, maybe even preoccupied with comparison. He is more likely to agree with rules, learning to function independently.
    For Vincent I would work on Self-concept/ Identity with him to build his self-esteem. I would also incorporate him in being part of different groups by interacting with other, maybe even make groups of children he may find similarities with. Social participation is also is also important for Vincent as it can help develop social skills he may be lacking. Taking bout feeling and identifying them may help Vincent communicate with me or others.

    PROMOTING A SENSE OF SELF: SCENARIOS

    Preschool-age children

    Josie:
    1.I would speak to the parents and ask about Josies home life, how she interacts, behaves, if she’s on any particular schedules. In addition if a translator would be needed I would make sure to arrange it, so there would be no barriers for us to comunicate.With that information I will be able to asses how to handle certain transitions during the day, to emotionally support her.I would try to build trust with Josie and creating a strong relationship, by doing so I would hope she would feel more comfortable around me
    2.I would promote sense self with Josie and her family by talking about emotions and feeling, and how important it is to acknowledge them. Just as important to be able to communicate them during a difficult time. Bringing in something to comfort her from home. Writing cards or making pictures for her parents when she’s upset or does not want to participate in activities, or bringing a book in the language she speaks at home. Anything to make her feel more comfortable and at ease.
    3.In school I would complaint and have positive and encouraging comments for Josie when she even just attempted to do any of the activities she is having a hard time with. Josie and I could make a rewards chart to help her visualize her accomplishments

    Darius:
    1.I would suggest speaking to the guidance counselor or family support services. I would also create a schedule with his mom to create constant stability at home, with his routines.
    2.I would suggest they take books home that Darius is interested in to self regulate his indolence at home, and learn how to entertain himself. This would give his mom time to take care of other things around the house.
    3.I would suggest Darius have a small chore schedule at home, making his bed, brushing his teeth, getting dressed, having little jobs around the house that can facilitates mom’s anxiety and feel like she has a teammate though it all.

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    2. Taina

      Hi Maria. I enjoyed how you incorporated small chores at home for Darius in order to help his mother but to also develop a sense of team work. This is great because he’ll also develop a sense of importance and confidence within himself as he notices his mom being less stress and happy with his efforts around the house.

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    3. kenneth soto

      I think that asking Josie’s parents if she is on any particular schedule is a good idea because it gives you an understanding of why she isn’t able to follow the classroom schedule. In addition to that, I would also suggest that Josie’s parents implement the classroom schedule ( like breakfast, lunch and naptime) during into her home schedule as best as they can so that Josie’s schedules can be synched.

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    4. Arelis Marie Elias

      Hi Maria, I always enjoy reading your work because you are very detailed with your explinations. I agree with your last statement on giving Darius more structure so that his mom can time manage better and things will not seem so hectic.

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  3. Keneshia Wright

    1. What social-emotional skill and processes is each child working on?
    2. What milestones is the child working on mastering for their age?
    3. What would you do to promote positive social emotional development in each situations? Why?

    Infants/Toddlers:
    2. When its time to come inside, 2/12year old Adonis refuses to clean-up and come in. He keeps playing in the sand box.
    Adonis social emotional skills attitudes, not wanting to come inside, not cooperating with caregiver.
    Milestones- He’s able to understand . I would speak to Adonis, and let him understand how important it is for him follow instruction give to him.

    Preschool-age children

    Jacinda is showing a sign of pride in accomplishment. She is trying to do it on her own, but at the same time she gets loud with the caregiver. She wants to be successful take her shoe off on her own. She is able to communicate with the caregiver but not in a respectful way. I would show her to how to take off her show once, then watch her daily until she masters doing so.

    Young School Age- Children
    Vincent is a polite seven year old with a vivid imagination who loves to read. He is often alone on the playground, playing by himself most of the time.
    Vincent need to learn to communicate with others, and identify emotions. Social participation is very important. He’s lacking social skills.

    Promoting a Sense of Self:

    Preschool age children.
    Three year old Josie is new to your preschool program, and her home language is not English. She is having some difficulty falling asleep at nap time and following the routines of the class, such as meal times, circle time etc. How could you address these issues and promote Josie sense of self?

    1. I would ask the parent how to say certain things in their native language, that way I could communicate with Josie.
    2. I would give more attention to Josie.
    3. I would have picture of different meals to show Josie, that way I would know to give.

    Denise is a single mom with a four-year old son. Darius, in your classroom. Denise has mentioned at drop off and pick that she just can’t seem to keep up with all the demands of single parenting. She says that “she just can’t seem to get it right.” How could you respond to support of this family’s sense of self?

    1. I would suggest Denise to speak with a counselor or support group.
    2. I would encourage the parent to take things easy, also let her know that parenting doesn’t comes with a manual, it’s a learning process each day.
    3. Ask family to help, so that she doesn’t feel overwhelming.

