In teaching teachers need to understand more than the academic influences on learning there are non-academic influences on children that can affect how they develop, these include attachment, the internal work model, emotional availability and the circle of security. Attachment is an important part of a child’s development as they learn how to rely on someone to understand what they require. The internal working model interrelates with attachment as it is the availability of the attachment figures in a child’s life to give them support and encouragement. The emotional availability is the child responses to people and also their attachment to their caregivers. The Circle of Security is a tool to enhance children's development by supporting parents
At the core of the documentation approach is the belief that “children should be at the centre of decisions about their learning and development” (Clark & Kinney, 2006, p. 4). This approach allows children’s voices, views and understanding (Clark & Kinney, 2006, p. 4) to be heard helping adults to better understand the children to help make the right change/difference in the children’s lives. The Mosaic approach is about enabling children to “explore their perspectives” (Clark & Kinney, 2006, p. 9). This approach embraces children as social actors who are social beings in a social world who’s “interaction[s] make a difference”
This aspect is shown in my belief that each child’s own behaviour, actions and knowledge are influenced through social interactions with the world and people around them. The interactions and relationships help promote a child’s development of communication, cognitive and motor skills (MacNaughton and Williams, 2008). Children are able to learn important social behaviours that are needed in life, through playing with others and the development of relationships with adults and other children. Gonzalez-Mena (2011), suggests that during the early childhood years, children are able to learn key social skills that will impact their understanding of how to act in society. For example, children learn how to share, cooperate and respect others, and their belongings though social interaction.
Behavior Nature: Heredity plays a strong part of an infant?s temperament. How the child reacts to certain experiences and how the child?s sensory feelings allow him to play out the situation. Behavior Nurture: The child learns social referencing from the caregivers/parents. The environment of the culture, economic standing and self esteem of those around the child will set the way that the child will learn to behave in a situation. Social referencing plays a part of how the child learns to control his behavior, by mimicking those around him.
When reviewing emotional competence, the child’s emotional development relies in their relationship with their parents or caregiver. Based on the care and nurturing they receive through positive interactions with adults, children will learn to: express their feelings with words, understand emotions of themselves and others and, understand how to control negative emotions in situations. (Lewis, 2011). Emotional competence can be influenced by child factors including cognitive development, temperament, and approach/withdrawal emotions. A child’s emotions can affect the way they interact in social experiences.
Social interaction from a young age can shape a young child’s development and increase their quality of life throughout their education. A child’s sense of belonging and being included during this time creates expectations about relationships when they’re young as well as into their future. Children with ADHD experience a tremendous amount of obstacles when interacting with their peers in mainstream settings. According to Herbert-Meyers, et al. (2006), children that do not acquire the necessary skills to work in groups or play rule-based games with their peers are risk to develop behavior problems.
How child trauma effects a relationship attachment Children that form attachment bond relationships can possibly start to trust others, control their emotions, and relate to the world. They can sense the world as safe and gain an understanding of their importance as individuals. If these relationships are unbalanced the child can realise that they can’t depend on others to help them. In a scenario where a guardian abuses a child, the child then may see the world as a bad place. Most children that have experienced abuse can find it difficult in making a strong attachment bond with the parent.
Children who experienced a healthier development usually have better social and academic outcomes that are associated with parents who are supportive and involved (Siegler, et al., 2011). Although parenting style can have a large affect on the psychological development of a child, so can the relationshi... ... middle of paper ... ...ps, social media, and attending school. Using their relationships and associations with others, children shape a sense of who they are and where they fit in. Although children often develop most of their social skills when they are younger, it is important to remember they can continue to learn and grow, as they get older. Works Cited Lease, A. M., Kennedy, C. A., & Axelrod, J. L. (2002).
Children are able to learn positive behaviours though watching interactions between teachers and other children. According to Hyson and Taylor (2011), this strategy works, since children are more likely to develop prosocial behaviour through imitation. An example of prosocial behaviour could be when a teacher is consistently generous and caring towards the children. Children are more likely going to copy this behaviour when observing. Another strategy to promote prosocial behaviour which can be used by teachers is through building a secure relationship with children.
In addition, self-regulation helps with an what is called “goodness of fit.” “Goodness of Fit” is a characterization of traits from developing temperament and environment that is favorable for an outcome by working together. The characterization aids the development of independence. Children’s thoughts, emotions, and behavior are more in turn with social structure with self-regulation because the children are able to stop unwanted