Why Intelligence Tests are Used | Advantages of Intelligence tests | Disadvantages of Intelligence Tests |

 QUESTION  

Why intelligence tests are used? Also, write the advantages and disadvantages of intelligence tests.

Course: Educational Assessment and Evaluation

Course code 8602

Level: B.Ed Solved Assignment 

ANSWER 

Intelligence Tests

 Intelligence involves the ability to think, solve problems, analyze situations, and understand social values, customs, and norms. Two main forms of intelligence are involved in most intelligence assessments:

 • Verbal Intelligence is the ability to comprehend and solve language-based problems; and

• Nonverbal Intelligence is the ability to understand and solve visual and spatial problems.

 

Intelligence is sometimes referred to as intelligence quotient (IQ), cognitive functioning, intellectual ability, aptitude, thinking skills, and general ability.

Intelligence tests are psychological tests that are designed to measure a variety of mental functions, such as reasoning, comprehension, and judgment.

 Intelligence test is often defined as a measure of general mental ability. Of the standardized intelligence tests, those developed by David Wechsler are among the most widely used. Wechsler defined intelligence as “the global capacity to act purposefully, to think rationally, and to deal effectively with the environment.” While psychologists generally agree with this definition, they don't agree on the operational definition of intelligence (that is, a statement of the procedures to be used to precisely define the variable to be measured) or how to accomplish its measurement.

 The goal of intelligence tests is to obtain an idea of the person's intellectual potential. The tests center around a set of stimuli designed to yield a score based on the test maker's model of what makes up intelligence. Intelligence tests are often given as a part of a battery of tests.

 

Advantages

In general, intelligence tests measure a wide variety of human behaviors better than any other measure that has been developed. They allow professionals to have a uniform way of comparing a person's performance with that of other people who are similar in age. These tests also provide information on cultural and biological differences among people. Intelligence tests are excellent predictors of academic achievement and provide an outline of a person's mental strengths and weaknesses. Many times the scores have revealed talents in many people, which have led to an improvement in their educational opportunities. Teachers, parents, and psychologists can devise individual curricula that match a person's level of development and expectations.

 

Disadvantages

Some researchers argue that intelligence tests have serious shortcomings. For example, many intelligence tests produce a single intelligence score. This single score is often inadequate in explaining the multidimensional.

Another problem with a single score is the fact that individuals with similar intelligence test scores can vary greatly in their expression of these talents. It is important to know the 53 person's performance on the various subtests that make up the overall intelligence test score. Knowing the performance on these various scales can influence the understanding of a person's abilities and how these abilities are expressed. For example, two people have identical scores on intelligence tests. Although both people have the same test score, one person may have obtained the score because of strong verbal skills while the other may have obtained the score because of strong skills in perceiving and organizing various tasks. Furthermore, intelligence tests only measure a sample of behaviors or situations in which intelligent behavior is revealed.

For instance, some intelligence tests do not measure a person's everyday functioning, social knowledge, mechanical skills, and/or creativity. Along with this, the formats of many intelligence tests do not capture the complexity and immediacy of real-life situations. Therefore, intelligence tests have been criticized for their limited ability to predict non-test or nonacademic intellectual abilities. Since intelligence test scores can be influenced by a variety of different experiences and behaviors, they should not be considered a perfect indicator of a person's intellectual potential.

Related Topics 

• Calculating CGPA and Assigning Letter Grades 

• Interpreting Test Scores by ordering and ranking 

• Content Validity and Content Construct Validity 

• Extended Response Essay Type Item 

• Intelligence tests (Advantages and Disadvantages), Why Intelligence Tests are Used 

• What is classroom assessment and its characteristics  

• Difference among sociograms, social distance scale 

• The procedure for development of multiple choice tests items and assembling the test prepare ten multiple choice items 

• Blooms taxonomy with SOLO Taxonfomy of educational objectives. 

