Emotion and Behaviors Essay

This project requires that you get dickens preschool-age kidren in the Child and Family Development Center (ground floor of the Alfred Emery Building) and, on the bag of your contemplations, report on a grouchy aspect of their organic evolution. In the chase pages, three options depart be presentedyou may focus on any lyric development, mutant, or mad port. Thus, the option you select will prep be the nature of the observation you submit, besides it is too true that either projects moldiness(prenominal) marry the same guideline.First, you mustiness decide which of the three options you will pursue. Second, you should flummox familiar with the objectives of your observation (establish on the descriptions presented in the following pages as puff up as any reading from the textbook that would prove alleviateful in this regard). Third, you should begin planning your observation this should include decisions regarding what you will focus on during your observatio ns (e. g., behaviors, specific features of the physical and affectionate setting), what kinds of things you will try to put forward nones on in the course of your observation, which preschool class you will observe, and when you will plan to conduct your observation to assure that you will leave yourself enough condemnation for a second chance should you fail to gather all of the necessary study on your first observation attempt. Fourth, you should conduct your observation, paying in truth close attention to the behaviors and roles that you fork over (beforehand ) decided be closely authorizedin all cases, you will give birth to observe some(prenominal) peasantren for 15 proceeding distri exclusivelyively.Take nones and remember that these notes ar all you will have to field from when writing your paper. I also would recomm finis that you allow yourself approximately 1 hour for your observation. This would allow you at least a few minutes at the beginning of th e observation to beat up a feel for the schoolroom and the minorren in it and to identify the two youngsterren you will observe ample m to observe severally tiddler for 15 minutes (which may be split into 5 minutes now, 5 minutes in a short while and 5 more minutes at the end of your hour) and even many time to make up for observations that dont result in any use adequate to(p) selective information.Fifth, you must rely on your notes and the details of the assignment to prep ar your paper. In all cases, I am take uping that you provide roughly general, objective information goodly what you notice in apiece child, and that you interpret your observations in call of what youve learned about(predicate) preschooler development. In entree, the introduction of your paper should provide a outline description of who you observe, when you observed them and what was going on in the preschool classroom during your observation period. Finally, at the end of your paper, brief ly scuttlebutt upon your experience as an observer.For example, How favourable or difficult was it? What did you learn? How confident be you in the representativeness of the behaviors you observed for from to each one one child? As usual, all papers MUST BE TYPED. You are limited to 3 typewritten pages so think carefully about how best to organize all of the information you wish to present. Papers are due at the beginning of class on Tuesday, April 15. *****The preschool schedule is as follows on that point are three varied preschool classes (children ages 3-5) one meets Mon/Wed/Fri, 830-1130, one meets Tues/Thur, 830-1130, and one meets Mon thru Fri, 1230-330 pm).In all cases, on that point should be no problems if you observe (quietly) from the observation booths attached to each classroom, or from outside the forgeground fence. If you wish to observe from within the classroom, or if you wish to go onto the interpretground with the children, you will need the permission of the enquiry teacher. Simply tell them about the project, mention the class and instructors name, and there should not be a problem (do this ahead of time ). Following are descriptions of the three options, each foc utilize upon a diametrical feature of preschoolers development.In this exercise, you will be concerned with describing and analyzing the childs reference and determining such things as the depth and variety of his/her vocabulary. 1. It is important to look at the childs actors line in terms of Piagets concepts of egocentrism and sociocentrism. Egocentric speech is speech that does not take the otherwise person into account it is speech that, for all practical designings, is undercover. in that location is no real effort to communicate with the other person therefore, any(prenominal) is said is meaningful yet to the speaker.Piaget identified three types of egocentric speech (a) monologue, in which the individual talks barely to himself and with no other person s present (b) repetition, in which the individual repeats words and phrases over and over again as if to practice them or as if he simply enjoyed making the sounds and (c) incorporated monologue, in which two or more persons are talking unitedly but none of them is paying attention to what the others are proverb. Each conversation is independent of the other conversation. Socialized speech, on the other hand, is public speech.It is think to communicate with nearone and each person takes into account what others are saying and responds checkly. Q1 2. Does the child engage in egocentric or kindized speech? What are the circumstances under which these types of speech are utilize? dictionary is the foundation of speech. We communicate by putting individual words unitedly into properly constructed sentences and paragraphs. Presumably, the greater the add up of words in our vocabularies, the greater the number and variety of sentences and ideas we can utter and transmit to othe rs.Words have different meanings and serve different purposes. Moreover, words must be placed in the correct position within a sentence thus, there are rules of grammar and syntax. Q2 What do you observe about the childs vocabulary? In particular, examine the childs speech for words that enunciate dealing and oppositions, for example, words such as and, or, not, same, different, more, less, instead, if, and so, and because. Also, how varied or rich is the childs vocabulary when he/she talks about the world and the community/things in it?Think in terms of general classes or categories of objects, persons, and events, then assess how many different words the child uses to discuss those categories and/or how many different categories the child uses. B. Observational Objectives To learn about the language production abilities of preschool children, and how children of preschool age use language as a take upr of friendly interaction. C. Procedure For this exercise, your purpose i s to observe and temperament the language behaviors