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Ob i d t di d i ti f Observing, understanding and appreciation of children is the first and most lasting activity of an early
childhood professional;childhood professional;
1.How can I affect learning to as many students as possible?How can I affect students to have How can I affect students to have intrinsic motivation to learn and improve themselves?
2003 Functional literacy, Education and Mass Media Survey (FLEMMS) revealed that 1 out of 10 Filipin0s Survey (FLEMMS) revealed that 1 out of 10 Filipin0s could not read or write
Prominent Factors of High drop out rates in the Prominent Factors of High drop‐out rates in the secondary level:
* economic reasons* economic reasons* family problems which include the lack of
i t t f t t t i th t d f th i interest of parents to sustain the study of their children, broken family and early marriage of high school studentsschool students
* Teacher incompetence both in subject tt t t d ti ti l killmatter content and motivational skills
* Teacher attitudes and personality(were also identified but as less common reasons)
(Philippine Education For All 2015: Implementation and Challenges)
Childhood poverty is linked to many undesirable outcomes including reduced undesirable outcomes, including reduced academic achievement (Katherine Magnuson and Elizabeth Votruba Drzal Focus Vol 26 No2 Fall 2009)Elizabeth Votruba‐Drzal, Focus Vol.26, No2 Fall 2009)
Child d l t i ff t d b Child development is affected by poverty due to poorer quality p y p q yparenting by economically disadvantaged parents disadvantaged parents
Poverty is the second major reason for the l i i i h i l d very low participation, cohort survival and
completion rates of Muslim Learnersp(Policy Research on access to Quality Basic Education for Muslim
Learners,xiv)
M li hild d h d k f Muslim children and youth drop out to take care of their siblings or help earn a living for the family
d d ld d h l h Uneducated parents could not guide nor help their children with school work
Socio‐economic factors like poverty, peer influence and family problems have greater impact on high and family problems have greater impact on high school students making it difficult to keep them in schoolschool
ResilienceThe universal capacity which allows a person, or community to prevent, minimize or overcome the damaging g geffects of adversity
(Edith Grotberg, Civitan International Research Center, University of Alabama, g yInternational Resilience Project)
* The ability to overcome negative gcircumstances and to bounce back from adversityfrom adversity
InitiativeThe ability to propel life forward in y p ppurposeful directions
Th i t f iti The core requirement for positive youth developmentyout de e op e t
Erik Erikson Psychosocial Theory S A i Wh h i Wh b Stages Approximate
AgeWhat happens in this stage
What can be done to help a person pass th h th through the stage successfully
I. Trust versus Mistrust
Birth to 1 year Infants eithercome to believe that their world is
Parents or child‐care providers should respond
safe and predictable place or that the world is
promptly and consistently to an infant’s need
undependable or even hostile
I. Autonomy versus Shame and Doubt
1 to 3 years Children who pass through this stage
Parents or preschool teachers should and Doubt stage
successfully develops a sense of mastery over
teachers should provide young children with opportunities to of mastery over
their thoughts, emotions and behavior. Those
opportunities to perform task independently, including eating, behavior. Those
unsuccessful come to feel doubt about
including eating, dressing, and toilet use. Reward
their ability to cope with their environment
children’s attempt and successes; avoid humiliating a child when he or she experience setbacks or difficulty
III. Initiativeversus Guilt
3 to 6 years Children either learn to take control of their
Teachers or parents can offer children control of their
action and situations, developing a
children opportunities to make their own decisions when developing a
sense of purpose, or they feel guilt and lack of
decisions when possible. Examplechoosing colors and lack of
purposechoosing colors of their name tags, or papers, deciding what deciding what should be read during story time
IV. Industry versus inferiority
6 to 12 years old Develop a sense of competence at a variety of task
Teachers can arrange learning units in a series of steps, variety of task,
especially school work, or they come to believe they are
series of steps, reward or praise children for completing each
E to believe they are not capable of success
steps. Encourage comparison of current level with their own earlier task
V. Identity versus role Confusion
Adolescence They explore various aspects f d d
Teachers can provide
dof identity and either develop a unified sense of h th
reassurance and examples of normalcy of id tit hwho they are or
remain confused about who they are and they
identity searches
are and they want from life
Vi. Intimacy Early Adulthood Young adults can Teachers may versus Isolation either learn how to
give and take love nonselfishly in
themselves be in this stage. Developing a
relationships, or fail to connect with others in
i f l
network of colleagues can help provide
d meaningful way support and a sense of belonging
Teachers can help students who are in this who are in this stage by providing examples of psuccessful relationships in subjects like literature, or by encouraging students to develop their own networks including study
groups or organizations in student’s field of i t tinterest
ddl l hVII. Generativityversus Stagnation
Middle adulthood
Develops the sense that they are somehow
i f
Continue to learn and practicei ti caring for or
contributing to the well‐being of the next
innovative ways of teaching. Teachers can help other adults the next
generation of people or they feel their efforts
help other adults and their students, by inviting adults in feel their efforts
and accomplishments will have little
inviting adults in the classroom as speakers about their career or as a e e
meaning in thefuture
their career or as tutors
VIII Integrity Late Evaluation of one’s Seeking out news VIII. Integrityversus Despair
Late adulthood/old age
Evaluation of one s previous actions ether leads to feeling that one’s
Seeking out news of successful former students. Wanting to feeling that one s
life has unfolded in an inevitable,
Wanting to encourage students who are
meaningful pattern, or to
at earlier stageto keep journals
despair and a consciousness of missed
i i
or to “practice” evaluating heir choices from the
i f opportunities perspective of their future selves
Erikson believed that basic attitudes are formed a individuals
th h th t d th t pass through the steps and that serious problems at any stage leads se ous p ob e s at a y stage eadsto difficulty in mastering the next
stage
Each stage is framed in terms of what happens if the crisis of that stage is dealt with successfully or crisis of that stage is dealt with successfully or unsuccessfully.