• Cognitive Domain of blooms Taxonomy  

• Importance of Table of Specification, and How to Develop  

• Validity of a Test and its Type 

• Significance and Scope of Establishment of Partnership between the Teacher Training Institutions

Define Classroom Assessment | Characteristics of Classroom Assessment | Educational Assessment and Evaluation

 QUESTION  

What is classroom assessment? What are the characteristics of classroom assessment

Course: Educational Assessment and Evaluation

Course code 8602

Level: B.Ed Solved Assignment 

ANSWER 

Classroom Assessment

Kizlik (2011) defines assessment as a process by which information is obtained relative to some known objective or goal. Assessment is a broad term that includes testing. For example, a teacher may assess the knowledge of the English language through a test and assess the language proficiency of the students through any other instrument for example oral quiz or presentation. Based upon this view, we can say that every test is an assessment but every assessment is not the test. The term ‘assessment’ is derived from the Latin word ‘assidere’ which means ‘to sit beside’. In contrast to testing, the tone of the term assessment is non-threatening indicating a partnership based on mutual trust and understanding. This emphasizes that there should be a positive rather than a negative association between assessment and the process of teaching and learning in schools. In the broadest sense assessment is concerned with children’s progress and achievement. In a comprehensive and specific way, classroom assessment may be defined as the process of gathering, recording, interpreting, using, and communicating information about a child’s progress and achievement during the development of knowledge, concepts, skills, and attitudes. (NCCA, 2004) In short, we can say that assessment entails much more than testing. It is an ongoing process that includes many formal and informal activities designed to monitor and improve teaching and learning.

 

Characteristics of Classroom Assessment

1. Effective assessment of student learning begins with educational goals.

Assessment is not an end in itself but a vehicle for educational improvement. Its effective practice, then, begins with and enacts a vision of the kinds of learning we most value for students and strive to help them achieve. Educational values/ goals should drive not only what we choose to assess but also how we do so. Where questions about educational mission and values are skipped over, assessment threatens to be an exercise in measuring what's easy, rather than a process of improving what we really care about.

 

2.  Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time.

 Learning is a complex process. It entails not only what students know but what they can do with what they know; it involves not only knowledge and abilities but also values, attitudes, and habits of mind that affect both academic success and performance beyond the classroom. Assessment should reflect these understandings by employing a diverse array of methods, including those that call for actual performance, using them over time so as to reveal change, growth, and increasing degrees of integration. Such an approach aims for a more complete and accurate picture of learning, and therefore, a firm base for improving our students' educational experience.

 

3. Assessment works best when it has clear, explicitly stated purposes.

Assessment is a goal-oriented process. It entails comparing educational performance with educational purposes and expectations -- those derived from the institution's mission, from faculty intentions in program and course design, and from knowledge of students' own goals. Where program purposes lack specificity or agreement, assessment as a process pushes a campus towards clarity about where to aim and what standards to apply; assessment also prompts attention to where and how program goals will be taught and learned. Clear, shared, implementable goals are the cornerstone for assessment that is focused and useful.

4. Assessment requires attention to outcomes but also equally to the experiences that lead to those outcomes.

Information about outcomes is of high importance; where students "end up" matters greatly. But to improve outcomes, we need to know about student experience along the way -- about the curricula, teaching, and kind of student effort that leads to particular outcomes. Assessment can help us understand which students learn best under what conditions; with such knowledge comes the capacity to improve the whole of their learning.

 

5. Assessment works best when it is ongoing, not episodic.

Assessment is a process whose power is cumulative. Though isolated, a "one-shot" assessment can be better than none, improvement is best fostered when assessment entails a linked series of activities undertaken over time. This may mean tracking the process of individual students, or of cohorts of students; it may mean collecting the same examples of student performance or using the same instrument semester after semester. The point is to monitor progress toward intended goals in a spirit of continuous improvement. Along the way, the assessment process itself should be evaluated and refined in light of emerging insights.

 

6. Assessment is effective when representatives from across the educational community are involved.

Student education is a campus-wide liability, and assessment is a way of acting out that responsibility. Thus, while assessment attempts may start small, the aim over time is to involve people from across the educational community. Faculty plays an important role, but assessment questions can't be fully addressed without participation by educators, librarians, administrators, and students. Assessment may also involve individuals from beyond the campus (alumni/ae, trustees, employers) whose experience can enrich the sense of appropriate aims and standards for learning. Thus understood, assessment is not a task for small groups of experts but a collaborative activity; its aim is wider, better[1]informed attention to student learning by all parties with a stake in its improvement.

 

7. Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about.

Assessment recognizes the value of information in the process of improvement. But to be useful, information must be connected to issues or questions that people really care about. This implies assessment approaches that produce evidence that relevant parties will find credible, suggestive, and applicable to decisions that need to be made. It means thinking in advance about how the information will be used, and by whom. The point of assessment is not to collect data and return "results"; it is a process that starts with the questions of decision-makers, involves them in the gathering and interpreting of data, and informs and helps guide continuous improvement.

