Learning Resources - This Page Contains The Learning Resourc

Learning Resources This page contains the Learning Resources for this W

This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of the assigned resources for this week. To view this week's media resources, please use the streaming media player below.

Required Resources

• Course Text: Marion, M. (2015). Guidance of young children (9th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
• Chapters 3, 4, and 10, covering child development, supportive physical environments, and aggression/bullying.

Media

• Video: Laureate Education (Producer). (n.d.). Developing a positive classroom climate [Video file]. Approximate length: 24 minutes.

Optional Resources

• Articles on preschool classroom processes, prosocial skills, and fostering prosocial behavior, including “Improving Preschool Classroom Processes,” “What are Prosocial Skills?” and “Fostering Prosocial Behavior in Young Children.”

Content Review Directions: Respond to each item. Each answer should be concise, 2–3 paragraphs long, written in MS Word, with each question copied into the document. Submit all responses in one file.

Paper For Above instruction

In fostering social-emotional development in preschool children, establishing policies that emphasize compassionate treatment of animals is instrumental. These policies serve as practical lessons in empathy and respect, underpinning key aspects of prosocial behavior. When children observe that adults value and care for animals, they learn to extend kindness and compassion to peers and community members. For instance, a classroom policy that ensures animals are treated gently, fed responsibly, and cared for with respect models appropriate social interactions. Children internalize these acts of kindness as normative, which encourages them to engage in similar behaviors with classmates, thus promoting cooperation and helping tendencies crucial at this developmental stage.

Furthermore, such policies reinforce the importance of responsibility and nurturing attributes. When children participate in caring activities for classroom animals, they develop a sense of accountability, understanding that their actions impact others. This active involvement cultivates patience and sensitivity, foundational qualities for prosocial behavior. Additionally, integrating animal care into the curriculum provides opportunities for children to practice self-control and empathy, as they learn to respect the needs and feelings of living creatures. Overall, preschool policies that promote the humane treatment of animals foster a caring environment conducive to developing empathy, responsibility, and social competence among young children.

According to Marion (2015), children develop prosocial behaviors through foundational underpinnings that include empathy, moral reasoning, and social skills. First, empathy is essential; children must be able to understand and share the feelings of others. This is fostered through modeling, emotional support, and guided interactions that highlight concern for others' well-being. Second, moral reasoning involves understanding the difference between right and wrong, which helps children make ethical decisions and act kindly. This development is nurtured through discussions of fairness, kindness, and the consequences of actions. Third, social skills such as communication, cooperation, and sharing provide the practical tools children need to navigate relationships and demonstrate prosocial behavior.

As a preschool teacher, creating an environment that supports these underpinnings involves thoughtful physical arrangement and classroom practices. For example, a classroom with clearly designated areas for group activities encourages cooperation and sharing. Rounded tables and accessible materials promote interaction and facilitate helping behaviors. Visual cues such as posters illustrating sharing rules or empathy prompts serve as constant reminders of expected social behaviors. Additionally, my classroom layout minimizes disruptions by providing quiet corners or calm-down zones for children needing a break, which helps prevent conflicts. These strategic physical setups support positive behavior by creating an environment that promotes social competence and reduces opportunities for disruptive actions, all while nurturing the foundational skills necessary for prosocial development.

References

• Marion, M. (2015). Guidance of young children (9th ed.). Pearson.
• Kelly Pfeiffer. (n.d.). What are Prosocial Skills? [Article].
• Kathy Preusse. (n.d.). Fostering Prosocial Behavior in Young Children. [Article].
• Laureate Education. (n.d.). Developing a positive classroom climate [Video].
• Improving Preschool Classroom Processes: Preliminary Findings from a Randomized Trial Implemented in Head Start Settings. [Article].
• Child Care Social Climate. (n.d.). Paper excerpt. Adobe® Reader required.
• National Association for the Education of Young Children (NAEYC). (2019). Developmentally Appropriate Practice in Early Childhood Programs.
• Denham, S. A., & Burton, R. (2017). Social and Emotional Development in Early Childhood. Guilford Publications.
• Astington, J. W., & Pelletier, J. (2019). Developing Empathy: A Critical Skill in Early Childhood. Early Childhood Education Journal.
• Brown, B. (2012). The role of the physical environment in promoting positive social behaviors in preschool settings. Child Development Perspectives.