1. The second paragraph lists a number of strategies that Ms. Knowles and Ms. Brophy have tried to teach social skills. Which one do you think might be most effective and why?
I Believe that this statement is the most effective:
"They suggest that outgoing and socially self-confident children ask more reserved children to join a play activity."
The reason I think this is because I've seen it happen. I worked at a daycare for two years and have tried many tecniques to get shy children to play with others. If you put them together using some activity, the shy one still won't interact with the other children. It's when the outgoing one asks for another to play. The reason I think this is true is because when a child asks another to come and play it makes the child feel as if he/she is wanted. If a child feels wanted and loved they will be able to become more outgoing.
2. The teachers occasionally use storybooks to promote discussions about social skills and making friends. How might children's literature also help them resolve one of Erikson's stages of psychosocial development?
If you were to assume that the preschool child was at the level of initiative vs. guilt then you could safely say that a children's book that tells children that they can do anything if they try hard to get there. Say the story was talking about how "Bobbie" wanted to tie his shoes by himself, so his mother showed him how to do it. Well, "Bobbie" sometimes had trouble still tying his shoes but wants to do it without help. The story should demonstrate how the mother encouraged the child by side-coaching instead of doing to help "Bobbie" tie his shoes by himself. Any story that shows encouragement to the child trying to do something would help resolve the stage of Initiative vs. Guilt.
If you were to assume that the preschool child was at the level of initiative vs. guilt then you could safely say that a children's book that tells children that they can do anything if they try hard to get there. Say the story was talking about how "Bobbie" wanted to tie his shoes by himself, so his mother showed him how to do it. Well, "Bobbie" sometimes had trouble still tying his shoes but wants to do it without help. The story should demonstrate how the mother encouraged the child by side-coaching instead of doing to help "Bobbie" tie his shoes by himself. Any story that shows encouragement to the child trying to do something would help resolve the stage of Initiative vs. Guilt.
3. How might children's literature help them develop moral reasoning?
To help with the development of moral reasoning a teacher would pick like Olivia. In Olivia the main character is taught many things. She likes to do things on her own as well. But Olivia gets in trouble when she paints the wall. She gets into trouble because she paints the wall. By sharing stories where the main character has to choose between right and wrong it gives the children examples of what might and might not be acceptable where they live.
4. The teachers read the children a letter they claim has been written by their friend Mr. Stone. What are potential advantages of this strategy? Incorporate ideas from Chapters 2 and 3 in your response.
The advantages of using a letter written by a "friend" gives the children a chance to think about another persons problems. With these problems the children are trying to solve they use assimilation because they will relate it to their feelings with the same problems. They are using disequilibrium by going back to their feelings about the problems that Mr. Stone's daughter is having. I like the idea of using a letter from a friend with problems because it helps the students think about something that is not in their immediate view. This helps with their formal operational thought process, because the students together will come up with multiple ideas about what they don't necessarily see.
The advantages of using a letter written by a "friend" gives the children a chance to think about another persons problems. With these problems the children are trying to solve they use assimilation because they will relate it to their feelings with the same problems. They are using disequilibrium by going back to their feelings about the problems that Mr. Stone's daughter is having. I like the idea of using a letter from a friend with problems because it helps the students think about something that is not in their immediate view. This helps with their formal operational thought process, because the students together will come up with multiple ideas about what they don't necessarily see.
Your example in #2 represents Autonomy v. Shame/Doubt rather than Initiative v. Guilt.
ReplyDeleteRemember that moral reasoning is about how kids think about right and wrong rather than knowing what's right or wrong.