Our third and final entry for chapter 9 was written by Morgan. She shares some great insight into the importance of play, so enjoy!
“Play is to early childhood what gas is to a car.” This is a quote from Hirsh-Pasek and Golinkoff and it is a great example of just how important play is for children. Cars need gas to run and children need play for development. The term “play” is widely used across the globe, but what is it exactly? When asked to define the term play, how would you explain the concept? What would you say? I mean think about it, it should be a simple term to define right? Well, in reality, trying to define the term “play” is actually quite difficult because there are so many different opinions as to what play is or what it consists of. I love this chapter because the authors provide a clear and better understanding of what play is, how it influences cognitive and social development, the benefits of play, and how parents and/or caregivers can promote and influence development by interacting with their children during play.
According to researchers, there are five elements that define play, which I found very interesting. In order for play to actually be considered “play,” the activity should be found pleasurable and enjoyable, it should be spontaneous and voluntary, it must be make-believe oriented, and it should not have any extrinsic goals or no real functions (p. 210-211). This definition that is provided by the text is really the one that should be placed in dictionaries around the world because these elements could not better describe how play should be. The authors believe that children should not be forced to participate in activities that they have no desire to be a part of, and parents, caregivers, and even teachers should allow children to choose what they want to play with and how they want to play. I completely agree with this concept! There is nothing worse than being forced to participate in something that you have absolutely no desire for, especially when the activity is supposed to be fun but is quite the opposite. For example, I remember having to participate in certain so-called “play” activities in elementary school that I would almost consider torturous because they were absolutely boring; they weren’t creative activities in any way, and there was a always a right or wrong way to do something. I also remember that during recess time, we would get into trouble for making up certain games or get in trouble for using play equipment “inappropriately.” This is not considered play! Play should not have any specific outcome or meaning, it should derive from choice and free-will, and most of all, it should be fun and open-minded; play should be creative and free!
“The level of children’s play rises when adults play with them” (p.208) and play is also an excellent way for children to better develop their cognitive and social skills. Adults, especially parents and teachers, have an enormous amount of influence on how a child learns through play, and the interaction of adults with children stimulates more brain activity and mental development. Cognitively, the activity of play helps children to develop better attention spans, problem solving skills, inner speech, mathematical skills, and creativity. On the other hand, socially, play helps children develop the skills needed to interact with one another, communicate verbally and symbolically with one another, and work together as a team. Socially, play also really assists in children’s language development and vocabulary. I remember when I was growing up that my parents always interacted with me and my siblings during different play activities, and I feel that this definitely helped my social and cognitive development as well the development of my siblings. All four of us have gone to school and have done great things; we are very well-rounded people and we certainly have creative minds. We were never told how to play or what to play with by my parents; we would just find whatever we could get our hands on and amuse ourselves the best we could. My dad introduced me to art and drawing when I was very little, and to this day, one of my favorite activities of “play” is drawing and painting pictures. I feel that art as play is great because it really affects abstract thinking, problem solving skills, self-regulation, and I also feel that it helps us deal with our emotions.
When it came to sports as play activity, my parents were extremely involved and enthusiastic, which helped to engage my interest and love for sports. Being physically active for play, through sports for example, is also wonderful for children if they are interested. For me personally, sports were and still are excellent forms of play, but I think that my parents’ interest and enjoyment of watching really influenced my passion for the game. I have never actually thought about different forms of play that I have or still engage in due to the influence of my parents, until after I read this chapter. It totally makes sense that if adults, especially parents, interact during play with their children it can have a huge impact on how the children view play and participate in playful activities.
Reading this chapter really opened my eyes to what play should really consist of. I better understand how important “free play” really is for the development of children both cognitively and socially. I have always felt that free play was crucial in the lives of children, but I did not know just how much it can affect our behavior, ways of thinking, our social interaction with others, and our way of life in general. In today’s society free play or creative activity are not focused upon in our schools and are almost considered a waste of time. In reality, play is so crucial for child development that I hope the education system will eventually change their views on the subject and allow for more free play time and creative activity in the classroom without having teacher-structured or organized activities.
Wednesday, November 24, 2010
Monday, November 22, 2010
Child’s Play
Our second entry on chapter 9 was written by Caitlin. It sounds like she can hold her own in a game of Charades, so competitors, beware! Happy reading!
