Emotion and Behaviors Essay Example for Free

Emotion and Behaviors EssayThis project requires that you debate away twain preschool-age sisterren in the Child and Family Development Center (ground floor of the Alfred Emery Building) and, on the basis of your observations, report on a special(a) aspect of their schooling. In the following pages, three nigh options devote be presentedyou may focus on both language development, give in on, or stirred up behavior. Thus, the option you select go forth determine the nature of the observation you conduct, solely it is also true that every(prenominal) projects essential(prenominal) follow the same guideline. First, you must decide which of the three options you will pursue. Second, you should become familiar with the objectives of your observation (based on the descriptions presented in the following pages as easy as any reading from the textbook that would prove useful in this regard). Third, you should begin planning your observation this should acknowledge d ecisions regarding what you will focus on during your observations (e. g., behaviors, particular proposition features of the physical and social background), what mannequins of things you will try to take nones on in the course of your observation, which preschool class you will regain, and when you will plan to conduct your observation to assure that you will leave yourself enough prison term for a second chance should you fail to gather all of the requisite schooling on your first observation attempt. Fourth, you should conduct your observation, paying very c argonful attention to the behaviors and federal agencys that you have (beforehand ) trenchant argon most burning(prenominal)in all cases, you will have to happen two peasantren for 15 minutes from each one. do notes and remember that these notes are all you will have to work from when writing your paper. I also would advocate that you allow yourself approximately 1 hour for your observation. This would allow you at least a few minutes at the start out of the observation to get a feel for the classroom and the squirtren in it and to identify the two shaverren you will pursue ample time to observe each tiddler for 15 minutes (which may be split into 5 minutes now, 5 minutes in a short man and 5 more minutes at the end of your hour) and even more or less time to acquit up for observations that dont result in any use sufficient information.Fifth, you must rely on your notes and the details of the assignment to falsify your paper. In all cases, I am entreating that you provide some general, objective information round what you observed in each child, and that you interpret your observations in terms of what youve learned virtually preschooler development. In addition, the introduction of your paper should provide a brief description of who you observed, when you observed them and what was going on in the preschool classroom during your observation period. Finally, at the end of y our paper, briefly comment upon your experience as an observer.For example, How easy or difficult was it? What did you learn? How confident are you in the representativeness of the behaviors you observed for each child? As usual, all papers MUST BE TYPED. You are limited to 3 typewritten pages so think carefully close to 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 There are three different preschool classes (children ages 3-5) one meets Mon/ draw/Fri, 830-1130, one meets Tues/Thur, 830-1130, and one meets Mon thru Fri, 1230-330 pm).In all cases, there should be no problems if you observe (quietly) from the observation booths attached to each classroom, or from outside the playground fence. If you wish to observe from within the classroom, or if you wish to go onto the playground with the children, you will pauperism the permission of the head teacher. solel y tell them round the project, mention the class and instructors name, and there should not be a problem (do this fore of time ). Following are descriptions of the three options, each focusing upon a different feature of preschoolers development.In this exercise, you will be concerned with describing and analyzing the childs speech and determining such things as the depth and mixture of his/her vocabulary. 1. It is important to look at the childs speech in terms of Piagets concepts of egocentrism and sociocentrism. Egocentric speech is speech that does not take the new(prenominal) person into account it is speech that, for all practical purposes, is private. There is no factual effort to communicate with the former(a) person therefore, whatever is said is meaningful only to the speaker.Piaget identified three types of egocentric speech (a) monologue, in which the somebody talks only to himself and with no other persons present (b) repetition, in which the unmarried repeats wo rds and phrases over and over again as if to practice them or as if he hardly enjoyed making the sounds and (c) collective monologue, in which two or more persons are talking together merely none of them is paying attention to what the others are saying. Each conversation is independent of the other conversation. interact speech, on the other hand, is public speech.It is intended to communicate with someone and each person takes into account what others are saying and responds agreely. Q1 2. Does the child engage in egocentric or socialized speech? What are the constituent under which these types of speech are use? Vocabulary is the foundation of speech. We communicate by putting individual words together into properly constructed sentences and paragraphs. Presumably, the greater the calculate of words in our vocabularies, the greater the number and variety of sentences and ideas we send away utter and transmit to others.Words have different meanings and serve different purp oses. 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 testify traffic and oppositions, for example, words such as and, or, not, same, different, more, less, instead, if, then, and because. Also, how varied or rich is the childs vocabulary when he/she talks about the world and the people/things in it?Think in terms of general classes or categories of objects, persons, and events, then evaluate how many different words the child uses to discuss those categories and/or how many different categories the child uses. B. data-based Objectives To learn about the language production abilities of preschool children, and how children of preschool age use language as a message of social interaction. C. Procedure For this exercise, your purpose is to observe and record the language behaviors of children as they are engaging in social exchanges.Basically, you will need to write about the vocabularies demonstrated, the ways in which children use their language for the unique(predicate) purpose of communicating with others (either adults or other children), and the degree to which language appears 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 group 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 description of the language used (including information about vocabula ry, communication 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. Background Information encounter is considered by some psychologists to be the most important military action in which the novel child engages. Indeed, play activities pervade the lives of children from infancy throughout childhood. Some play seems plainly linked to the childs observation of adults other play seems to stem from the childs fantasies and from experiences that she finds particularly enjoyable. There are a number of explanations of the major purposes of play. These range from play as getting rid of excess energy to play as a means of socioemotional expression. renovate can be a group or an individual activity. Play is distinguished from non-play by its special characteristics, the most important of which are its voluntary nature and its complete structuring by the participant s, 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 move over play out of what adults intend to be serious. Parten (1932) has identified six types of play, which are given in an incidental list (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 watc hes anything that is of interest at the moment. When there is goose egg of interest to watch, the child will play with her own body, move around 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 watching 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 remains within speaking place 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 tapes 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 contiguous area within speaking distance, and she makes no effort to get c loser 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. check 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 pass away 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 equal but not necessarily identical activity, and there is no division of labor or nerve of activity or individuals. Each child does what he or she essentially wants to do, without putting the interests of the group first. 6. concerted 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 train the activity of the others. This therefore requires some division of labor, a taking of different roles by the group members, and the sustentation 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. take aim two children in the preschool and observe each of them for 15 minutes, preferably during a free-choice period when th e 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 cooperative play? As you observe, you should take notes regarding these pertinent 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 abou t development during the preschool years. III. EMOTION behaviour A. Background Information Emotions are such a basic part of our psychological 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 certainty 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 understanding 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 some(prenominal) emotions that are commonly found in preschool children aggression, dependency and fear. Aggressive behavior is frequently defined as behavior that is intended to physically or psychologically hurt another person (or oneself) or to disability 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 provoke or hostility toward the victim and must derive satisfaction from hurting the victim. This k ind of aggression is called hostile aggression. In contrast to hostile aggression, there can be cases where the aggressor is implicated only in getting some object from the victim or achieving some goal. This is called slavish aggression, and it need not involve anger or hostility.Observe 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? Dependency consists of such behaviors as clinging or maintaining proximity to adults or other children, seeking approval, recognition, assistance, attention, and reassurance, and striving for essence and support. It is important to recognize that all of us are dependent.The issue is to what degree and under what circumstances w e 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 apparent 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 t he 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 primary 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 capable 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 joy and displeasure, frustration, 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 Are all or most of the childs feelings expressed with equal strength, or does their intensity 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 ). Record behaviors in as much detail as possible (attending to the kinds of things that would he lp 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 BEGINNING 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 sign 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 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 from each other in this area of functioning.