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    1. Taina

      Hi Keneshia, I think learning her language in order to better assist her around the classroom is very thoughtful and important because maybe the language barrier is making it difficult for Josie to understand what is being asked or done. This goes to show that you genuinely care about the development of the child and is willing to go above and beyond to help them. Amazing!

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    2. kenneth soto

      I did not think about addressing Jacinda’s behavior when she says no loudly. I agree that her behavior should be addressed because she should be able to just tell someone that she would like to do something on her own without shouting.

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  4. Delesah

    preschool age children: A preschool child name Jacinda was struggling to take off her shoes. She was asked if she needed help loudly she screamed no i do it. The social process the child engaged in was awareness and management. The milestone the child was facing was mastering certain things that was for her age.

    young school age: A child name Vincent is a polite seven year old with a lovely imagination using it while reading. Hes always alone especially during outside time. The social process the child engaged in was regulation. The milestone the child was facing was mastering emotions.

    infant toddler: A 2 year old boy name Adonis refused to clean up what he used and wanted to continue playing in the sand. The social process was expressing emotions. The milestone following certain strategies and understanding

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  5. Taina

    Infants/ Toddlers
    1. TING is working on trust and comfortability in a new environment. She is around new people and has to learn that her current caregivers are there to attend to her needs and help develop new skills. She is also learning how to be separated from her parents
    2. The milestones that Ting is working on mastering for her age is becoming more enthusiastic about playing with peers, being persistent in problem solving, and working harder to be in control
    3. As an ECE I would continue to work with Ting and showing consistency when attending to her cries. I would do sensory play, working on skills with Ting and encouraging confidence. I would also have Ting engage in play with classmates and emphasize how fun it is to play with others.

    Preschool-aged children
    1. TYRIK is still working on sharing, even though it’s babies that he is playing with.
    2. The milestones he is still working on mastering for his age are cooperating and sharing experiences with other children and independently negotiating solutions with other children.
    3. As an ECE I would have Tyrik participate in activities that involve sharing and working with others. I would also have him do problem solving activities that involve other children, so he can grasp the concept of figuring out a solution that would benefit everyone and not just himself.

    Young school-aged children
    1. Rasheema is still working on sharing with others and team playing. She is also working on understanding the feelings/emotions of others.
    2. The milestones she is still working on mastering for her age are developing greater empathy, controlling impulsive behavior, understanding different viewpoints, and strengthening cooperative skills
    3. As an ECE I would focus on explaining to her how the other children might feel that they can not get the pass, I would explain to her the importance of team play and how everyone deserves a chance. I would also focus on team building exercises with her and others.

    PRE SCHOOL – AGED CHILDREN PROMOTING A SENSE OF SELF
    JOSIE

    1. I would take the time to learn certain words and expressions in Josies language to be able to better communicate and assist her
    2. I would send Josie home with certain flashcards that both her and her parents can work on that focus on naptime, circle time, meals etc so she can practice at home and have a better understanding when she’s in class
    3. I would ask Josie’s mom to bring something from home that comforts Josie, so we could use that during nap time to possibly help her fall asleep.
    DARIUS

    1. I would acknowledge Denise every so often to remind her that she’s doing a great job with Darius
    2. I would recommend that she maybelook into getting help from a family members etc
    3. Ask Denise what it is she feels she cannot assist Darius in and see if there’s a way that we could help assist in the classroom

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  6. kenneth soto

    Social-Emotional Development Scenarios:
    -Infant-toddler: Ting is working on her emotions and separation. Ting has to work on all of her milestones for her age, she may be unable to work on mastering her social-emotional milestones until she overcomes her separation anxiety. To promote positive social-emotional development I would help Ting overcome her separation anxiety and work on her to achieve her social-emotional milestones.

    – Preschool-age children: Jacinda is working on her self-concept, her ability to do things on her own. The milestone Jacinda is working on mastering is dressing and undresses and increasingly independent with self-care routines. To promote Jacinda’s social-emotional development I would allow her to do things on her own and only help if she asks for it. I think it would also help if she plays with the clothing in the pretend play area because it might help her with her ability to dress and undress and learn that if she can’t do it she can ask for help.

    -Young school-age children: Aiko is working on her initiative – assertive behavior. The milestone Aiko is working on mastering is demanding and sometimes cooperative. To promote Aiko’s social-emotional development I would have her work on being more cooperative and learn how to take turns with others.

    Promoting self-awareness- Preschool-age children:
    *Josie
    1. I would learn key words in Josie’s native language to establish a relationship and trust with her and so we could be able to communicate better.
    2. To help Josie sleep I can ask her mother if she has any special ways to help her nap, for example, a lullaby sung in her native language so that she would feel more comfortable at naptime.
    3. I would make the class routine chart in her native language and English with pictures to match.