Throughout this chapter, the authors discuss just how essential play is to the learning process. One of the best ways for children to learn is through play. Some of the concepts children acquire by playing are not things that can be easily replicated in a classroom. Problem solving is one of those main concepts, as well as creativity. When kids play they sometimes face problems that they have to figure out on their own. By doing this they gain problem solving skills. Children can also gain motor skill development and language ability through play. Also, if children play together they can learn from one another. Parents can also help their kids play. One of the best things a parent can do is play with their child. However, this chapter suggests that parents follow their child’s lead in play, and not control it. It’s important that the child’s play goes wherever their imagination takes them.
After reading this chapter it made me reflect on my own childhood. As a child, during the summer I was always playing with my sisters. Whether we were riding our bikes around the neighborhood, or outside pretending to be Pocahontas, we were always playing. The most common type of play that we participated in was pretend play. We were always using our imaginations to come up with different scenarios. Between the three of us we were never bored. We always had something to do and someone to play with. Some of my most favorite memories from my childhood are of my sisters and me playing in our backyard. I am incredibly thankful that my parents always encouraged us to play.
Unfortunately, there are some parents who are so concerned with academics that they don’t let their child play. Everything about the child’s life is scheduled for them. Even though academics are important, they should not consume a child’s life. This saddens me because that child doesn’t get to experience the benefits of play. Not only can play be fun, but it lets the child experience things that wouldn’t happen normally in their everyday life. Children are in complete control of their play. It’s the one part of their lives where they make all the decisions. Children have the most amazing imaginations and they should be allowed to explore them.
In today’s world, I think it is harder for kids to just be able to play. There is so much technology around that some kids would rather just sit in front of the TV then go outside and play. Although watching TV and playing video games is fun, I think parents should limit the amount of time children spend doing these things. In my opinion for every hour a child spends doing these things they should spend an hour playing freely. Free play is important for kids to develop their imagination and creativity. It’s also important because it keeps them active and healthy.
In conclusion, play is irreplaceable. Kids need play as much as adults need free time. If kids don’t get the opportunity to play, then they are missing out on gaining important skills. No child should ever be deprived of play. Also there is no such thing as too much play. Children should be happy and healthy, and in order to be those things they need to have playtime in their lives.
Throughout this chapter, the authors discuss just how essential play is to the learning process. One of the best ways for children to learn is through play. Some of the concepts children acquire by playing are not things that can be easily replicated in a classroom. Problem solving is one of those main concepts, as well as creativity. When kids play they sometimes face problems that they have to figure out on their own. By doing this they gain problem solving skills. Children can also gain motor skill development and language ability through play. Also, if children play together they can learn from one another. Parents can also help their kids play. One of the best things a parent can do is play with their child. However, this chapter suggests that parents follow their child’s lead in play, and not control it. It’s important that the child’s play goes wherever their imagination takes them.
After reading this chapter it made me reflect on my own childhood. As a child, during the summer I was always playing with my sisters. Whether we were riding our bikes around the neighborhood, or outside pretending to be Pocahontas, we were always playing. The most common type of play that we participated in was pretend play. We were always using our imaginations to come up with different scenarios. Between the three of us we were never bored. We always had something to do and someone to play with. Some of my most favorite memories from my childhood are of my sisters and me playing in our backyard. I am incredibly thankful that my parents always encouraged us to play.
Unfortunately, there are some parents who are so concerned with academics that they don’t let their child play. Everything about the child’s life is scheduled for them. Even though academics are important, they should not consume a child’s life. This saddens me because that child doesn’t get to experience the benefits of play. Not only can play be fun, but it lets the child experience things that wouldn’t happen normally in their everyday life. Children are in complete control of their play. It’s the one part of their lives where they make all the decisions. Children have the most amazing imaginations and they should be allowed to explore them.
In today’s world, I think it is harder for kids to just be able to play. There is so much technology around that some kids would rather just sit in front of the TV then go outside and play. Although watching TV and playing video games is fun, I think parents should limit the amount of time children spend doing these things. In my opinion for every hour a child spends doing these things they should spend an hour playing freely. Free play is important for kids to develop their imagination and creativity. It’s also important because it keeps them active and healthy.
In conclusion, play is irreplaceable. Kids need play as much as adults need free time. If kids don’t get the opportunity to play, then they are missing out on gaining important skills. No child should ever be deprived of play. Also there is no such thing as too much play. Children should be happy and healthy, and in order to be those things they need to have playtime in their lives.
Friday, November 19, 2010
Exploring through Play
Believe it or not, we are already into chapter 9 - and there are only 10 chapters in this book! Jackie has written the first of three entries on this latest chapter. Be sure to savor your enjoyment of reading her entry, as we'll be done soon. Happy reading!
