I Need This Completed On 060423 By 12 Pm Please No Plagiaris
I Need This Completed On 060423 By 12pmplease No Plagiarism And Mak
Construct a table with five columns titled: Number & Strategy, Implementation & Age Group, Promoting Self-Esteem, Example for Selected Age Group, and Adaptation for Different Age Group. Select five strategies out of the ten positive teaching strategies listed by NAEYC: Acknowledge, Encourage, Give specific feedback, Model, Demonstrate, Create or add challenge, Ask questions, Give assistance, Provide information, Give directions/Instructions. For each chosen strategy, explain how it would be implemented for a specific age group and how it promotes self-esteem. Provide an example of the implementation and an adaptation for a different age group. Use professional language, correct spelling, grammar, and APA formatting throughout. Support any claims of fact or recommendations regarding treatment with scholarly references. Structure your writing with complete paragraphs, and ensure well-organized, detailed responses within the table and the surrounding text. This assignment must be submitted by June 4, 2023, at 12:00 pm, and all sources must be credible scholarly references.
Paper For Above instruction
Effective teaching strategies are crucial in early childhood education as they shape children’s social-emotional development and self-esteem. The North American Early Childhood Education (NAEYC) promotes ten positive strategies to foster constructive behaviors and self-regulation among children. This paper develops a comprehensive table outlining five selected strategies and illustrates how to implement them across different age groups, supporting their capacity for self-esteem and promoting positive behavior.
Introduction
In early childhood education, teachers play a vital role in nurturing children's development by employing effective strategies tailored to their age and individual needs. According to the NAEYC (2019), positive teaching strategies such as acknowledging achievements, providing constructive feedback, exemplifying desired behaviors through modeling, and creating challenging yet achievable tasks are vital in guiding children toward self-regulation and self-esteem. These approaches foster a nurturing environment where children feel valued, competent, and motivated to learn.
Developing the Table
The table below summarizes five selected strategies, detailing their implementation for specific age groups, how they promote self-esteem, and adaptations suitable for different developmental stages.
| Number & Strategy | Implementation & Age Group | Promoting Self-Esteem | Example for Selected Age Group | Adaptation for Different Age Group |
|---|---|---|---|---|
| 1. Acknowledge | For preschoolers (3-5 years): Verbal recognition of efforts and achievements during activities, such as "Great job sharing your toys." | Acts as positive reinforcement, enhances confidence, and encourages children to engage in new tasks confidently. | During a play session, a teacher praises a child's effort, saying, "I like how you helped your friend clean up." | For early elementary children (6-8 years): Recognize effort in academic tasks, e.g., "Your persistence on this math problem shows great determination." |
| 2. Encourage | For toddlers (1-3 years): Encouragement during basic tasks like putting on shoes, e.g., "You're doing a great job trying to put your shoes on." | Boosts intrinsic motivation and promotes independence, fostering a sense of accomplishment. | While a toddler attempts to stack blocks, a teacher says, "Keep trying, you're doing well!" | For adolescents (12-15 years): Praise perseverance in social or academic challenges, e.g., "Your dedication to improving your grades is impressive." |
| 3. Give Specific Feedback | For Kindergartners (5-6 years): Offer detailed comments on work, e.g., "Your drawing has colorful details and shows creativity." | Helps children understand their strengths, reinforcing positive self-image and encouraging further effort. | During a story activity, a teacher comments, "Your sentence structure has improved, and your ideas are clear." | For high school students (14-18 years): Feedback on project work focusing on specific skills, such as critical thinking or creativity, e.g., "Your analysis of the poem demonstrates deep insight." |
| 4. Model | For preschoolers (3-5 years): Demonstrate sharing and turn-taking behaviors during group play. | Children imitate positive behaviors, helping them internalize social norms and develop self-regulation. | A teacher models how to apologize sincerely after a dispute, reinforcing respectful communication. | For college students: Demonstrate professionalism and academic integrity through example, e.g., citing sources correctly. |
| 5. Create or Add Challenge | For elementary children (6-10 years): Introduce slightly more difficult tasks to encourage problem-solving, e.g., "Can you solve this puzzle with a new approach?" | Promotes growth mindset by showing children that challenges are opportunities for learning, boosting confidence. | In a physical education class, a teacher offers a more complex obstacle course to advanced students. | For adults in workforce training: Set advanced duties that require applying learned skills creatively, fostering self-efficacy. |
Discussion and Significance
Implementing these strategies is essential in fostering a positive learning environment. Acknowledging and encouraging children bolster their self-esteem by affirming their efforts, while specific feedback helps them understand their strengths and areas for growth. Modeling desired behaviors provides children with tangible examples, and appropriately challenging tasks promote resilience and a growth mindset. Tailoring these strategies to developmental stages ensures they are effective and meaningful for each age group.
Conclusion
The integration of the five selected positive teaching strategies outlined above can significantly influence young learners' development. These strategies, when applied purposefully and adapted to holding children's developmental needs and individual differences, help cultivate self-esteem, social competence, and a positive attitude towards learning. Early childhood educators must be intentional in their application of these strategies, supported by scholarly research, to foster environments where children thrive emotionally, socially, and academically.
References
- NAEYC. (2019). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. National Association for the Education of Young Children.
- Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22(6), 723–742.
- Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
- Pianta, R. C., & Stuhlman, M. (2004). Teacher-child relationships. Handbook of research on the teaching profession, 123-147.
- Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
- Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
- Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
- McClelland, M. M., Tominey, S. L., Schmitt, S. A., & Duncan, R. (2015). SEL Interventions in Early Childhood. Early Education and Development, 26(2), 233-245.
- Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
- Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. National Academies Press.