    *Darius and Denise
    1. I would tell Denise that she should visit the school social worker who could probably provide support services.
    2. I would help build Darius’ self- help skills so that he is not as dependent on mom which would give her some extra time to get other things done.
    3. I would suggest that Denise get help from friends or family members if she can or place her children in an afterschool program so she has more time and the children are kept entertained and busy.
    4. I would also suggest seeing if the children can take a school bus if they live far from the school site and are eligible.

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    2. Maria Kaye

      Hi Kenneth,
      I also made a chart last school year for our Japanese student who did not speak English, I also incorporated a translating application to communicate with him. This school year we had a German student, the ELL teacher took the time to print our some common phrases we could use with her. During math I used a large hundreds chart to allow her to visualize numbers when counting in English, in addition I printed out a sheet telling me how to pronounce the numbers in German. We would say each number in both languages. This was also done with ABC charts in both languages. Worked so so well.

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  7. Janate Bratton

    SOCIAL-EMOTIONAL DEVELOPMENT SCENARIOS
    Infant/Toddlers:

    1. Ting is experiencing separation from family and the characteristics that follow it.
    2. Ting has mastered the following milestones. Trust with grown ups, using his voice to alert others of what he is feeling hone his parent leave him at daycare with other people who may not know his language . Another big milestone he is mastering for his age is the ability to understand that he is in a different environment knowing he is not home and around his mom
    3. I would ask Ting’s parents to make sure they say bye to him and assure him they will be back for him. By doing so she will start to make the connection of understanding the existence of when they are out of sight. I would also try to soothe him by speaking the the sam language he speaks even if I have to translate and show him affection in order to build a trusting relationship with him in order to make him feel safe and secure.

    Preschool-age children
    1. Tyrik is working on temperament and social rules.
    2. Tyrik has mastered the following milestones. He is able to use language to express thoughts and feeling. He knows how to react to situations that he may not agree with.
    3. I would encourage Tyrik to learn how to share. That sharing is very nice and being nice to others. Let him know he can have the babydoll right after th other children finish playing with it. I would also let him play with the babydoll with the other children to teach him sharing can be fun as wel

    Young school-age Children
    1. Vincent is working on social interaction
    2. Vincent has mastered the following milestones. likely to agree with rules, learning to function independently.
    3. Vincent I would encourage and help Vincent communicate with the other children. Even start making group work in class so he can interact with the other children. I will also ask him question on why he feels to be alone. Maybe find other children that like books just like him and have them together. Just trying to make Vincent more comfortable.

    PROMOTING A SENSE OF SELF: SCENARIOS

    Preschool-age children
    Denise:
    1. I would make it a little bit less stressful for Darius since I know she is a single parent with no help I would try to stay a little bit later so see can pic him up. Understand why she is late dropping him off to class. I would just try to be extra understanding for her
    2. I would speak to Denise and try to see what is going on, ask her questioning about her household. See if I could recommend things for her to do at while having her child to make it easier for her. Ask to see if she has any parents that could help her at home.
    3. I would suggest Darius put him on a schedule at home to make it a little bit better for her. Have him go to sleep early. Also I would try to always communicate with mom outside of class for example text and call check up on her well being.

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    1. Denise Newland Stewart

      Janate, agreeing to what you said, talk to Denise, because we at times judge persons and we do not really know their situations. So, listen to her concerns then see how best we could work together on some strategies, would be good. The important think is to let her know that we empathize with her and want to see how we can be of some help.

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  8. Arelis Marie Elias

    Infants:
    1:Ting is working on her attachment and learning to form new bonds with her new caregivers.
    2:Ting needs to work on her separation anxiety and learning a new language/communication with her new caregivers.
    3:As her teacher, I would learn some basics from her native language so she can build trust and form a bond with me as being her new caregiver to help with her separation anxiety,
    Preschool:
    1: Tyrik demonstrates independent skills.
    2: He needs to work on his social-emotional skills and how to interact with others and learn social rules such as taking turns.
    3: As his teacher, I would implement group dramatic play and show Tyrik how to share with others.
    Young Age Children:
    1:Rasheema is showing her temperament is very active but she doesn’t understand the concept of socialization with her peers.
    2: Rasheema needs to work on her social rules and appropriate behavior when playing so she can learn how to take turns.
    3:As her teacher I would first play a game with them to create rules and allow the children to follow the rules in group play and redirect her if she continues not to share.

    Promoting a Sense of Self with age group I plan to work with:

    Infants:
    Senario 1:
    I’ll learn her Josies native language and teach her basic concepts.
    I’ll tell her parents to try to implement some of the same routines at home.
    I’ll lastly ask for her parents’ solutions to helping Josie to nap to include their family cultures and values.
    Senario 2:
    I’ll set up a meeting with Darius’s mom to see what kind of help his mom needs.
    I’ll make sure Darius’s mom has the resources she needs to support herself and her family.
    I’ll always reach out and make sure to have better communication with Darius’s mom so she can feel welcome to seek help anytime she needs and give her some suggestions on time management and structure.

