1 / 24

Respect and Self-Esteem

Respect and Self-Esteem. Respect: Esteem for or a sense of the worth or excellence of a person, a personal quality or ability. Self-Esteem: A realistic respect for or favorable impression of oneself. Provide children with an environment that is rich with encouragement and praise. .

calvin
Download Presentation

Respect and Self-Esteem

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Respect and Self-Esteem Respect: Esteem for or a sense of the worth or excellence of a person, a personal quality or ability. Self-Esteem: A realistic respect for or favorable impression of oneself.

  2. Provide children with an environment that is rich with encouragement and praise. Encouragement and praise Discouragement and criticism • “You must be so proud.” • “You have worked so hard on that.” • “I like it when you help clean up. ” • Wow, can carry of those toys. You are very strong.” • “I am so glad that you are listening to my words.” • “I know your disappointed.” • “Thank you.” • “Your welcome.” • “How many times have I told you to pick up.” • “You need to remember to pick up all the toys.” • “Your friends are working so hard and you are not.” • “Your friends won’t like you if you hit them.” • “I told you to stop hitting her.” • “You’re taking to long cleaning up.” • Silence.

  3. Respect the process in which children are learning.

  4. Recognize the child’s accomplishments. Help children have the “I can do it” attitude.

  5. Descriptive praise and sincere attention is essential to building a child’s self-esteem. Say this Instead of this • “We walk in the classroom or we might fall.” • Please do not throw the books around.” • “ I see you’re throwing the paint on the floor. Do you need my help.” • “It makes me sad when you don’t listen to my words.” • “Let’s see how many Legos we can all pick up.” • “What are you doing.” • “Stop running around.” • “Don’t do that.” • “You’re not listening” • “ I don’t like it when you don’t behave.” • “Pick up all of these Legos.” • “What are you doing!”

  6. Awareness of their efforts. POSITIVE NEGATIVE • “That’s how you use a slide safety, good job.” • “That’s right, three spoonfuls of applesauce on your plate.” • “You’re keeping the sand in the sandbox, great.” • “Try a little piece of carrot, you may like them.” • “I only had to ask you two times today to put the ball away, yay.” • “You’re finally using the slide right.” • “You’re serving yourself too much applesauce.” • “That’s right, the sand belongs in the sand box.” • “Eat the carrots, they’re good for you.” • “I have to ask you too many times to put the ball away.”

  7. Normal or Typical Development

  8. The integrated process that governs change in size, neurological structure and behavior complexity. • The cumulative or building block of learning new skills. Acquiring skills in a sequential manner. • A process of the reciprocal relationship between the child the people in their lives and the environment. NORMAL OR TYPICAL DEVELOPMENT The term normal or typical are interchangeable. It’s used to describe a child’s growth, acquiring the broad range of skills at the rate of the majority. The term is too simplistic. We should also consider:

  9. Developmental Milestones • These are major markers or points of accomplishments in emergence of motor, social, cognitive and language skills.

  10. Cognitive Development:The Three-to-Four Year Milestones • learns to sort objects by shape, color and size; similarities and differences • counts four objects • a square and some capital letters • draws a human figure with a head, body, arms, legs and perhaps five fingers • names three coins • knows his age • knows about the seasons and related activities • knows at least four colors

  11. Cognitive Development for five year old children. • understands a whole object or concept, but not always the relationship of the parts to the whole • uses simple reasoning; begin to understand cause-and-effect relationships • memorizes things but does not yet have strategies such as rehearsing lists • traces numbers and capital letters; may write some numbers and letters on her own • counts things

  12. Social and Emotional Milestones Ages 3 to 5 The end of 3 years (36 months): Social Development • Imitates adults and playmates • Spontaneously shows affection for familiar playmates • Can take turns in games • Understands concept of "mine" and "his/hers" The end of 3 years (36 months): Emotional Development • Expresses affection openly • Expresses a wide range of emotions • By 3, separates easily from parents • Objects to major changes in routine

  13. Social and Emotional Milestones: Age 4 years (48 months): Social Development: • Interested in new experiences • Cooperates with other children • Plays "Mom" or "Dad" • Increasingly inventive in fantasy play • Dresses and undresses • Negotiates solutions to conflicts • More independent Emotional Development: • Imagines that many unfamiliar images may be "monsters" • Views self as a whole person involving body, mind, and feelings • Often cannot tell the difference between fantasy and reality

  14. Social and Emotional Milestones: Age 5 years (60 months): Social Development: • Wants to please friends • Wants to be like her friends • More likely to agree to rules • Likes to sing, dance, and act • Shows more independence and may even visit a next-door neighbor by herself Emotional Development: • Aware of gender • Able to distinguish fantasy from reality • Sometimes demanding, sometimes eagerly cooperative

  15. Language Development: By the end of 3 years (36 months): • Follows a two- or three-part command • Recognizes and identifies almost all common objects and pictures • Understands most sentences • Understands placement in space ("on," "in," "under") • Uses 4- to 5-word sentences • Can say name, age, and sex • Uses pronouns (I, you, me, we, they) and some plurals (cars, dogs, cats) • Strangers can understand most of her words

  16. Language Development: By the end of 4 years (48 months): • Has mastered some basic rules of grammar • Speaks in sentences of five to six words • Speaks clearly enough for strangers to understand • Tells stories

  17. Language Development: By the end of 5 years (60 months): • Recalls part of a story • Speaks sentences of more than five words • Uses future tense • Tells longer stories • Says name and address

  18. School age children and Emotional Intelligence • Awareness of one’s feelings and the ability to use that knowledge in decision making; • Ability to manage one’s feelings to prevent distress from blocking thought processes; • Ability to motivate oneself despite setbacks, remaining positive and hopeful and delaying gratification; • Ability to empathize with others; and • Ability to develop rapport and cooperate with others and to handle feelings in relationships.

More Related