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Chapter 6 Using Frequency Counts to Look at Emotional Development
“Useful observations cannot be gathered the week before progress reports or family conferences are due.” ©2014 Cengage Learning. All Rights Reserved.
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©2014 Cengage Learning. All Rights Reserved.
FREQUENCY COUNTS Measure any action or behavior that occurs frequently in an individual, a class or group Closed method – No details recorded Measure the outcomes after implementing a strategy ©2014 Cengage Learning. All Rights Reserved.
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©2014 Cengage Learning. All Rights Reserved.
Frequency Counts ©2014 Cengage Learning. All Rights Reserved.
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Uses of the Frequency Count
Advantages Quick to record Quantitative measurement Disadvantages Details are not recorded Only measures one behavior, highly selective Allows the recorder’s bias to enter the recording ©2014 Cengage Learning. All Rights Reserved.
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©2014 Cengage Learning. All Rights Reserved.
What to Do With It If it is focused on a child, it can measure the effects of an intervention strategy It can be filed in the child’s folder If it is on the whole group it can be a pre- and post-measurement of an intervention strategy, filed in the Class File rather than individual folders Shared with child, family, group as appropriate ©2014 Cengage Learning. All Rights Reserved.
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LOOKING AT EMOTIONAL DEVELOPMENT
Core emotions Joy Anger Sadness Fear Temperament (nature) Socialization of emotions (nurture) ©2014 Cengage Learning. All Rights Reserved.
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©2014 Cengage Learning. All Rights Reserved.
The Development of Conscience Conscience: internal voice that guides moral actions Empathy: intellectual and emotional response to another person’s discomfort The Absence of Joy Failure to Thrive Syndrome: developmental delays caused by physical or emotional factors ©2014 Cengage Learning. All Rights Reserved.
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©2014 Cengage Learning. All Rights Reserved.
Relationships of trust – Closely aligned – Observing the absence of joy Temperament? Maternal depression? Sign of abuse or neglect? Failure to thrive – Physical condition or developmental regression from absence of nurturing Resilient child – Overcomer ©2014 Cengage Learning. All Rights Reserved.
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Anger and Aggression ©2014 Cengage Learning. All Rights Reserved.
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Challenging Behavior “Behavior that interferes with learning or social engagement” Intervention begins with assessment based on typical developmental behavior Prevention of more serious social problems later Bullying – Anti-social, coercive behavior that sets a pattern of aggression ©2014 Cengage Learning. All Rights Reserved.
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Fear and Shyness Fear and development Stranger anxiety Nightmares Shame, a form of fear Shyness Children under stress ©2014 Cengage Learning. All Rights Reserved.
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TOPICS IN OBSERVATION The Assessment and Curriculum Braid
Weaving together: Child development – Knowledge of all children Curriculum – Skill in planning appropriate learning activities Assessment – Observation to know the child intimately Teaching philosophy – Approach to teaching Documentation – Recording methods and strategies Individualizing – Designing learning for each child Evaluation – Measuring how each child is progressing Reflection – Thinking about the process of teaching and learning Communication – Sharing with child, family, colleagues ©2014 Cengage Learning. All Rights Reserved.
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Observing Emotional Development in Infants and Toddlers
Watch for behavior that gives clues to: Sensory integration – Organization of sensory information dependent on temperament and the duration and intensity of stimuli Self-regulation – Ability to control reactions to stimuli and behavior Watch for arousal, attention, affect ,and action ©2014 Cengage Learning. All Rights Reserved.
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©2014 Cengage Learning. All Rights Reserved.
Emotional Competence Modeling – Examples of appropriate expressions of emotions, including anger and sadness Coaching – Giving names to the emotions the child may be feeling and appropriate ways to express them Contingency – Deciding when to intervene ©2014 Cengage Learning. All Rights Reserved.
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Helping All Children with Emotional Development
The Emotionally Secure Environment Executive Function Modeling Direct instruction Positive or negative reinforcement ©2014 Cengage Learning. All Rights Reserved.
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Helping All Children with Emotional Development
Mental Health Problems in Young Children Vulnerable because of developmental stages Behaviors that Warrant Concerns Emotional Development of Young ELL’s Children with Special Needs Frustration; difficult behaviors Fear by other children or differences Helping Professionals ©2014 Cengage Learning. All Rights Reserved.
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