Advancing new theories 1. Identifying general patterns and relationships Significant social phenomena may be significant because they are common or general; they affect many people, either directly or indirectly. This quality of generality makes knowledge of such phenomena valuable.
It encompasses both intra- and interpersonal processes. National Scientific Council on the Developing Child2 Infants experience, express, and perceive emotions before they fully understand them.
In learning to recognize, label, manage, and communicate their emotions and to perceive and attempt to understand the emotions of others, children build skills that connect them with family, peers, teachers, and the community.
These growing capacities help young children to become competent in negotiating increasingly complex social interactions, to participate effectively in relationships and group activities, and to reap the benefits of social support crucial to healthy human development and functioning.
Healthy social-emotional development for infants and toddlers unfolds in an interpersonal context, namely that of positive ongoing relationships with familiar, nurturing adults. Young children are particularly attuned to social and emotional stimulation.
Even newborns appear to attend more to stimuli that resemble faces Johnson and others Responsive caregiving supports infants in beginning to regulate their emotions and to develop a sense of predictability, safety, and responsiveness in their social environments.
In other words, high-quality relationships increase the likelihood of positive outcomes for young children Shonkoff Experiences with family members and teachers provide an opportunity for young children to learn about social relationships and emotions through exploration and predictable interactions.
Professionals working in child care settings can support the social-emotional development of infants and toddlers in various ways, including interacting directly with young children, communicating with families, arranging the physical space in the care environment, and planning and implementing curriculum.
Brain research indicates that emotion and cognition are profoundly interrelated processes. Most learning in the early years occurs in the context of emotional supports National Research Council and Institute of Medicine Together, emotion and cognition contribute to attentional processes, decision making, and learning Cacioppo and Berntson Furthermore, cognitive processes, such as decision making, are affected by emotion Barrett and others Brain structures involved in the neural circuitry of cognition influence emotion and vice versa Barrett and others Young children who exhibit healthy social, emotional, and behavioral adjustment are more likely to have good academic performance in elementary school Cohen and others ; Zero to Three The sharp distinction between cognition and emotion that has historically been made may be more of an artifact of scholarship than it is representative of the way these processes occur in the brain Barrett and others This recent research strengthens the view that early childhood programs support later positive learning outcomes in all domains by maintaining a focus on the promotion of healthy social emotional development National Scientific Council on the Developing Child ; Raver ; Shonkoff Infants as young as three months of age have been shown to be able to discriminate between the faces of unfamiliar adults Barrera and Maurer The foundations that describe Interactions with Adults and Relationships with Adults are interrelated.
They jointly give a picture of healthy social-emotional development that is based in a supportive social environment established by adults. Children develop the ability to both respond to adults and engage with them first through predictable interactions in close relationships with parents or other caring adults at home and outside the home.
Children use and build upon the skills learned through close relationships to interact with less familiar adults in their lives.Produce A Report To Demonstrate Your Knowledge And Understanding Of Differing Theories Of Development.
B2 Produce a report to demonstrate your knowledge and understanding of different theorist of development. This report should identify how these theorists have influenced current practice.
The concept of Object Orientation (OO) is very appealing to many in the information systems field. Although it requires a radical shift in the traditional systems development paradigm, many have begun to . Unlike many social work theories, behavioural knowledge is capable of direct application in human affairs, which offers precise methods of practice.
Behavioural social work not only tells the worker how to understand what is going on, it prescribes in step-by-step detail how to do something about it if that is the wish of the participants.
different theories of motivations, how they are relevant to the workplace, and how employers can implement the theories to ensure happy and motivated employees.
The most important theories include: Maslow’s hierarchy of needs, Herzberg’s two-factor. understanding each theoretical approach, you can use parts of the theory, if the context the child and the situation seem appropriate, and if it is a useful way to further your understanding.
must demonstrate your understanding for the current state of the field. A sure way to try a reader’s patience and to get off track in developing your argument is to produce a literature review that offers a list of summaries of individual books and articles without making clear how.