Question

1. Adults roles in children’s work and play. Observer, Stage Manager, Teacher, Encourager

2.Definitions and examples of Guidance and Limits

3.Side Effects to Punishment

4. 4 Elements of self-esteem

5. Definitions and levels of social play. Solitary, Parallel, Associative, and

Cooperative

6. Define Sensorimotor play and Symbolic play

7. Play, smart play, distinguish play from work

8. What is “Serve and Return”? Describe how the concept of "serve and return" is

related to later academic success, specifically in literacy, in school age children.

9. Receptive language, expressive language

10.Holistic listening

11. Teaching Cooperation

12. Program policies and procedures for health and safety

13.Influence of nature / nurture on child development

14. What was Arnold Gesell’s contribution to the science of child development?

15. When thinking about reporting child abuse and neglect, what is a mandated

reporter? What are they legally obligated to report? How can a report be made,

who is contacted and what information need to be shared in the report?

Answer 1

• 3.Punishment is a term used in operant conditioning to refer to any change that occurs after a behavior that reduces the likelihood that that behavior will occur again in the future. While positive and negative reinforcement are used to increase behaviors, punishment is focused on reducing or eliminating unwanted behaviors.
• While punishment can be effective in some cases, you can probably think of a few examples of when a punishment does not reduce a behavior. Prison is one example. After being sent to jail for a crime, people often continue committing crimes once they are released from prison.
• Any behavior changes that result from punishment are often temporary. Punished behavior is likely to reappear after the punitive consequences are withdrawn.
• Perhaps the greatest drawback is the fact that punishment does not actually offer any information about more appropriate or desired behaviors. While subjects might be learning to not perform certain actions, they are not really learning anything about what they should be doing.
• Another thing to consider about punishment is that it can have unintended and undesirable consequences. For example, while approximately 75 percent of parents in the United States report spanking their children on occasion, researchers have found that this type of physical punishment may lead to antisocial behavior, aggressiveness, and delinquency among children.
• For this reason, Skinner and other psychologists suggest that any potential short-term gains from using punishment as a behavior modification tool need to be weighed again the potential long-term consequences.
• 4.Self-esteem is the feeling people have about themselves. It reflects individual perception of personal traits and abilities. People with high self-esteem regard themselves in a positive way. Self-esteem affects a young person's ability to make health-enhancing choices; therefore, enhancing self-esteem is a crucial step toward positive health practices and good mental health.
• Four Elements of Self-esteem
• Self-esteem is affected by the ability to:
• Recognize and accept one's strengths-Each person has special abilities and traits. These strengths make an individual unique. While everyone has areas that need improvement, young people need to identify and use their strengths. Identifying strengths and using them can bring enjoyment and a feeling of accomplishment.
• Achieve a sense of belonging-Relationships that are established at home, in the school or the community help young people feel they are part of a group. The affiliation and satisfaction young people experience within groups contribute to feelings of security and support. A sense of belonging can be developed through class activities that allow students to participate within a group. The opportunity to share ideas and capabilities and to gain personal recognition contributes to increased self-esteem.
• Develop a sense of power-People who have a sense of power believe they have the ability to affect their own lives and the lives of others. Armed with this power, they are able to take charge and make changes. They feel capable of taking the risks necessary to reach their goals and develop independence.
• Have and imitate positive role models-Young people need standards to give direction and meaning to their lives. These standards are developed through experiences within the family and peer groups and with other people who are significant in their lives. When they emulate ideals such as honesty, dependability and loyalty, young people become confident of their ability to distinguish between right and wrong.
• Therefore, they are able to take responsibility for their actions and to model standards for behavior. Self-esteem is increased when students are given the opportunity to examine and express their standards and aspirations.
• 5.Solitary play – During this stage of play, children will often play alone, with toys different from those of others, and be uninterested or unaware of what others around them are doing. This stage of play is most commonly seen in young toddlers between the ages of 2 and 3, but it is important for children of all age groups to participate in from time to time.
• Solitary play is common at a young age because cognitive, physical and social skills have yet to fully develop. This type of play is important because it teaches children how to entertain themselves.
• Parallel play – This occurs when children play side-by-side from one another, but there is a lack of group involvement amongst them. They will typically be playing with similar toys and often times mimic one another. Parallel play is common in toddlers between the ages of 2 ½ and 3 ½ but can take place at any age.
• Although it looks like there is very little contact between them, these children are learning valuable social skills and actually learn quite a lot from one another. For this reason, parallel play is important as a transitory stage for the development of social maturity, which is key to later stages of play.
• Associative play – At this stage, children will begin to play together, but not focused towards a common goal. A child will be more interested in playing with other children around them than the individual toys they play with.
• Associative play is slightly different than parallel play as children may continue to play separately from one another, but they start to become more involved in what others around them are doing. You may find children playing or trading with the same toys or actively talking with or engaging one another, but no rules of play are being set.
• This type of play typically begins around ages 3 or 4, extending into the pre-school age. This is an important stage of play because it develops necessary skills such as cooperation, problems solving, and language development.
• Cooperative play – Cooperative play is where play finally becomes organized into groups and teamwork is seen. Children are now interested in both the people that they are playing with as well as the activity at hand. The group is more formalized with a leader, as well as other assigned roles, and play organizes around accomplishing group goals or specific tasks.
• Cooperative play begins in the late preschool period, between the ages of 4 and 6. It is uncommon to see children reach this stage until these later years, as it requires an evolved set of organizational skills and a higher degree of social maturity.
• Cooperative play is indeed the culmination, bringing together all the skills learned across previous stages into action, giving the child the necessary skills for social and group interactions.
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