Developmental steps taken at earlier stages can affect a Developmental steps taken at earlier stages can affect a person’s ongoing development* Unsuccessful resolution of a previous stage can * Unsuccessful resolution of a previous stage can affect a person’s later development negatively, but later stages can provide an individual with the chance to stages can provide an individual with the chance to overcome earlier problems
At any stage, the individual may bounce back and forth between states
Because most people do not totally p p yresolve a crisis, throughout their lives, th till h t t l ith they may still have to struggle with feelings of shame and doubtg
Studies suggest that inadequate nurture and ti l ti i l d t il stimulation in early years does not necessarily cause irreversible deficiencies later in life (Kagan8 )1984)
Resilient children show a combination of h d h h inherited characteristics such as positive
disposition and environmental factors, the most i f hi h i l i important of which is long‐term, trusting relationship with a caring adult.
Ways of supporting resilience inWays of supporting resilience in young childreny g Forming meaningful personal relationships with
h hildeach child Helping child identify their strength Create experiences that encourage the children to believe that they are competent people and that the world is an interesting place.
Stephanie Feerey et al, Who Am I in the Lives of Children, An I d i l Childh d d i Introduction to arly Childhood education, p141
Developing Initiative
Initiative is developed in late childhood and d l th h t i d adolescence through mastery experiences and relationships (Marilyn Price‐Mitchell)
E i l l i d l i il Emotional learning and relearning must necessarily involve emotional experiences(Richard Dewey and W.J.Humber, An Introduction to social Psychology P 154)An Introduction to social Psychology, P 154)
Parenting Programs may offer another opportunity for improving life chances of poor children( Magnuson and improving life chances of poor children( Magnuson and Vortruba‐Drzal)
Intrinsic Motivation in relation toIntrinsic Motivation in relation to Self Determination Theoryy About people seeking to satisfy three inherent psychological needs:p y g
* The need for developing competencep g p
* The need for relatedness
* The need for autonomy
(Froilan, Smith and Hirchert)(Deci Vallerand Pelletier and Ryan)(Deci, Vallerand, Pelletier and Ryan)
When students feel sense of ownership, they i d i k d i want to engage in academic task and persist
in learninggWhen youth are given more responsibilities as children they are more likely to as children, they are more likely to experience emerging adulthood
Teacher may usey Integration of afterschool programC i i i i Community activities
Enhance family life Structured Voluntary activities, suited to individual preferences
Programs such as clubs, sports team, organization to maximize individual and group growth
Effective mentoring Instrumental scaffoldingg
National PolicyT h d l l Teacher or adult role
RA No. 8980 or the Early Childhood Care and Development Act
Executive order 349
Those of us who are in world to educate-to care for-young children have special calling; a calling that has very little to do with the collection of expensive has very little to do with the collection of expensive possessions but has a lot to do with the worth inside
h h I h ’ of hearts and heads. In fact, that’s our domain: the heads and hearts of the next generation, the f g ,thoughts and feelings of the future
Stepahnie Feerey Et alStepahnie Feerey Et al
References Robert J. Sternberg and Wendy M. Williams, Educational Psychology,
Second Edition,77‐83 Stephanie Feerey et al, Who I am in the Lives of Children, An
Introduction to Early Childhood Education,155, 445 Dom Thoma Verber Moore The Driving Forces of Human nature and Dom Thoma Verber Moore, The Driving Forces of Human nature and
their Adjustments, 20 Richard dewey and W.J. Humber, Attitude Learning, 154 Lee Noel et al, Increasing Student Attention,38‐61 Eugenia Hepworth Berger, Parents as Partners in Education, Third
Edition 1‐23Edition, 1 23 www.iyfnet.org/document/1828