Some of the most precious and cherished moments for many individuals in society begin during our childhood play years. Childhood memories are events that involve some kind of “play” that involves interacting with a favorite toy, other children in the community or simply playing alone. The different types of play positively impact our lives and become part of our human development. Whether we realize it or not, “free play” is very important for children throughout their childhood. Childhood play brings happiness and a great learning experience for children across our society.
As I read Chapter 9 “The Crucible of Learning,” I realized how important play is in a child’s development. My earliest childhood memory was playing with my neighborhood friends, cousins and siblings at a nearby park. Our parents allowed us to go off to play at the park as long as we were back before dark. My friends and I used to play many different games; we played on the playground and in the sand box, pretending we were in different parts of the world. During “free play” we were able to use our imaginations and explore our surroundings. I had the freedom and time to do a lot of free play, unlike Alyson, a 4 year old little girl mentioned in Chapter 9, who didn’t have much free play in her busy schedule. Alyson’s parents bombarded her with many “enrichment’ activities. Alyson’s mom makes dad and Alyson follow the schedule on the calendar that is posted on the refrigerator, making sure Alyson never misses an activity or event. The dad, on the other hand, is much more lenient, and he finds time to relax and catch up on his work while Alyson plays on her own. Allowing Alyson to play on her own promotes her creativity through her play with toys and using her creative imagination. Mom calls Alyson’s free play a waste of time. Little does she know that Alyson is actually using this free time to play, release stress, and take a break from her hectic schedule. In analyzing this scenario, it seems like Alyson has too many responsibilities and not enough free time for a 4 year old.
There are many parents such as Marianne who believe that if children are exposed to different enrichment activities such as sports, music lessons and dance lessons, they will benefit by having an advantage in academics, sports and entertainment careers as they grow older. However, busy schedules can block the child’s learning process. Many parents are oblivious to the benefits of free play, such as promoting creativity and problem solving. Parents think that playing is a waste of time and that children do not benefit from free play. There have been many studies that confirm that child’s play teaches different skills and it expands one’s imagination. “Play promotes problem solving, creativity. It also helps to build better attention spans and encourages social development as well as pretend play and self control” (p. 206). One of the benefits of child’s play is “pretend play” which leads to symbolic play; children learn how to use one object to represent another. Children often use different toys and pretend they are something else; for example, they might use a sand shovel as a telephone. Oftentimes, children use sand, sticks and rocks to represent various forms of food and cooking utensils. Symbolic play helps children use their imagination and think abstractly. Symbolic play helps children think outside the box and how to problem solve. Playing with objects and being exposed to concrete experiences promotes mathematical thinking.
As a Child Development major and a student assistant at the preschool, I agree with the author on how important play is for children. Children need the freedom to choose when they want to play and what they want to play with. For example, I love the philosophy and mission at our preschool here at Fresno State. We believe in promoting the safety of the children and child’s play with the child’s best interests at heart. Not only do we give them the freedom to engage in free play, but we also encourage other educational activities as well. At the preschool, we allow the children to make their own choices when it comes to free play and various activities. We also have group time where we read to the children and sing songs. After group time, we inform the children of different options they have and dismiss them to go play. For instance, we show them the designated play areas around the room that are open, such as the manipulative area, block area, dramatic area and the art area. The children are free to go to any station and use their imagination and creativity. When the teachers are engaged with the children during play activities, the children become really excited and find new ways to communicate with us. The children love to talk, engage in conversations and tell stories while they play. When children interact with their peers and teachers through play, they are exposed to language and self control. They pick up language faster and at the same time learn how to take on different roles and express their feelings. Child play has to come from the desire and interest of the children. We cannot force them to play and expect them to enjoy it. Many parents force their children to play sports which can create pressure, resulting in a loss of interest in any particular sport. The sport becomes a chore instead of a fun pastime.
As parents and teachers, we must provide choices and let our children choose what they want to do. In doing so, this will provide both a fun time and a great learning experience. As adults we have the choice to “facilitate” play time or engage in their playing. Parents should be able to balance both free play and enrichment activities. Both the parents and children can benefit from free play and enrichment activities. Like the author stated, play equals learning. Children are little explorers in their environment; through exploring and playing the process of learning occurs. Play gives children the advantage to process thinking and act on it.
