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Summary of Presentation

Topic: Implication of Personal, Social and Emotional Development 1. Physical Development Physical development consists of the growth of the body and brain. It is also categorized by the development of motor skills and behavioral patterns. Physical development influences both cognitive development and social-emotional development. Preschool Years: Gross & fine motor skills, handedness. The Elementary School Years
a. b.

Steady development. Variation among children. Adolescence

a. Puberty- Girls Earlier/Boys Later. b. Brain and neurological system change.

2. Erikson Stages
a. b.

Psychosocial theory of development. Eight individual stages for resolving developmental crisis.
c. Emphasized emergence of self, search for identity, relationships & the role of culture.


Adolescent/Peer relationships. Who am I?

Applying Eriksons Theory

a. Initiative

1. 2. 3.

Allow limited choices that will often result in success Encourage make-believe Be tolerant of mistakes

b. Industry

1. 2.

Help students set & achieve realistic goals Allow for & support opportunities to be independent

c. Identity

1. 2.

Supply a variety of positive role models Help students find resources to solve personal problems

3. 4.

Be tolerant of fads if they dont offend others or interfere with teaching Give students realistic feedback about themselves

3. Bronfenbrenner Ecological Systems Theory holds that development reflects the influence of several environmental systems . Microsystem Mesosystem Exosystem Macrosystem

Indicators of Emotional Abuse

4. Self-Concept & Self-Esteem a. Self-concept

1. 2. 3.

Beliefs about oneself Foundation for social & emotional development Evolved through constant self-evaluation in many settings

Self-esteem: Affective value judgment of oneself 1. Determined by feeling successful in what we value 2. Encouraging Self-Esteem
3. Create a Safe-to-Fail environment that values all students

4. Know yourself & your biases 5. Be intellectually honest 6. Set clear goals for teacher & student 7. Value cultural diversity in students

5. Diversity and Identity Nigrescence Developing Black Identity 1. 2. 3. 4. 5. Pre-encounter Encounter Immersion/Emersion Internalization Internalization-Commitment Racial and Ethnic Pride 1. Positive self-concept about ones racial and ethnic heritage 2. Respect for ones own heritage builds respect for the heritage of others

6. Emotional & Moral Development Moral Dilemma Sharon is a student in a math class. Her parents often become abusive when she gets bad grades. She has not been doing very well and is considering cheating on an upcoming math test. Should she cheat on the exam?

Kohlbergs Stages The theory holds that moral reasoning, the basis for ethical behavior Pre-conventional 1. Avoid punishment 2. Personal gain Conventional 1. 2. Good boy/Nice girl Law & order

Post-conventional 1. 2. Social contract Universal ethical principles Alternatives to Kohlberg Criticisms: 1.


Stages simultaneous, not sequential Confuse moral issues & social conventions Western male cultural bias


Morality of Caring, Gilligan 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Gives higher value to caring for others Concern with justice Moral Behavior Modeling, internalizing, self-concept positively affect moral behavior Individual differences & situation affect cheating Encourage perspective-taking Separate moral & conventional rules New Role for Teachers Teachers may be best source for students to find solutions Caring, firm classroom structure Clear limits, enforced rules Respect students Show genuine concern

Topic : Why, What and How Effective School, Family and Community Partnership

Why Partnership?
a. Impact of Home School Partnership

b.Impact of Community Partnerships

Beliefs, Attributes, Process

Putting Partnerships to Work Benefits to Families Opportunities to share with other families Network with providers Expand knowledge Gain skills Benefits to Providers Increase knowledge of family needs Increase empathy and understanding about families Brings fresh perspective to the table

Impact of Home-School Partnerships: When parents and school staff work together to support learning, students: Earn higher grades and test scores Enroll in higher level programs Be promoted and earn credits Adapt well to school and attend regularly Have better social skills and behavior

Graduate and go on to higher education Impact of Educational Community Partnerships: Higher quality learning programs for students New resources and programs to improve teaching and curriculum Resources for after-school programs Increased social and political capital of participants What types of programs work best to achieve positive student outcomes? 1. Programs and interventions that engage families in supporting their childrens learning at home are linked to higher student achievement. Family involvement at home appears to have the greatest affect on student achievement. 2. Family Involvement has a protective effect. The more families can support their childrens progress, the better their children do in school and the longer they stay in school. 3. Parent and community involvement that is linked to improving student learning has a greater effect on achievement. How can we achieve effective school, family, and community partnerships? Components of Effective Partnerships To partner: Implies a relationship, frequently between two people, in which each has equal status and a certain independence but also implicit or formal obligations to the other or others. Effective programs to engage families and community embrace a philosophy of partnership. The responsibility for childrens educational development is a shared, collaborative enterprise among parents, school staff, and community members. Parent involvement programs that are effective in engaging diverse families recognize, respect, and address cultural and class differences.

The Joining Process

Welcoming: Families are made to feel at home, comfortable, and a part of the school

Honoring: Family members are respected, validated and affirmed for any type of

involvement or contribution they make.

Connecting: School staff and families put children at the center and connect on

education issues of common interest designed to improve educational opportunities for the children.