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  9. Denise Newland Stewart

    Module 6 Assignment #3: Supporting Social-Emotional Development

    Infant/Toddlers: 18 month old Ting
    Social-emotional skills and processes
    -Ting is working on developing a sense of self and her sensory and processing abilities are telling her she is “alone” (no familiar person is with her) and among strangers and some of whom might not speak her native language. Her signal of crying is allowing her caregivers to know something is wrong and she has a need. She is also working on how she can let go some of the attachment she has with her mom. Ting is dealing with separation anxiety and stranger reaction.
    -Milestones-Ting is working on knowing how to explore and discover the boundaries of what she can do. She is also working on understanding feelings of herself and others around here.
    -Promoting positive social-emotional development
    Leave her to cry, don’t tell her to stop and create a safe classroom where she feels accepted and persons are compassionate to her, give her toys/objects to play with, continue talking to her, show her other children playing. Show her empathy and start building a relationship with her.

    Preschool Age – 3 year old Jacinda
    Social-emotional skills and processes
    -Sense of self-Jacinda is working on identity, knowing that she can take off her shoe. She is working of building more self-esteem knowing she has the ability and is capable of taking off her shoe without help. Initiative-Jacinda demonstrates independence, no help is needed.
    -Milestones-Jacinda is working on mastering how to successfully copy adults and friends who take off their shoe. She is learning how to dress and undress herself. She is trying to be less dependent on others.
    -Promoting positive social-emotional development
    Teachers can promote and encourage her to do the save things she thinks she can do, such as taking of her shoe. Ensure that the environment is safe when she does her activities. Encouraging her will motivate her to continue trying to take off her shoe until she does, and she will also build a positive belief of herself. Help her develop self-confidence knowing that she might not succeed at the first try but if she continues, she will get it done.

    Young School-Age Children
    Vincent – 7 year old
    -Social-emotional skills and processes
    Vincent is working of sense of self and wants to be by himself. He has developed his inner self and is thinking that he wants to be by himself. He might just want to be quiet. His vivid imagination might enable him to be creative and start taking risks. He wants to be an onlooker and watch other students play. He is mannerly.
    -Milestones
    Vincent might be wondering if he fits in with the other kids. Since he does not join them and plays alone. He is continuing to refine a sense of self, might be wondering that he is better reading a book or playing by himself, than to be playing with others.
    -Promoting positive socio-emotional development
    Engage in conversations with Vincent, especially when he plays by himself and play with him so that you can built trust, and by doing that he might begin to be more involved. Since he is polite, it might not need much to get him talking. Arrange for him to work in groups, thus, allowing him to get a feel of working with others. Teacher can also create play stations where they can do their activities and might not choose to talk. However, group individual play can develop into interactive play.

    Promoting a Positive Sense of Self: Scenarios
    Preschool-Age Children 3 year old Josie
    -Behave culturally sensitive to her and allow her to continue her routine and maintain her identity. (accommodate her)
    -Show her that you respect and support her differences because children develop at various stage.
    -Talk it over with her mom to see what she says and what she prefers.

    Denise single mom for 4 year old Darius
    -Listen to Denise and empathize with her and ask her how you might be able to help.
    -Help to build/reinforce a positive self-concept by encouraging her on the good job she is doing as a parent and tell her she might not get it right at the offset, however, the more does do it, she will become more competent.
    -Find some time to sit with her to help her work out strategies to help her handle her concerns and that will help to lift her self-confidence.

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  10. Yan kyaw

    What social emotional skills and processes is each child working on?
    What milestones is the child working on mastering for their age?
    What would you do to promote positive social emotional development in each of the situations? Why?

    Infants/ Toddlers;
    1.Eighteen month old Ting social emotional skills and processes is stranger reaction and saying goodbye to family in separation social skills and processes.
    2.Attachment behavior and friendship milestones is the child working on mastering for their age.
    3. I will promote relationships, social skills & processes skills. I will look for the child or a group who has the most empathy relationships skill in the classroom. And then, I will let Ting join with this child or group. He will be happy in the classroom. I will do that because Ting is afraid of strangers and his home language is not English. This will be a big challenge for communicating to normal children. So, I choose an empathy child or group in the classroom, it would be good for feeling safe and happy.
    Preschool age children
    1. Tyrik is faced with separation anxiety, social skills and processes.
    2. Gender identity, Self awareness and independence is the child working mastering for their age.
    3.I will promote social rules for Tyrik. I will explain expected behavior and appropriate behaviour for context. I will demonstrate depending on situations such as turn taking and sharing social rules such as turning the toys, washing hands and playing football to the children who are in the classroom.
    Young School Age Children
    1. Vincent is facing object permanence with separation.
    2. Independence is the child working mastering for their age.
    3. I think he wants to be a writer or knowledge. So, he is most of the time alone. It means sometimes he plays with other children. He is polite. So, I will promote prosocial behavior. He loves to read. He will love to explain what he read in the classroom. It will be a solution for all of that.