Some of the most precious and cherished moments for many individuals in society begin during our childhood play years. Childhood memories are events that involve some kind of “play” that involves interacting with a favorite toy, other children in the community or simply playing alone. The different types of play positively impact our lives and become part of our human development. Whether we realize it or not, “free play” is very important for children throughout their childhood. Childhood play brings happiness and a great learning experience for children across our society.
As I read Chapter 9 “The Crucible of Learning,” I realized how important play is in a child’s development. My earliest childhood memory was playing with my neighborhood friends, cousins and siblings at a nearby park. Our parents allowed us to go off to play at the park as long as we were back before dark. My friends and I used to play many different games; we played on the playground and in the sand box, pretending we were in different parts of the world. During “free play” we were able to use our imaginations and explore our surroundings. I had the freedom and time to do a lot of free play, unlike Alyson, a 4 year old little girl mentioned in Chapter 9, who didn’t have much free play in her busy schedule. Alyson’s parents bombarded her with many “enrichment’ activities. Alyson’s mom makes dad and Alyson follow the schedule on the calendar that is posted on the refrigerator, making sure Alyson never misses an activity or event. The dad, on the other hand, is much more lenient, and he finds time to relax and catch up on his work while Alyson plays on her own. Allowing Alyson to play on her own promotes her creativity through her play with toys and using her creative imagination. Mom calls Alyson’s free play a waste of time. Little does she know that Alyson is actually using this free time to play, release stress, and take a break from her hectic schedule. In analyzing this scenario, it seems like Alyson has too many responsibilities and not enough free time for a 4 year old.
There are many parents such as Marianne who believe that if children are exposed to different enrichment activities such as sports, music lessons and dance lessons, they will benefit by having an advantage in academics, sports and entertainment careers as they grow older. However, busy schedules can block the child’s learning process. Many parents are oblivious to the benefits of free play, such as promoting creativity and problem solving. Parents think that playing is a waste of time and that children do not benefit from free play. There have been many studies that confirm that child’s play teaches different skills and it expands one’s imagination. “Play promotes problem solving, creativity. It also helps to build better attention spans and encourages social development as well as pretend play and self control” (p. 206). One of the benefits of child’s play is “pretend play” which leads to symbolic play; children learn how to use one object to represent another. Children often use different toys and pretend they are something else; for example, they might use a sand shovel as a telephone. Oftentimes, children use sand, sticks and rocks to represent various forms of food and cooking utensils. Symbolic play helps children use their imagination and think abstractly. Symbolic play helps children think outside the box and how to problem solve. Playing with objects and being exposed to concrete experiences promotes mathematical thinking.
As a Child Development major and a student assistant at the preschool, I agree with the author on how important play is for children. Children need the freedom to choose when they want to play and what they want to play with. For example, I love the philosophy and mission at our preschool here at Fresno State. We believe in promoting the safety of the children and child’s play with the child’s best interests at heart. Not only do we give them the freedom to engage in free play, but we also encourage other educational activities as well. At the preschool, we allow the children to make their own choices when it comes to free play and various activities. We also have group time where we read to the children and sing songs. After group time, we inform the children of different options they have and dismiss them to go play. For instance, we show them the designated play areas around the room that are open, such as the manipulative area, block area, dramatic area and the art area. The children are free to go to any station and use their imagination and creativity. When the teachers are engaged with the children during play activities, the children become really excited and find new ways to communicate with us. The children love to talk, engage in conversations and tell stories while they play. When children interact with their peers and teachers through play, they are exposed to language and self control. They pick up language faster and at the same time learn how to take on different roles and express their feelings. Child play has to come from the desire and interest of the children. We cannot force them to play and expect them to enjoy it. Many parents force their children to play sports which can create pressure, resulting in a loss of interest in any particular sport. The sport becomes a chore instead of a fun pastime.
As parents and teachers, we must provide choices and let our children choose what they want to do. In doing so, this will provide both a fun time and a great learning experience. As adults we have the choice to “facilitate” play time or engage in their playing. Parents should be able to balance both free play and enrichment activities. Both the parents and children can benefit from free play and enrichment activities. Like the author stated, play equals learning. Children are little explorers in their environment; through exploring and playing the process of learning occurs. Play gives children the advantage to process thinking and act on it.
Friday, November 12, 2010
The Meaning of Social Intelligence
This is Santiago and Mely, the nephews of Susana, the author of our second and final entry on chapter 8. Pretty fitting, I'd say, given that she is going to talk about the importance of socialization! Enjoy!In the beginning of the chapter, the authors talk about how parents are frustrated about providing things that will help improve their child’s intelligence. After reading the introduction of this chapter, I agree with the authors’ example. One example is that parents are more interested in their child’s intelligence. This example is accepted by most of the parents. As well, most of these parents are forgetting the importance of developing social and emotional skills. In some of these cases the parents do not know the following information: How do social skills develop? Who are emotional beings? How can we help children to have good relationships with others?
