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The importance of social interaction in child development
Social interaction in early childhood
Types of shyness dr. nelson byu
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Treatment and Management of Shyness in Children
Research and studies have found that shyness in children could be due
to genetic, temperamental, and environmental influences (Jaffe, 1991,
p. 270, & Zimbardo 1995, p. 56). This paper aims to discuss the types
of shyness, the influences on shyness, the difference between normal
and problematic shyness. Lastly, strategies will be presented to help
the shy child.
The basic feeling of shyness is a common problem not only among
children but also among adults. According to Zimbardo (1995, p.56-57)
and Jaffe (1995, p. 270), shyness is a mix of emotions, including fear
and interest, tension and pleasantness. A shy child may display in
his/her behaviour a downward gaze, physical, and verbal reticence.
That is he/she will try to avoid eye contact or withdraw slightly or
totally when being touched or talked to. The speech is often soft,
almost inaudible, and at times, very hesitant.
Shyness is very often a mistaken and misunderstood emotion. It ought
to be distinguished from two related behaviour patterns: wariness and
social disengagement. It is very normal that young infants are very
wary of strangers as it is a time that attachment to familiar faces of
caregivers are very important during this period of growing and
trusting in the surrounding physical and human environment
(Gonzalez-Mena, & Widmeyer Eyer, 2001, p. 77).
For older children who may prefer solitary play and appear to have low
needs for social interaction, would usually not experience the
emotional tensions of the genuinely shy child (Van Hoorn et al, 2003,
p. 242-243, & Cohen et al, 1987, p. 80).
Children ...
... middle of paper ...
...docId=5000962656&offset=1.
(July
12, 2004).
Feldman, R.S.(2003). Essentials of Understanding Psychology. 5th ed.
USA:
McGraw Hill.
Gonzalez-Mena, J. & Widmeyer Eyer, D. (2001). Infants, Toddlers, and
Caregivers. 5th ed. USA: Mayfield Publishing Company.
Hendrick, J. (1992). The Whole Child. 5th ed. New York: Macmillan
Publishing
Company.
Jaffe, M.L. (1997). Understanding Parenting. 2nd ed. USA: Allyn &
Bacon.
Reid, B., & Vans, S. (1989). In J. Valsiner, (Ed.). Child development
in cultural
context (pp.199-218). Toronto: Hogrefe Inc.
Van Hoorn, J., P.M. Nourot, Scales, B., & Alward, K. R. (2003). Play
at the
Center of the Curriculum. 3rd ed. New Jersey: Pearson Education.
Zimbardo, P.G. (1995). Shyness: What it is? What to Do about it? USA:
Perseus Publishing.
Just imagine for a moment that you have a cynophobia or the fear of dogs, would this be how you would feel. Driving down the road the oil light comes on. "I must stop the car to add more oil or I will damage the car engine. This looks like a good place to pull over. I'll just stop in front of this house. The oil is in the trunk, so I'll pop the top first, then get the oil out of the trunk. OK, I have the oil, but what if there is a dog at this house. Hurry, I have to hurry. A dog might come running out and bark at me any minute. Just get the oil in the engine. I can't my hands are shaking. Don't worry, there is no dog. Just get the oil in the engine. I don't care if I spill it, just get some in the engine. Take another look around, is there a dog anywhere. OK, the oils in, now hurry get back in the car. I can't breath. I'm safely back in the car, now just take a minute and breath. When will my hands stop shaking." This is how a person with a phobia of dogs might feel. There is no dog around anywhere in sight, but the thought of a dog running at them barking is enough to cause a panic attack. In "Exploring Psychology" David G. Myers defines phobia as "an anxiety disorder marked by a persistent, irrational fear and avoidance of a specific object or situation" (432). This paper will explore the history, causes, effects, and treatment of Phobias.
Social interaction is considered a core deficit in children with autism spectrum disorder (ASD). Due to impairments in social interactions, children with ASD fail to develop peer relationships and share enjoyment and interests (Ashbaugh, Bradshaw, K.Koegel, & L. Koegel, 2014). Difficulty engaging with others may persist throughout the lifespan; therefore it is crucial to identify these underdeveloped social behaviors and to target early intervention. In regard to intervention strategies, Pivotal Response Treatment (PRT) has been proved to be an effective, efficacious and naturalistic intervention for communication and social functioning of children with ASD derived from applied behavioral analysis (ABA). An important component of PRT is motivational strategies which emphasizes natural reinforcement. Reinforcers that are logically related to the outcome of a behavior have been shown to be more effective than unrelated reinforcers in teaching tasks. For example, a child opening the lid of a container with an edible reinforcer inside (i.e. cookie) is more effective than a child opening the lid of a container then receiving an edible reinforcer after. By implementing PRT, children with autism will strengthen the response-reinforcer relationship thus encourages their social communication.
For example, when the child first arrived he made no contact with those that were in the area. The only eye contact that he made was with his grandmother. The secure attachment theory supports that children are least likely to make contact with strangers when caregivers are around. One example of no contact is, the child not making eye contact with those who were among his presence while he stayed extremely close to his grandmother. Children that are securely attached seem to become somewhat defensive when they are in different environments. They tend to push away from strangers to stay within the presence of their caregivers. They become very anxious of when they feel as if the caregiver could possibly be away from their presence. An example of “anxiousness” is when the observed child got comfortable to venture off, he hesitated leaving his grandmother; it took him a while to get comfortable with the strange surroundings and people. After the child was comfortable, he relaxed and became less anxious. When the observed child started to become comfortable within his surroundings, he slowly but cautiously shied away while turning around and hesitating before he ventured away too far. After the child ventured off, he became even more aware of his surroundings. The child had a pattern of looking for his grandmother to make sure that she was still
Explain how to adapt communication with children and young people for the age of the child or young person. The context of communication and communication differences.