    Infants/ Toddlers
    1.I will ask Josie’s family “why she didn’t sleep at naptime”. It can be helpful to guess some problems of the childrens. I can get the information on sleep time, type of blanket and what the child likes.
    .2.I will be looking for someone who can speak her language. And then I will ask her problems.
    3. Depending on these two solutions, I would change the situation and I will invest in a few fun and safe toys that can be put in a basket or where she sleeps. I think It can find a solution for children.
    1. I will be looking for a teacher who has experience like that.
    2. I will ask the school principal what we should do or How to solve the problem.
    3. Depending on these two solutions, I can get the solution.

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  11. Yasmina Nait Slimane

    Module 6 -3
    Social emotional development scenario

    What social emotional skill and processes is each child working on?
    What milestone is the child working on mastering for their age?
    What would you do to promote positive social emotional development in each of the situation? Why?

    Infant and toddler:
    each time a new person comes into the classroom 8-month-old Abina start to cry.
    Abina is 8 month she reached the stage of recognizing other people she could make difference between a familiar person and strange. In my opinion it is a good sign for her age because she demonstrated the ability to recognize strange persons which is include in the normal development of sensory motor skills of the infants. She is in the stage of the separation anxiety. When the child in this period experiences stress and anxiety and they believe that if they are separated from their parent they will not come back. So as an educator we should give a child a positive reinforcement about separation by providing for example activities hiding and showing again hand or toys in order to teach them that if they lose something it could come back again. I will take her away from the strange person and provide for her the affection she needs in order to comfort her and after that help her step by step how to habituate for the new situation.

    Preschool age
    It is time to take her shoes off for the nap and 3-year Jacinda is struggling to remove her shoes. When you offer help Jacinda says loudly no I do it. Jacinda is working on her dressing milestone skill as well as she is starting to learn autonomy and be independent in this stage, she is showing self-concept processes. In this case I will let her to take off her shoes on her own. If I see that she could not, and she really needs help I will encourage her and comfort her then I will help in an appropriate way.

    Young school age
    Vincent is a polite seven-year-old a vivid imagination who loved reading he is often alone in the ply ground playing by himself most of the time.
    Vincent had reached his development milestone on term of language; he is showing his ability to read and understand. He is vivid whish shows the active temperament for Vincent. In term of social emotional being isolated and alone is not a regular behavior for this age. However, I will not take any action until I search the causes that made Vincent reacting this way. I think knowing the reason of behavior or the source could help us as an educator to choose adequate support. The causes could be in the classroom or his family or he did not develop the social interaction in the earlier age. otherwise I try to approach to him and build a trustful relationship with him, I need to know his interest. I try to integrate him in the cooperation and trust activities in order to boost his social skills.

    promoting a sense of self scenario

    preschool age
    three-year-old Josie is new to my program and her home language is not English she is having a difficulty failing a sleep at nap time.
    Since she is new as an educator, I should not force the child to follow the rules immediately, always we need to be understandable. In the case of Josie, I try to exert her English maybe she masters some words or not at all. Then I try to make her participate in activities that could boost her English. Regarding difficulties of sleeping and since she is new, might be the time of nap at home is different from the time in my class. I will help her to habituate new situation step by step.

    Denise is a single mom with her four-year-old son Darius in my classroom. in the case of Denise who mentioned that she cannot keep up with the demands of a single parenting. As an educator I will try to comfort her and tell her that she is doing a special work raising her child. I will try to give her some positive though that could help her and encouragement.

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  12. shayna velez

    Social-Emotional Development Scenarios
    Read the scenarios below and reflect on the child’s social-emotional development. Pick one scenario from each age group and answer the questions:
    What social-emotional skills and processes is each child working on?
    What milestones is the child working on mastering for their age?
    What would you do to promote positive social-emotional development in each of the situations? Why?

    Infants/Toddlers

    Each time a new person comes into the classroom, 8-month-old Abina starts to cry.
    – She is just emotional. She misses her parents. the child is working on being calm and not crying when there are changes in her environment. She is working on attachment
    – The milestone the child is working on mastering is beginning to understand that people still exist even when they are not in sight.
    – I would rock the baby to sleep, comfort her and make her feel better. I would rub her back, talk to her and play with her.

    Preschool-age children

    6. It’s time to take her shoes off for a nap and 3-year-old Jacinda is struggling to remove her shoes. When you offer to help, Jacinda says loudly, “no, I do it!”
    She’s working on communication skills. She needs to learn how to talk to people and not give up so fast. She is working on prosocial, appropriate and expected behaviors.
    The milestone Jacinda is working on mastering is expressing a range of emotions using a variety of strategies. She is working on not getting upset with changes in her routine, as well as the milestone of dressing and undressing herself.
    I would tell Jacinda this is not the way to talk and that she should calm down. Sometimes I would put her in a timeout chair and let her figure out what she did.