 

8. Through effective assessment, educators meet responsibilities to students and to the public.

 There is a compelling public stake in education. As educators, we have a responsibility to the public that supports or depends on us to provide information about the ways in which our students meet goals and expectations. But that responsibility goes beyond the reporting of such information; our deeper obligation -- to ourselves, our students, and society -- is to improve. Those to whom educators are accountable have a corresponding obligation to support such attempts at improvement. (American Association for Higher Education; 2003)

Related Topics 

• Calculating CGPA and Assigning Letter Grades 

• Interpreting Test Scores by ordering and ranking 

• Content Validity and Content Construct Validity 

• Extended Response Essay Type Item 

• Intelligence tests (Advantages and Disadvantages), Why Intelligence Tests are Used 

• What is classroom assessment and its characteristics  

• Difference among sociograms, social distance scale 

• The procedure for development of multiple choice tests items and assembling the test prepare ten multiple choice items 

• Blooms taxonomy with SOLO Taxonfomy of educational objectives. 

• Cognitive Domain of blooms Taxonomy  

• Importance of Table of Specification, and How to Develop  

• Validity of a Test and its Type 

• Significance and Scope of Establishment of Partnership between the Teacher Training Institutions

What Causes Individual Differences Among Children? | Human Development & Learning |

 What causes individual differences among children?

Course: Human Development & Learning

Course code 8610

Level: B.Ed Solved Assignment 

ANSWER  

Individual differences among children in school education can be attributed to a wide range of factors, both innate and environmental. These differences can significantly influence a child's learning style, progress, and overall educational experience. Here are some of the key factors that contribute to individual differences in school education: 

Cognitive Abilities:

Every child possesses unique cognitive abilities, such as intelligence, memory, problem-solving skills, and attention span. These innate differences affect how quickly and effectively a child learns and comprehends academic material. 

Learning Styles:

 Children have different learning preferences and styles. Some may be visual learners who benefit from seeing information, while others may be auditory learners who learn best through listening and verbal instruction. Recognizing and catering to these learning styles can improve educational outcomes. 

Motivation:

Motivation plays a crucial role in a child's academic success. Some children may be highly motivated and enthusiastic about learning, while others may struggle to find the motivation to engage in educational tasks. Factors such as intrinsic interest, parental encouragement, and teacher support can influence motivation. 

Prior Knowledge and Background:

 A child's prior knowledge and experiences greatly impact their ability to grasp new concepts. Students from diverse backgrounds may have varying levels of exposure to educational resources and experiences, leading to differences in readiness for certain subjects or topics. 

Family Environment:

The family environment, including parental involvement, socioeconomic status, and the presence of learning resources at home, can significantly affect a child's educational progress. Supportive and involved parents can positively impact a child's academic performance. 

Peer Influence:

Interactions with peers can shape a child's attitudes toward school and learning. Peer pressure, friendships, and social dynamics can either enhance or hinder a child's educational experience. 

Physical and Mental Health:

Health conditions, both physical and mental, can influence a child's ability to concentrate and participate in school. Children with health challenges may require additional support to excel academically. 

Teaching Methods:

The teaching methods employed by educators can affect how well students understand and engage with the material. Teachers who use diverse teaching strategies and adapt to individual learning needs can better accommodate varying abilities. 

Special Needs and Disabilities:

Children with special needs or disabilities may require tailored educational plans and support services to address their unique learning challenges. Individualized education programs (IEPs) are often implemented to assist these students. 

Cultural and Linguistic Diversity:

 Cultural and linguistic differences among students can impact their ability to communicate and engage with the curriculum. Teachers must be sensitive to these differences and provide appropriate accommodations and support. 

Personality and Temperament:

A child's personality traits, such as introversion or extroversion, can influence their classroom behavior and interactions with teachers and peers. Teachers may need to adapt their approach based on individual temperament. 

Extracurricular Activities and Interests:

Children's involvement in extracurricular activities and their personal interests outside of school can affect their time management and dedication to academic pursuits. 

Educational Resources:

Disparities in access to educational resources, such as textbooks, technology, and well-maintained school facilities, can create significant differences in educational outcomes.

