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CLDV 04 Observation Assessment Ch. 9: Social Development

Quote of the week. A flower is relatively small. Everyone has many associations with a flower, the idea of flowers, you put our your hand to touch the flower and lean forward to smell it, maybe touch it with your lips almost without thinking, or give it to someone else to please them. Still, in a wa

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CLDV 04 Observation Assessment Ch. 9: Social Development

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    1. CLDV 04 Observation & Assessment Ch. 9: Social Development Dr. Marian C. Fritzemeier, Ed.D.

    2. Quote of the week A flower is relatively small. Everyone has many associations with a flower, the idea of flowers, you put our your hand to touch the flower and lean forward to smell it, maybe touch it with your lips almost without thinking, or give it to someone else to please them. Still, in a way, nobody sees flower really, it is so small, we haven’t time. And to see takes time like to have a friend takes time.” Georgia O’Keefe

    3. Reflect on the quote What does the quote mean to you? How does the remind you of a recent experience? How does this quote relate to your work with children? From: The Art of Awareness: How Observation Can Transform our Teaching, Deb Curtis & Margie Carter, Redleaf Press, Pearson, 2006, pp. 91-92.

    4. Socialization Defined p. 145 Exercises #1

    5. Brain concepts relevant to social development Overview of Neural transmission Diagram & Define Neurons Axon Dendrites (p. 145) Pruning (p. 146) Sensitive Periods Interrelatedness of Domains (p. 147) Emotional regulation

    6. Concepts of social development Attachment Defined (p. 147) Oxytocin (p. 148) Developmental Course of Attachment Synchrony Goodness of Fit Separation anxiety Stranger fear What to Look for in Attachment (p. 149; 151)

    7. Remembering an important relationship Choose a particular person from your childhood who had a positive & significant influence on your life. What did you do together? What did this person do well & how did this person share him/herself with you? How did this person express affection or love for you? How did you feel about yourself when you were with this person? Why? What did you learn both directly & indirectly from this person that stays with you to this day? (From: The Art of Awareness: How Observation Can Transform our Teaching, Deb Curtis & Margie Carter, Redleaf Press, Pearson, 2006, pp. 94-95.)

    8. The Development of attachment Table 9-2, p. 150 Types of Attachment (p. 151) Secure attachment Insecure-avoidant attachment Insecure-resistant attachment Disorganized & disoriented attachment Table 9-3 (p. 152)

    9. Emotional Regulation The Developmental Course of Emotional Regulation (pp. 152-153) Sequence of Emotional Regulation Table 9-4, p. 153 Emotional display rules (p. 154) Video Stream 1 What to Look For in Emotional Regulation

    10. Empathy Defined, p. 154 Motor mimicry (p. 155) What to Look For in Empathy (p. 156)

    11. Components of Social competence Defined, p. 157 Anecdotal Record 9-2 (p. 157) Social Dispositions (p. 158) Video Stream 7 What to Look For in Social Competence (p. 159)

    12. Types of Play (NOT IN TEXT) Functional Play Actions are repeated for practice & exploration No end product in mind; it is just manipulation of materials Constructive Play Produces a product Examples: paint a flower; build Empire State Building; clay balls to create a snowman

    13. Dramatic Play The world of pretend Children exercise power over a world they can control: objects, others (dolls/action figures) Games with Rules Children 5 – 6 years Coincides with mathematical reasoning & social-emotional stage of industry Can see from another's point of view Language skills more developed Play in more cooperative way From: Week by Week: Documenting the Development of Young Children, Barbara Ann Nilson, Thomson/Delmar, 2007, p.116.

    14. Social play The Sequence of Social Play (p. 160) The Levels of Social Play (pp. 160-162) Handout: Play Exercise #2: Play Classifications Use the handout, “Play,” the information in the textbook, (pp. 160-162); and PowerPoint to complete this exercises. What to Look For in Social Play (pp. 162-163

    15. Remembering Your childhood drama & adventure Where did you play & act these out? Who was involved? What props did you use? Where did your ideas for these experiences come from? Try to recall the feelings you had when you acted out these themes. What emotions did you experience? From: The Art of Awareness: How Observation Can Transform our Teaching, Deb Curtis & Margie Carter, Redleaf Press, Pearson, 2006, p. 69.

    16. Small group share How were your experiences similar of different from others? How was your experience typical or unusual? What value & importance did this experiences have you in your life, both then & now? How do your experiences compare with those of children today? Adapted from: The Art of Awareness: How Observation Can Transform our Teaching, Deb Curtis & Margie Carter, Redleaf Press, Pearson, 2006, p. 69.

    17. Reactive Attachment Disorder (RAD) Possible Signs of Attachment Disorders are… (List on p. 164) Social Competency Deficits (pp. 164-165) When to Seek Outside Help

    18. Autism Autistic disorder Asperger’s syndrome Childhood disintegrative disorder (p. 165) Rett syndrome Pervasive Developmental Disorder (p. 166) Signs of Possible Autism (Figure 9-1, p. 166)

    19. Small Group Discussion Questions to Consider, p. 167

    20. Other Methods to Record Social Development Class List Log -- who plays with whom Notation of level of social play stage: Anecdotal Recording Checklists and Rating Scales Frequency Counts – How many play encounters occur with another child during one day?

    21. Interviews or discussions about friends Time Samples – who the child is with during free choice time. Work Samples – child’s friends depicted in art work, collaborative work such as murals, joint buildings. Photographs, audio or video recordings capturing child’s interactions with others. From: Week by Week: Documenting the Development of Young Children, Barbara Ann Nilson, Thomson/Delmar, 2007, p. 122.

    22. Homework Chapter 9 Chapter 9 Exercises, pp. 58-68 Cite sources for checklists Chapter 9 Child Study, p. 69

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