    Young school-age children

    7. Six-year-old Aiko loves to play kickball. Each time others play with her, she makes the rules, and changes the rules throughout the game. Everyone must play by her rules during the game.

    She is working on body awareness and forming friendships, cooperating, helping and interacting with others.
    Control impulsive behavior, developing a sense of morality and developing greater empathy
    I would tell them that she has to share. I would take them into the corner and talk to them to try to figure out why they aren’t sharing.

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  13. Elianna

    Social-Emotional Development Scenarios
    Infants/Toodlers
    3.Abina is still working on her social skills but the milstone the child has reach is showing emotions crying once a person walks in is Abina expressing his feelings towards new people.I would promote development in this sitution by always putting abina in differnt groups when playing and let abina interact with the stranger after she stops crying.
    Preschool-age Children
    6.Jacinda is still working on her initiative but the milstone she has reach is emotioms when she screams she is expressing herself and also self-concept. I would improve this problem by always letting her see me take the other shoes off, asking her if i can take them off, show her how to take her own shoes off, and speaking to mother.
    Young School Age Children
    9.Vincent is working on his social stills he needs to support in building bonds with others but his milstones is that he has a creative mind when it comes to imagination and he reads.I would improve this problem by doing things he loves in group like reading time where everyone reads to each other and playing pretend so he can be more social.
    Promoting a Sense of self
    Infants/Toddlers- I would ask Denise if i can share her struggles with the rest of my co-workers and anyone else so that we can work together to try to make things easier for her and Darius and we all come up with a plan to make things work for her.
    Preschool-age Children-I would ask teachers and co-workers to be early or stay late taking turns so that Denise never has to stress out and we can speak about changing the demands she doesnt like
    Young-Child age Children- I would suggest Denise to start letting Darius to walk to school or try to get a school bus also let him be afterschools programs and be involved in sports so she not rushing for pick ups or drop offs.

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  15. Kelly Nunez

    Infant/Toddler:

    1. what social emotional skills and process is each child working on?
    2. what milestone is the child working on and mastering for they age?
    3. what would you do to promote positive social emotional development in each of the situation? Why? ANSWER: Adonis is probably the only child which may result in him wanting to do his own thing and continue to play when it is time to come in and clean up. I would speak to Adonis and express that he needs to follow rules when he is needed to come in and clean up. I will tell him how and why following rules is important.

    Preschool-age children:

    1. what social emotional skills and process is each child working on?
    2. what milestone is the child working on and mastering for they age?
    3. what would you do to promote positive social emotional development in each of the situation? Why? ANSWER: Tyrik doesn’t like when other people are around the baby, he probably thinks he is responsible for them and doesn’t want anyone to mistreat them. I would speak to Tyrik and get his view on why he feels the need to be over protective with the babies. I would express that it s okay to watch over the babies but instead he should assist other on how to care for the babies.

    Young School age Children:

    1. what social emotional skills and process is each child working on?
    2. what milestone is the child working on and mastering for they age?
    3. what would you do to promote positive social emotional development in each of the situation? Why? ANSWER: Vincent appears to be antisocial, keeps to himself. I would either introduce him to another child in the class that may share similar hobbies or interest in books OR speak with Vincent and help him express hisself with other classmates. I would work one on one with him and help him come out his shell.

    SCENARIOS: INFANTS/TODDLER
    JOSIE:
    1. Pull the parents to the side and ask them for their opinion and/or some helpful tips.
    2. help the child relax and put soothing white noise.
    3. work one on one with the child and show consistency, she will gain trust and know I am there to help her.

    DENISE:
    1. I would recommend for Denise to speak with a counselor or a therapist.
    2. Provide some helpful information that Denise can review.
    3. Tell Denise about a local singles mom group and how they may be able to help her feel more reassured.

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  16. Camila Polo

    Infant toddler- Adonis doesn’t want to clean up or go inside. He is expressing his opinion, he is working on his emotions and is showing defiance.

    Preschool age children- She refuses help when taking off her shoes she is showing that she wants to learn independently and expressing her decision-making skills

    Vincent likes to read alone. He is showing his independence. He is following the rules and he is a quite flexible child.

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  17. Luis Martinez

    Luis Martinez

    ECE 110-Lecture

    Title of first activity

    Social Emotional Development Scenarios

    Infants/ Toddlers

    1.- Eighteen-month-old Ting is new to your program, and her home language is not English. When her family leaves each morning, Ting cries for hours and is hard to soothe.