How do social skills develop? The authors of the book respond to this question by giving interesting suggestions about how most of the parents erroneously believe that this skill is acquired. One suggestion is that parents believe that social skills do not need to be learned, because it just happens. Moreover, I learned in this chapter, that social skills also need to be taught. Children acquire social skills by observing and imitating their parents. As well, they learn from social interactions with others in life. I think that this idea is reflected in toddlers. For example, one day my two year old cousin Melisa was playing with her cell phone, and then she started screaming and yelling at it. This action reflected the social behavior of her mom screaming and yelling on the phone. So children at a young age learn from their parents how to treat others and how to treat themselves. What Melisa was doing was imitating her mom, and the way that she resolved the conflict. Melisa had learned that arguing was a way to solve a problem.
The authors talk about emotional well-being and the importance of recognizing emotions. One example of emotional beings is empathy. I was surprised to know that babies shared emotions, and it is the first sign of empathy. As the authors describe, “Babies can become aware of the emotions of others and feel the other’s emotions vicariously” (p.185). This amazed me because it makes me think about how humans need empathy in order to consider and respect the feelings of others.
Having a secure attachment helps children to have good relationships with their peers. However, how can parents provide a secure attachment? I think it is something easy to do and follow. The authors suggest that consistence and responsiveness to their children needs are essential tools to build a good attachment with others. Furthermore, it is necessary that parents are consistent with their children from the beginning of their life.
On the other hand, it is true that in our society most of the kids spend less time with their parents and more time in a day care. So what the authors suggest in this case is that parents should choose a good day care that can provide high quality care. High quality care happens when the caregivers are aware of the child’s feelings. I know that this is an important aspect. In the day care where I used to work, we focused on behaviors. For example, Matt was a child who was typically in a good mood and showed empathy for the other kids. However, Matt’s behavior changed dramatically when he did not spend time with his mom or grandpa, his primary caregivers. For example, he would behave aggressively by hitting and slapping other kids. Since this behavior was abnormal for him, it did not seem to be him at that moment. The teacher found out what was happening to Matt, and she had the opportunity to talk to his mother, and let her know that Matt needs more physical attention.
In conclusion, this chapter shows again the importance of social skills and emotional well-being. As well, the authors encourage parents to stop worrying about having advanced children because they should focus more on other social skills that are also necessary and important. After reading the chapter, it made me think about the common parental ideology that intelligence is the only thing that matters. Moreover, it is essential for each individual to acquire emotional well-being.
Friday, November 5, 2010
My Perspective, Your Perspective
Hnou has gotten us off to a great start on chapter 8 with this first entry. You'll see that she works with infants, and recognized much of what Hirsh-Pasek and Golinkoff said about them. Happy reading!
The majority of parents believe that children’s intellectual growth is the most important part of their development. Parents tend to focus on children’s intellectual development more than social development. Although it seems like social development comes naturally to the child, it actually doesn’t. Social development needs as much focus as intellectual development. The concentric circle of social learning that Hirsh-Pasek and Golinkoff mentioned, has three main circles. In the first circle, babies learn to distinguish between people and objects. Second, babies will become aware of, share, and imitate emotions of others. Finally, they can see from their perspective and from another’s perspective.
Amazingly, babies are more attracted to human features than they are to objects. A baby who is about two days old can actually imitate the facial expression of the person who is holding him or her. Surprisingly, the baby is exchanging interaction and sharing the same experience with that person by imitating. It gives babies a sense that they can connect with other people through “reciprocity in social exchange” (p. 185).
Last week, I tried to distract an infant with a rattle toy in my hand. No matter how loud and fast I rattled the toy, she stared straight into my eyes without even glancing at the toy, like the toy did not exist at all. I tried things like putting the rattle in front of my face, moving it from left to right, looking at the toy, etc., but nothing. Her eyes did not even move an inch. This innate preference is something that we do not teach the child.
As the book mentioned, infants seem to have empathy for others and not just for themselves. Having experiences with the infants at my workplace, once a child starts to cry because of hunger, another child will cry and then the next and then the next and so on. This is the first sign that a child can feel empathy for others because he or she could actually understand how the others are feeling. Children who have not developed their social speech yet, however, can be made aware of the feelings of others. Every time I hear a child cry and there are other babies around, I think to myself, “Uh oh, all the babies here are going to cry any minute now.”