As my time in college has progressed, I have gotten less sleep each year. Back in high school and as I entered my first year in college, I had no problem sleeping and getting to bed in time to have a relaxing sleep. I was not perfect in my sleeping habits, but I always managed to get about five to six hours each night. I was usually in bed by around midnight or one in the morning. That amount of sleep was not the greatest amount, but it was more than most of my friends and family back home. However, as I furthered myself in my academic career and got more involved on campus, I have noticed issues sleeping and going to bed at a decent hour. Consequently, I have had trouble concentrating, feeling in good health, and feel exhausted as begin and end my day. I am one of the 35-40% of people who feel excessive drowsiness during the day (Ferracioli-Oda). Even when I do get enough sleep, I have to sacrifice half of my day, because I sleep in way too late, making me feel wide awake when it comes time for bed the next night. In addition, this lack of sleep often prevents me from feeling the need to exercise because I do not have the energy to run, which is my favorite activity. Therefore, I believe in order to increase my overall feeling of health and energy, my goal is to increase my deeply lacking amount of sleep until I am back at a healthy level each night.
Ever since I was in middle school, people always told me that I’m quiet and shy. Having said that, I never felt comfortable communicating with people I didn't know that well. That also includes speaking or presenting in front of a class. According to my family and friends, I’m the complete opposite, because they claim that I’m talkative. Being shy and nervous did affect my schoolwork. I wouldn’t raise my hand in class that often, because I didn’t feel comfortable enough. When I was in 6th grade, my teacher would always call up students to share something they liked about a story they read. When the teacher called out my name, my heart started pounding, my hands were shaking and my mind went completely blank. I was so nervous to the point where I felt like I was going to pass out any moment. That’s when I asked the teacher if I could excuse myself to go to the bathroom. She didn’t mind that request so I tried to calm myself down by washing my face and breathing. After class, my teacher and I discussed my inability to present in front of a class. She was obliging, because she agreed to help me overcome being shy and to help boost my self-confidence. Shyness and nervousness also stopped me from participating in activities and obtaining opportunities. In 10th grade, my Chemistry teacher suggested a film festival, because she was aware that I loved filmmaking. At first, I considered the idea, because I’ve never done anything like it before. Having thought about it, I then realized that I was going to have my movie up on a full screen where
As Early Childcare Professionals it is important to have the knowledge and understanding of how children develop in order to provide the best curriculum for all children, including children with special needs. The objective of this paper is to discuss Asperger Syndrome (AS). This paper will delve into the history of AS, the general characteristics and the causes; as well as the effects on development in each domain. It will also discuss the learning challenges and how an Early Childhood Educator could create an inclusive and responsive environment for both the child with AS and the other students in the class.
An outlier is defined as something observed as significantly different (above or below) or lying outside the sample set or an average. With this paper, I intend to summarize Outliers by Malcolm Gladwell, as well as use it in describing why I think Lionel Messi is an outlier.
(Feldman, 2009; Pg. 401) (Feldman, 2009; Pg. 401) (Feldman, 2009; Pg. 401-402) (Feldman, 2009; Pg. 401-402) ¬Essentials of Understanding Psychology, 8th Edition Robert S. Feldman McGraw-Hill Higher Education, 2009
Kearney, H. A. (2001). Social anxiety and social phobia in youth, characteristics, assessment, and psychological treatment. Springer Verlag.
Children with expressive language disorders may have challenges socializing with other youngsters and may cause behavioral issues. My child when she or he was young had expressive language disorder, and he or she had some difficulties with social settings but never had a behavioral issue. As he or she grew, she or he improved and now he or she has language impairment (anonymous, personal communication, April 22, 2014). According to the University of Maryland Medical Center (2014) indicates, “Because of their language problems, these children may have difficulty in social settings. At times, language disorders may be part of the cause of severe behavioral problems” (para. 10). In this paper, I will recount about the video clip of Sariah (YouTube, 2009) and other factors concerning expressive speech disorder.
I 'm going to talk to you about a big part of my life that my shyness greatly affected. First, I would
The term social phobia is described by the presence of anxiety or tendency to experience excessive fear while social interaction is present. Social avoidance is also described as a combination of syndromes performing in a person perceived as embarrassment. The anxiety in the individuals experiencing this type of phobia is cause by the tendency of exaggeration in self-evaluations , having a negative perception of themselves based of their own negative judge. The tendency of being self-critical is lead by fear during social interaction or even during intrapersonal situations. The anticipation of anxiety and fear is often part of a vicious cycle in which persons experience a physical symptom such as blushing, palpitations , sweating, avoiding eye contact and trembling (Heimberg, 1995). However, some persons with social phobia report no physical symptoms of anxiety only self-consciousness and fear.
There are numerous distinctive discernments about individuals with social anxiety. Individuals who do have it are frequently seen by others as simply being timid, remote, compelled, hostile, uneasy, quiet, aloof, or restrained. The individuals who are tormented with social anxiety may be obfuscated by these recognitions also, so they may neglect to look for medication. Since the issue is for the most part inconceivable, they may imagine that they are the main ones who experience the ill...
Towards little children I am very outgoing and not shy at all. But, when it comes to people my age or older I tend to be less talkative if I feel like I am in a awkward situation or if I do not know the person. At Erie County Community College I am taking a human interactions class to help develop my skills more and make me less insecure about my thoughts. Sometimes I do believe I am not as shy as what I am on some days. I do find myself opening up more since I was younger but I am hoping soon my shy stage will be gone considering I want to become a doctor one