of children as they are engaging in social exchanges.Basically, you will need to pen about the vocabularies demonstrated, the ways in which children use their language for the specific purpose of communicating with others (either adults or other children), and the degree to which language attends to be influenced by the setting in which it occurs. For this purpose, select two children and observe each of them for 15 minutes during a time when they have opportunity to interact with others in a small class settingfree-choice periods are probably best. (Do not try to observe two children at the same time ).As you observe, take notes regarding the nature and variety of words used by each child (writing down exactly what the child says would of course be very useful), the childs specific use of language to communicate with others, and the context in which all of this is going on. For each child, your paper should include a brief des cription of the language used (including information about vocabulary, dialogue and context) as well as an interpretation of each childs language behavior in terms of what youve learned about development during the preschool years. II. PRESCHOOLERS PLAYA. minimize Information crop is considered by some psychologists to be the most important practise in which the young child engages. Indeed, play activities pervade the lives of children from infancy throughout childhood. Some play seems obviously linked to the childs observation of adults other play seems to stem from the childs fantasies and from experiences that she finds particularly enjoyable. on that point are a number of explanations of the study purposes of play. These plod from play as getting rid of excess force to play as a means of socioemotional expressageion. scarper can be a group or an individual activity. run is distinguished from non-play by its special characteristics, the most important of which are its vo luntary nature and its exonerate structuring by the participants, with little regard for outside regulation. When play is governed by consistent rules, we say children are playing games. These rules give play a social dimension. The participants must put their own personal wishes into the background and abide by the requirements of the game and the wishes of the larger group.It is important to note that not everything children do is play, although they will sometimes try to make play out of what adults intend to be serious. Parten (1932) has identified six types of play, which are given in an accompanying identify (next page). Remember that play, like all behavior, occurs in a physical and social context. Therefore, include in your report information on the equipment and materials the child was using in his play and who the child was playing with, if appropriate. B. Partens Six Classifications of Play or Social Interactions 1.Unoccupied Behavior Here the child is not engaging in any obvious play activity or social interaction. Rather, she watches anything that is of interest at the moment. When there is nothing of interest to watch, the child will play with her own body, move virtually from place to place, follow the teacher, or stay in one spot and look around the room. 2. Onlooker Behavior Here the child spends most of her time reflexion other children play. The child may talk to the playing children, may ask questions or give suggestions, but does not enter into play.The child rest within speaking distance so that what goes on can be seen and heard this indicates a definite interest in a group of children, unlike the unoccupied child, who shows no interest in any particular group of children, but only a shifting interest in what happens to be exciting at the moment. 3. Solitary Play This is play activity that is conducted independently of what anyone else is doing. The child plays with toys that differ from those used by other children in the immediat e area within speaking distance, and she makes no effort to get closer to them or to speak to them.The child is focused entirely on her own activity and is uninfluenced by other children or their activities. 4. parallel Play Here the child is playing close to other children but is still independent of them. The child uses toys that are like the toys being used by the others, but he uses them as he sees fit and is neither influenced by nor tries to influence the others. The chid thus plays beside rather than with the other children. 5. Associative Play Here the child plays with other children.There is a sharing of play material and equipment the children may follow each other around there may be attempts to control who may or may not play in a group, although such control efforts are not strongly asserted. The children engage in similar but not inescapably identical activity, and there is no division of labor or establishment of activity or individuals. Each child does what he or s he essentially wants to do, without putting the interests of the group first. 6. Cooperative or Organized Supplementary Play The key word in this category is organized.The child plays in a group that is established for a particular purpose making some material product, gaining some competitive goal, playing formal games. There is a sense of we-ness, whereby one definitely belongs or does not belong to the group. There is also some leadership presentone or two members who direct the activity of the others. This therefore requires some division of labor, a victorious of different roles by the group members, and the support of one childs efforts by those of the others. C. Observational ObjectivesTo learn about the distinguishing characteristics of different forms of play, specifically according to Partens classification of play behaviors. D. Procedure Familiarize yourself with Partens classifications of play as described above. Select two children in the preschool and observe each o f them for 15 minutes, preferably during a free-choice period when the children are free to move about the room and play with who or what they wish. (Do not attempt to observe both children at the same time ) As you observe each child, look for examples of each type of play or social interaction as described by Parten.Also, in addition to classifying each childs play behaviors, observe whether there are any patterns to their play. For example, are there particular situations in which a child tends to be an onlooker, but in other situations he/she engages in parallel or conjunctive play? As you observe, you should take notes regarding these relevant issues so that you will have something to work from in writing your paper. For each child, your paper should include a brief description of the types of play exhibited (including information about which type(s) are exhibited most frequently) and the social context which characterized each type of play.Additionally, you should provide an interpretation of your observations based on what