As babies grow, they start to learn how other people think and feel. Instead of looking from their perspective, they start to see how others’ perspectives are. I tend to look at others’ perspectives a lot. Don’t you sometime feel like you don’t want to do something for others, but at the same time you feel wrong? Every time I have that feeling, I tend to imagine the other person’s perspective. Of course, I sometime turn them down, only because I really cannot do what they want me to. Even as adults, we still struggle to know how people feel and think. If we are still struggling about this matter, what goes on in children’s minds? It’s harder for them, so that’s why sometimes they share things and sometime they don’t.
Overall, children’s social development is as important as intellectual development. To strengthen their social growth, interaction with others, such as parents, caregivers, and their peers is the most significant to develop the child’s social skills. Parents need to also focus on their child’s social skill because they do in fact, have to learn them, just like every other developmental skill.
The majority of parents believe that children’s intellectual growth is the most important part of their development. Parents tend to focus on children’s intellectual development more than social development. Although it seems like social development comes naturally to the child, it actually doesn’t. Social development needs as much focus as intellectual development. The concentric circle of social learning that Hirsh-Pasek and Golinkoff mentioned, has three main circles. In the first circle, babies learn to distinguish between people and objects. Second, babies will become aware of, share, and imitate emotions of others. Finally, they can see from their perspective and from another’s perspective.
Amazingly, babies are more attracted to human features than they are to objects. A baby who is about two days old can actually imitate the facial expression of the person who is holding him or her. Surprisingly, the baby is exchanging interaction and sharing the same experience with that person by imitating. It gives babies a sense that they can connect with other people through “reciprocity in social exchange” (p. 185).
Last week, I tried to distract an infant with a rattle toy in my hand. No matter how loud and fast I rattled the toy, she stared straight into my eyes without even glancing at the toy, like the toy did not exist at all. I tried things like putting the rattle in front of my face, moving it from left to right, looking at the toy, etc., but nothing. Her eyes did not even move an inch. This innate preference is something that we do not teach the child.
As the book mentioned, infants seem to have empathy for others and not just for themselves. Having experiences with the infants at my workplace, once a child starts to cry because of hunger, another child will cry and then the next and then the next and so on. This is the first sign that a child can feel empathy for others because he or she could actually understand how the others are feeling. Children who have not developed their social speech yet, however, can be made aware of the feelings of others. Every time I hear a child cry and there are other babies around, I think to myself, “Uh oh, all the babies here are going to cry any minute now.”
As babies grow, they start to learn how other people think and feel. Instead of looking from their perspective, they start to see how others’ perspectives are. I tend to look at others’ perspectives a lot. Don’t you sometime feel like you don’t want to do something for others, but at the same time you feel wrong? Every time I have that feeling, I tend to imagine the other person’s perspective. Of course, I sometime turn them down, only because I really cannot do what they want me to. Even as adults, we still struggle to know how people feel and think. If we are still struggling about this matter, what goes on in children’s minds? It’s harder for them, so that’s why sometimes they share things and sometime they don’t.
Overall, children’s social development is as important as intellectual development. To strengthen their social growth, interaction with others, such as parents, caregivers, and their peers is the most significant to develop the child’s social skills. Parents need to also focus on their child’s social skill because they do in fact, have to learn them, just like every other developmental skill.
Wednesday, November 3, 2010
Praising the Child
Our third and final entry for chapter 7 was written by Brittney. She has made some great points about praise...and don't worry...the praise I've just given her is justified. Happy reading!
When we talk about children and how they grow and develop, we think of what may have shaped them into the people they become. We watch children from the time they start to walk and talk, into preschool through adolescence, and until they become adults. The finished product is always questioned: How did they get this way? Who takes the credit or the blame? Whether we believe it or not, children begin to create self concept very young. They are not going to wait for anyone to guide them; they begin the quest for self on their own.
I can understand why a parent may feel like they have the duty to make sure their child is smart, respectful and successful at life. This may be the parent who is making their child a conservative learner, praising them for everything they do. Even though I am a believer of praising a child because I do think that it is encouraging, I can see how it can have a negative effect on a child. It is evident that children get a kick out of praise because of the tone of voice used. It sets an atmosphere of excitement and achievement for the child.
