Assignment 1: Imagine That You Are A Preschool Teacher Descr

Assignment 1imagine That You Are A Preschool Teacher Describe A Situ

Imagine that you are a preschool teacher. Describe a situation in which you would use an extrinsic reward to motivate a preschooler. Discuss how these motivators could result in learned helplessness. Now, give examples and explain how you can lead the same child to achieve intrinsic motivation by becoming his or her own locus of control. Keep in mind that your end goal is for the child to be intrinsically motivated so that he or she has ownership of the behavior.

Your initial post should be at least 250 words in length. Assignment #2 The role of the microsystem in shaping children’s effortful control is important and parents play a critical role. After reading the text and viewing the “ Life at 3: Bad Behavior †video, address the following: What would you recommend to a parent who asks you what he or she can do to promote his or her preschool child’s self-regulation skills? Now turning to the mesosystem, identify examples of influences on the child's effortful control on the child's effortful control you can share with the parent. Provide examples of influences on children’s effortful control that you have observed in your own family and other families who are close to you. Your initial post should be at least 250 words in length Link-

Paper For Above instruction

Understanding motivation in preschool children is fundamental to fostering their development and lifelong learning habits. As a preschool teacher, I would utilize extrinsic rewards selectively to motivate children during specific tasks, such as completing a difficult puzzle or trying a new activity. For example, offering a sticker or praise after successfully completing a task can encourage a child to persist. However, reliance on extrinsic rewards can sometimes lead to learned helplessness if the child becomes dependent on external validation rather than internal satisfaction. If the teacher consistently uses rewards without fostering a child's internal sense of achievement, the child may come to believe that success depends solely on external incentives, diminishing their intrinsic motivation.

To transition a child from extrinsic motivation to intrinsic motivation, it is critical to support their developing sense of mastery and control. For example, I would praise effort and process rather than the outcome, emphasizing growth and persistence. When a child begins to see that their effort leads to success through their own actions, they develop an internal locus of control. Facilitating choice within activities—such as allowing children to select their tasks or materials—can foster ownership and autonomy, leading to sustained intrinsic motivation. This approach nurtures a child's internal motivation, empowering them to be self-driven learners who take ownership of their actions.

Regarding the microsystem's influence, parents are pivotal in nurturing effortful control by establishing consistent routines, modeling self-regulation, and providing emotional support. Recommendations I would give to parents include creating predictable home routines that reinforce self-discipline and emotional regulation, such as regular bedtimes and designated times for quiet activities. Parents can also serve as role models by demonstrating patience and problem-solving skills, which children imitate.

Turning to the mesosystem, influences such as interactions between family, preschool, and community reinforce effortful control. For example, collaborative communication between parents and teachers ensures consistency in behavioral expectations and discipline strategies. Observations in my own family reveal that when parents actively discuss children's behavior with teachers and maintain consistent boundaries, children display better self-regulation. In contrast, inconsistent messages or punitive discipline can undermine effortful control and motivation.

Overall, nurturing effortful control involves a coordinated approach integrating home, preschool, and community influences. Supporting children through supportive relationships, consistent routines, and modeling effective self-regulation techniques lays a strong foundation for lifelong personal and academic success.

References

1. Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology, 20(3), 899-911.
3. Karoly, P. (1993). Mechanisms of self-regulation: A systems view. New York: Springer.