    According to the social-emotional skills & processes Ting is still working on the components of self-concept for self-esteem and emotion’s for self soothe which is self-regulation in terms of emotions and behavior. Based on the social-emotional development milestones Ting is almost getting to there she has increasingly aware of themselves as separate from others, has started to show negative behaviors(crying) in response to frustration. The reasons why she falls into these descriptions is because she shows negative emotions (sadness and crying) in response to parents leaving her at school, she has formed this strong attachment with parents that it will take time for Ting to adapt and form new forms of trust with peers and teachers. To promote positive social-emotional development in Ting’s case, I would hold and rock Ting in order to provide a sense of communication in terms of reassurance and comfort, this is the first way in forming trust and bond between teacher and child. I would also provide her a comfort item like a blanket or a stuffed animal to cool down.

    Preschool age Children

    It’s time to take her shoes off for nap and 3-year-old Jacinta is struggling to remove her shoes. When you offer help, Jacinta, says loudly, “no, I do it”.

    According to the social-emotional skills & processes Jacinta is still working on the components of self-concept for weaknesses and abilities and she is an easy-going child and as well for initiative for demonstration of independence she is willing to try by herself in taking her shoes off . Based on the social-emotional development milestones Jacinta is using language to express thoughts and feelings, takes pride in her accomplishments by demonstrating that she wants to take her shoes off by herself, she does not want to be help by her teacher, who has offer her help ,and she has become increasingly independent with self-skills such willing to take her shoes off even if it takes time and effort. To promote positive social-emotional development in Jacinta’s situation, I would first praise her independent of the ability of her willing to take off her shoes by herself, followed by telling Jacinta it’s okay you are doing an amazing job, let me just help you with untied your shoes, then it would be more easier for you to take off your shoes.

    Young age Children

    Vicent is a polite seven-year-old with a vivid imagination who loves to read. He is often alone on the playground, Playing by himself most of the time

    According to the social-emotional skills & processes Vicent is still working on the components of temperament for slow-to-warm-up/cautious and self-concept for self-esteem/weakness and initiative for social y creative risks. Based on the social-emotional development milestones Vicent is working on forming a positive self-concept and self-esteem, and he is working on establishing and maintaining positive relationships and friendships. The reason why he falls into these descriptions is because Vincent is slow-to-warm child which means that he is shy when presented with new situations(playground) , he may think things through before joining to play such as standing back, looking, and listening. To promote positive social-emotional development in Vicent’s situation, I would come up to him and I will use pictures of different emotions and label them for Vicent, in order for him to put his feeling together into words and talk about why he feels a certain way. I would say “I can tell you’re feeling alone. Let’s play together do you want to play at the slide or want to use chalk to draw on the floor”. I would later invite other kids to join.

    Title

    Promoting a Sense of Self: Scenarios

    Infants/Toddlers

    2-year-old Josie

    I would provide him age appropriate toys and books at the children’s level so Josie can safely explore, the sensory books will be based on his native language that he is learning at home. I would request the school administration to provide me a person who is bilingual so that Josie feels more like home. For instance, I would be by Josie side when the other teacher reads with him or plays, I would speak to him English and as well the other teacher will also speak to him in his language so that he can both languages, I would also talk with the family about their cultural heritage in order to identify important traditions, customs, and elements of culture to carry over into the classroom.

    18-month-old Denise

    I would get to know Denise’s mom more individually by setting up an appointment to talk more in depth about her situation that she is currently in, I will refer her to social services where she can reach put for help, I would explain to her in detail that reaching out for help will not affect the relationship that she has with her son, meaning social services will not take away her son, unless he is in a situation that endangers his well-being. I would keep with the social services/community resources to see the progress.

    Preschool age Children

    3 year –old Josie

    I would partner with the family to get to know their child more individually in terms of knowing more about Josie’s daily routines that are fallowed at home. I will encourage the family to provide me toys, books, stories, and songs that reflect the rich diversity of the Josie in the curriculum. This fosters a stronger connection with families while helping children develop self-esteem and a sense of appreciation for other cultures starting at an early age. I will not force josie’s family to assimilate/change to conform to the dominant culture.

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  18. nana kvaratskhelia

    What social-emotional skills and processes is each child working on?
    What milestones is the child working on mastering for their age?
    What would you do to promote positive social-emotional development in each of the situations? why?

    infant/toddler
    Eighteen month old Ting is new to your program, and her home language is not English. When her family leaves each morning, Ting cries for hours and it’s hard to soothe.

    1.Ting has an obvious separation anxiety and hard time to say goodbye to family.
    2.Increasingly aware of themselves as separate from others.
    3.Every day I will try to show her how I am saying goodbye to other children and to her especially after leaving the daycare. That way she will know that she can still meet us again the next day and it is okay to say goodbye to anyone, because it is a short term separation and a king greeting. This is the way she can learn to “say goodbye” normally without feeling anxiety.

    Preschool age children
    It’s time to take her shoes off for a nap and 3-years old Jacinda is struggling to remove her shoes. When you offer to help, Jacinda says loudly: “No, I do it!”