When dealing with the preschool years you may or may not notice that preschoolers think they can do everything. One of the most common lines I hear is, “Look what I can do!,” and 9 times out of 10, they cannot do it, but they want you to watch while they try over and over again. Usually when this happens, I step in and help, then praise as if they did it all alone. Preschoolers have a “never give up” mind frame on their own without the help of an adult. I think one of the best things we can do for children is help them retain this frame of mind. Preschoolers have this notion because they aren’t able to see themselves realistically. As children get older they can develop a better sense of judgment and are able to distinguish the things they are good at and the things they are not so good at. I feel this is a good place for parents to step in and play a part in the “shaping of their child.” I know this is where I would come in as a parent to encourage, assist and give praise where I see progress. Understanding praise and the effect if can have on a child gives you a good sense of judgment about where it is needed.
“Used correctly it can help students become adults who delight in intellectual challenge, understand the value of effort, and are able to deal with setbacks… But if praise is not handled properly it can become a negative force, a kind of drug that rather than strengthening students, makes them more passive and dependent on the opinion of others”(p.175). Hirsh-Pasek and Golinkoff used this quote from Professor Dweck, and it really stood out to me in a big way because I never realized how praise can actually be bad for a child. I’m sure there are many parents who would be surprised as well. You would think that it could only be beneficial for the child but the truth is that it must be used properly. I think the best thing for the parent and the child would be to make the expectations of the child realistic, and give praise where praise is due. When your child is facing obvious challenges in life, the best thing you can do as a parent is help them through guidance and encouragement. From that you will be able to observe what they can do without your help, and then you can praise them for their progress. This will create healthy high self-esteem from childhood up to adulthood.
When we talk about children and how they grow and develop, we think of what may have shaped them into the people they become. We watch children from the time they start to walk and talk, into preschool through adolescence, and until they become adults. The finished product is always questioned: How did they get this way? Who takes the credit or the blame? Whether we believe it or not, children begin to create self concept very young. They are not going to wait for anyone to guide them; they begin the quest for self on their own.
I can understand why a parent may feel like they have the duty to make sure their child is smart, respectful and successful at life. This may be the parent who is making their child a conservative learner, praising them for everything they do. Even though I am a believer of praising a child because I do think that it is encouraging, I can see how it can have a negative effect on a child. It is evident that children get a kick out of praise because of the tone of voice used. It sets an atmosphere of excitement and achievement for the child.
When dealing with the preschool years you may or may not notice that preschoolers think they can do everything. One of the most common lines I hear is, “Look what I can do!,” and 9 times out of 10, they cannot do it, but they want you to watch while they try over and over again. Usually when this happens, I step in and help, then praise as if they did it all alone. Preschoolers have a “never give up” mind frame on their own without the help of an adult. I think one of the best things we can do for children is help them retain this frame of mind. Preschoolers have this notion because they aren’t able to see themselves realistically. As children get older they can develop a better sense of judgment and are able to distinguish the things they are good at and the things they are not so good at. I feel this is a good place for parents to step in and play a part in the “shaping of their child.” I know this is where I would come in as a parent to encourage, assist and give praise where I see progress. Understanding praise and the effect if can have on a child gives you a good sense of judgment about where it is needed.
“Used correctly it can help students become adults who delight in intellectual challenge, understand the value of effort, and are able to deal with setbacks… But if praise is not handled properly it can become a negative force, a kind of drug that rather than strengthening students, makes them more passive and dependent on the opinion of others”(p.175). Hirsh-Pasek and Golinkoff used this quote from Professor Dweck, and it really stood out to me in a big way because I never realized how praise can actually be bad for a child. I’m sure there are many parents who would be surprised as well. You would think that it could only be beneficial for the child but the truth is that it must be used properly. I think the best thing for the parent and the child would be to make the expectations of the child realistic, and give praise where praise is due. When your child is facing obvious challenges in life, the best thing you can do as a parent is help them through guidance and encouragement. From that you will be able to observe what they can do without your help, and then you can praise them for their progress. This will create healthy high self-esteem from childhood up to adulthood.
Tuesday, November 2, 2010
My Own Sense of Self
Belinda wrote our second entry for chapter 7. I think you'll enjoy her insight into the child's role in the development of his or her own sense of self. Happy reading!
This chapter contained interesting information regarding how children develop sense of self. I found interesting the fact that as humans, we begin to examine and construct who we are during our first years. I had never thought that children would actually explore their self at a young age. Another aspect that was mentioned in the book that I never thought of is the various ways in which children develop sense of self. The author of the book mentioned that during development, children tend to explore and learn about their physical, social/emotional, and intellectual self. Even though I have been surrounded by children, I never thought of children developing sense of self over time and at different ages. This chapter allowed me to explore the different ways that children acquire and explore who they are.