youve learned about development during the preschool years. III. EMOTION BEHAVIOR A. Background Information Emotions are such a basic part of our mental beings that we sometimes take them for granted. Some of our emotions are clearly identifiable by us. We know when we are angry, frightened, or joyous. At other times, however, we can have feelings that are not so clear we may not be able to label what we feel. Whatever the case, emotions are internal experiences that are private and directly accessible only to the individual experiencing them.This being so, we cannot state with induction what emotion another person is feeling. She must tell us, or we must infer the emotion on the basis of the individuals behavior, facial expressions, and the event that preceded and might have caused the feeling. A childs emotional behaviors become more refined and extensive as she matures. Therefore, a four- or five-year-old will typically be more emotionally expressive than a two-year-old. In this exercise, you will be trying to gain some cause of the childs emotional behaviors, of the range of her emotions and the kinds of situations that prompt these behaviors.Again, you can only infer what the child is feeling and cannot observe emotions directly. Therefore, be cautious in your interpretations and concentrate on the childs obvious behaviors and the contexts in which they occur. 1. There are several emotions that are commonly found in preschool children aggression, addiction and fear. Aggressive behavior is frequently defined as behavior that is intend to physically or psychologically hurt another person (or oneself) or to damage or destroy property. An important issue is whether a behavior is intentionally aggressive or simply an accidental occurrence.Further, it is argued by some that in order for a behavior to be termed aggressive, the aggressor must feel anger or hostility toward the victim and must gather satisfact ion from hurting the victim. This kind of aggression is called at loggerheads aggression. In secern to hostile aggression, there can be cases where the aggressor is interested only in getting some object from the victim or achieving some goal. This is called instrumental aggression, and it need not involve anger or hostility. keep on the childs behavior for instances of aggression, either towardanother child or an adult, or towards objects in the environment. Be certain to differentiate between intentional, hostile and instrumental acts of aggression. What kinds of situations or frustrations make the child angry? What behaviors by other people anger the child? How does the child express his/her anger? dependance consists of such behaviors as clinging or maintaining proximity to adults or other children, want approval, recognition, assistance, attention, and reassurance, and striving for affection and support. It is important to recognize that all of us are dependent.The issue is to what degree and under what circumstances we show our dependency. It is also useful to distinguish between two basic types of dependency a) instrumental dependency, which essentially is the necessary reliance we have on others for certain things that are beyond our capacity to do and b) emotional dependency, which is a need to be near others and to have their support, affection and reassurance. It can also be the unwillingness or the selfperceived inability to do things for oneself that one can or should be able to do.It is important that, where possible, you distinguish instrumental dependency from emotional dependency behaviors. It is also important to note that as children mature, the characteristics of their dependency behaviors change. Very young children are likely to show clinging and proximity-seeking behaviors, whereas older children, who also have greater cognitive abilities, will likely seek attention and approval. Q3 3. Fear is demonstrated by such behaviors as crying , withdrawing, seeking help, and avoiding the fear-producing situation. Fear can promote both dependency and aggressive behaviors.Nonetheless, fear can be expressed in such a way that it, and not aggression or dependency, is the particular emotion. Q4 4. In what situations or activities is the child dependent, and, for example, seeks the presence, direction, or assistance of others? In what situations is the child independent and does not seek direction or assistance from others? What kinds of objects or situations appear to scare the child? In what ways does the child express his/her fears? How does he/she deal with his fears (e. g. , by withdrawing, confronting the fearful situation, seeking help)?In addition to the emotional behaviors just discussed, there are other feelings that children are up to(p) of experiencing and expressing. You should be alert to as many of the childs affective states as possible. For example, there are the feelings of pleasure and displeasure, frustr ation, boredom and sadness. Like adults, children will differ as to how accurately they can identify and/or express what they feel. Q5 What kinds of things does the child find pleasant? What activities, play materials, stories, games and so on, seem to be particularly attractive to the child?How does the child express that pleasure? Q6 What kinds of things are unpleasant or uncomfortable for the child? In what situations does the child appear to be ill at ease? How does she express her displeasure? Q7 be all or most of the childs feelings expressed with satisfactory strength, or does their transport vary with the particular feeling or situation? B. Observational Objectives To learn about the differences in childrens emotional behaviors and the range of emotional responses in preschool children. C. ProcedureSelect two children, observe and record each childs behavior for a 15-minute period (do not attempt to observe both children at the same time ). memorialise behaviors in as mu ch detail as possible (attending to the kinds of things that would help you answer the above questions) and be sure to include descriptions of the physical and social context as they apply to the emotional behaviors observed. IT IS RECOMMENDED THAT YOU OBSERVE CHILDREN DURING THE VERY startle OF THEIR PRESCHOOL CLASS SO THAT YOU WILL BE ABLE TO SEE THEM AS THEY ARE BEING DROPPED OFF BY THEIR PARENTS AND THEN MAKING THEIR initial ADJUSTMENT TO THEIR PRESCHOOL SETTING.Your paper should include a brief description of each childs behavior (including the different kinds of emotions, the contexts in which they occurred and the relative absolute frequency of each expression) as well as an interpretation or comment on each child using some of the questions and background information provided above. Finally, compare the two children, looking at the range of emotional expression, intensity of expression, and what evokes the emotional responses. In short, summarize how the children differ fr om each other in this area of functioning.