    1. Jacinda gets upset with major changes in her independent self-care routine.(e.g. Getting dressed).
    2.Increasingly working with her emotional behavior, tolorate with frustration, and control behavior.
    3.I would try to soothe Jacinda’s frustration by quietly telling her how good she is doing by trying to solve the problem on her own. But at the same time I would offer my help whenever she will need it.

    Young school-age children
    Eight-year-old Rasheema loves to play soccer during recess. She doesn’t pass the ball much, trying to get and keep the ball herself for most of the game.

    1. Rasheema needs to work on social rules & costumes such as expected behavior + Abiding by rules · Appropriate behavior and manners + Sharing, turn taking + depends on situations/contexts.
    2.She needs to work on strengthening cooperative skills.
    3.First, I would explain to her what is the difference between playing an individual game and playing a collective game and objectives of each of them. In individual game/sport, I would explain that it is the objective to show her own ability in order to win a challenge. Meanwhile, it comes in collective games to achieve a goal as a coherent team, then, it is absolutely necessary for each team member to cooperate with his crew during the game to make the achievement.
    That’s why it is important for her to share and cooperate with other team members in order to win the game. It will be as important as when she will have to show individual skills when the opportunity comes.

    Promoting a sense of self: scenario

    infant/toddler
    Two-year-old Josie is new to your program, and her home language is not English. She is having difficulty falling asleep at naptime. How could you address this issue and promote Josie’s sense of self?

    1.Seems Josie has separation anxiety and lack of communication.
    2. I would work on her sense of self to connect to people.
    3. I would work on her separation anxiety and how to say “goodbye” family and friends reactions.

    Denise is a single mum with an 18-month-old son, Darius, in your classroom. Denise mentioned at drop-off and pick-up that she just can’t seem to keep up with all with all demands of single parenting. She says that “she just can’t seem to get it right”. How could you respond to support this family’s sense of self?

    1.I would work with Darius about separation anxiety and say “goodbye” to family and friends. At the same time I would work with the same issues with his mom. So, both family members would be on the same page.
    2.I would work with Darius about emotional issues to tolerate frustration and control behavior.
    3. I would teach Darius a sense of self by using his abilities and work on his weaknesses.

    Preschool age children
    three-year-old Josie is new to your program, and her home language is not English. She is having difficulty falling asleep at naptime and following the routines of the class,such as meal time, circle time, etc. How could you address this issue and promote Josie’s sense of self?

    1.Josie has an issue with her sense of self to connect with people, relationship behaviors, cooperative and following the social rules. I would explain how group play works. So, she would know interaction with other children
    2. Josie has an issue with self concept to identify feelings.
    3.Josie needs to work on manners and emotional behavior depending on situations. I would teach her how to get connected with me. First asking how she is feeling, so she could express her frustration and emotions verbally.

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  19. Marilyn Jimenez

    Social-emotional Development Scenarios
    Infant/Toddlers
    Scenario #3
    1. The social emotional skills and processes that 18 month old Abina is working on is stranger reaction. At 18 months Abina is realizing all people are not the same and she prefers people she knows until she gets comfortable with new people.
    2. The milestone that Abina is working on at 18 months in this situation is being aware of themselves as separate from others. She now knows and understands that their are other people other then mommy and daddy.
    3. I would promote positive social emotional development in this situation by slowly letting her get to know me and vice versa. Letting her know that she is safe when she is with me and making her feel comfortable.
    Preschool age children
    Scenario # 6
    1. The social emotional skills and processes that Jacinda is working on in this situation is taking initiative. She is demonstrating independence and assertiveness. She wants to do it herself and wants to make sure her teacher knows.
    2. The milestone that Jacinda is working on in this situation is dressing and undressing herself. She wants no help as she is taking her shoes off for nap.
    3. I would promote positive social emotional development in this situation by encouraging her a she is trying to take her shoe off by herself and acknowledging her independence.
    Young school age.
    Scenario #9
    1. The social emotional skills and processes that Vincent is demonstrating is working on his relationships, social rules and customs, and social participation.
    2. The milestone that vincent is working on is establishing and maintaining relationships and friendships.
    3. I would promote positive social emotional development in this situation by inviting Vincent to play a social and cooperative skills game with other children.

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  20. Marilyn Jimenez

    Promoting a sense of self scenarios
    Infant/Toddler
    Scenario #1
    1. I would ask Josies parents about her nap routine at home. I would try to use that routine at the center to make her feel a bit more comfortable
    2.I would ask mom and dad to show me or teach me some basic words that I would use with Josie at school to make her feel more comfortable.
    3.I would also try to get some books as well in her native language so she might feel a bit comfortable as well.
    Scenario #2
    1. I would look up different types of resources that can help and are available to Darius mom.
    2. I would also ask my director or admin team for any suggestions that the school things she would benefit from.
    3. I would ask her mom how I could personally help with her daily drop offs or pick ups or with anything that is within my reach as a teacher and a mother myself.

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