After reading this chapter I began to observe children around me. From my observations I noticed that most of the information presented was actually true. For example, days ago my dad told my little sister that he was going to sign her up for a soccer team. It amazed me when my little sister responded by saying that she was not going to play soccer. She told my dad that soccer was for boys and she did not want others to say that she was one. Once I heard her saying that soccer was for boys, I realized that she was considering gender roles and what was proper for boys and girls. I analyzed what she had said and concluded that due to the environment in which she has been raised, where only males play soccer, she categorized soccer as an all male sport. Later, after reading this chapter, I explained to her that females can take male’s roles and that it was okay for my dad to sign her up for the soccer team; however, it was up to her.
Sometimes parents focus on the idea that they are the one constructing their children’s sense of self. I have seen many parents imposing and correcting children’s behavior; they ignore the fact that their children have personal needs and desires. On the other hand, there are parents so involved in their children’s behavior that they praise them incorrectly. For instance, an aspect that was mentioned in the book that I strongly agree with was the fact that many parents fail in the area of “praising.” Going back to parents and children’s IQ in chapter six, some parents are so focused on their children being intellectual that it prohibits failing. For instance, when a child fails in a subject, many parents reject their children’s mistakes and see the child differently; due to this consequence, children create the false belief that failing is not okay and avoid future challenges. This can affect children’s self-esteem, especially who they believe they are.
Many parents neglect the idea that their children are the ones guiding their emotions and desires. They are not conscious that their children are the ones shaping their own sense of self. Many parents try to impose their own beliefs and desires on their children and they end up failing. In order to prevent parents from an unrealistic perception of their role in developing children’s self, at the end of the chapter, the author provides guidance for parents. Personally, I see that advice as beneficial, because it prohibits parents from interrupting their children’s search for who they are.
In conclusion, parents should allow their children to develop their sense of self on their own and they should just be there to encourage them through their development.
This chapter contained interesting information regarding how children develop sense of self. I found interesting the fact that as humans, we begin to examine and construct who we are during our first years. I had never thought that children would actually explore their self at a young age. Another aspect that was mentioned in the book that I never thought of is the various ways in which children develop sense of self. The author of the book mentioned that during development, children tend to explore and learn about their physical, social/emotional, and intellectual self. Even though I have been surrounded by children, I never thought of children developing sense of self over time and at different ages. This chapter allowed me to explore the different ways that children acquire and explore who they are.
After reading this chapter I began to observe children around me. From my observations I noticed that most of the information presented was actually true. For example, days ago my dad told my little sister that he was going to sign her up for a soccer team. It amazed me when my little sister responded by saying that she was not going to play soccer. She told my dad that soccer was for boys and she did not want others to say that she was one. Once I heard her saying that soccer was for boys, I realized that she was considering gender roles and what was proper for boys and girls. I analyzed what she had said and concluded that due to the environment in which she has been raised, where only males play soccer, she categorized soccer as an all male sport. Later, after reading this chapter, I explained to her that females can take male’s roles and that it was okay for my dad to sign her up for the soccer team; however, it was up to her.
Sometimes parents focus on the idea that they are the one constructing their children’s sense of self. I have seen many parents imposing and correcting children’s behavior; they ignore the fact that their children have personal needs and desires. On the other hand, there are parents so involved in their children’s behavior that they praise them incorrectly. For instance, an aspect that was mentioned in the book that I strongly agree with was the fact that many parents fail in the area of “praising.” Going back to parents and children’s IQ in chapter six, some parents are so focused on their children being intellectual that it prohibits failing. For instance, when a child fails in a subject, many parents reject their children’s mistakes and see the child differently; due to this consequence, children create the false belief that failing is not okay and avoid future challenges. This can affect children’s self-esteem, especially who they believe they are.
Many parents neglect the idea that their children are the ones guiding their emotions and desires. They are not conscious that their children are the ones shaping their own sense of self. Many parents try to impose their own beliefs and desires on their children and they end up failing. In order to prevent parents from an unrealistic perception of their role in developing children’s self, at the end of the chapter, the author provides guidance for parents. Personally, I see that advice as beneficial, because it prohibits parents from interrupting their children’s search for who they are.
In conclusion, parents should allow their children to develop their sense of self on their own and they should just be there to encourage them through their development.
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