 It's important to recognize and accommodate these individual differences to create a more inclusive and effective educational environment that allows each child to reach their full potential. Tailoring teaching strategies and providing appropriate support can help bridge the gap in educational outcomes among students with varying needs and abilities. 

 

Related Topics

Issues Associated with Intelligence in Education

What Causes Individual Differences Among Children

Language Development of Elementary School Students

Piaget's Theory Relating to Model Development 

Aspects of Emotional Development

Concept of Social Development and its Importance

Conceptualize Development

Measurement of Individual Differences

Characteristics of Learning

Language needs of the community to be developed

Role of Community in the Moral Development of a Child

Emotional Characteristics of the Learners at the Preschool Children

Why is Developing Social Skills among Children necessary, and  Discuss the tools for Promoting Social Learning 

Elementary Schools to Enhance the Intellectual Development of the Students,

Intellectual Development

Why is good physical health necessary for good learners

General Principles of Development

Readiness for Learning

What is Cognition, and its Theories 

Language Development of  Elementary School

The main ideas presented in theories of Moral Development 

Dimensions of Emotional Development

Social Skills and Social Development

Intellectual Development from Infancy to Childhood

Limitations of Group Testing

Physical Characteristics of Learners

Different Issues in Child Development

Meaning of Human Learning | Nature of Human Learning |

 

  QUESTION  

Explain the meaning and nature of human learning

Course: Human Development & Learning

Course code 8610

Level: B.Ed Solved Assignment 

ANSWER 

MEANING AND NATURE OF LEARNING 

Learning means to bring changes in the behavior of the organism. It is very difficult to give a universally acceptable definition of learning because various theories developed by psychologists attempt to define the term from a different angle. Learning in psychology has the status of a construct. Construct means an idea or image that cannot be directly observed like electrons or genes but which is inferred from the behavior of the organism. Melvin H. Marx says; “learning is a relatively enduring change in behavior which is a function of prior behavior” (usually called practice).

 

The words given above emphasize four attributes of learning as a process the first is that learning is a permanent change in behavior. It does not include change due to illness, fatigue, maturation, and use of intoxicants. The second is that learning is not directly observable but manifests in the activities of the individual. The third attribute of learning is that it results in some change of enduring nature. The fourth and last is that learning depends on practice and experience. Hilgard defined learning as, a change in a subject’s behavior to a given situation brought about this repeated experience in that situation, provided that the behavior change repeated experiences in that situation provided that the behavior change cannot be explained on the basis of native response tendencies, maturation, or temporary states of the subject (e.g. fatigue, drugs, etc).

An Earlier View of Learning:

 An earlier view of learning regarded the teacher as a dispenser of information and the children as the passive absorbers. It was believed that the central nervous system could be developed through experience in much the same way as the muscular system reading and other communicable language skills were taught principally by isolated drill in both phonics and phonetics. All this rendered learning a somewhat distasteful task for the learner

 

A Later View of Learning:

A later view regarded learning “as a special form of activity in which children responded specifically to particular stimuli in certain prescribed situations.” According to this view, commonly referred to as stimulus-response psychology, learning occurs as a result of modification of the synaptic connections of the neurons or as a synthetic process of forms of reflex behavior. Accordingly, the subject matter and the skills to be learned should be organized specifically for instructional purposes. The stimulus-response theory, developed by E.L. Thorndike made use of certain laws of learning, namely, readiness, exercise, and effect. Motivation is primarily extrinsic and frequently places emphasis on rewards and penalties instead of the activity itself or its purpose.

 

A Recent View of Learning:

 One of the recently developed views of learning is based on the biological concept. Accordingly, the living organism develops by the process of individuation from the central (central nervous system) to the peripheral areas (arms, legs, hands, and feet). This view of learning is popularly known as the organismic, purposive theory. It is also referred to as one of the field theories of learning. This leads us to define learning in the words of some of the experts on the subjects.

Language Development of Elementary School Students | Human Development & Learning |

Discuss the language development of elementary school students.

Course: Human Development & Learning

Course code 8610

Level: B.Ed Solved Assignment 

ANSWER  

LANGUAGE DEVELOPMENT AT THE ELEMENTARY LEVEL

As children go through elementary school years, they expand skills that make it workable for them to read and write.

Vocabulary and grammar

They turn out to be conscious of the procedures and perceptions connected with words and they turn out to be more logical in their way of dealing with words. This logical methodology is clear if youngsters are requested the first thing that rings a bell when they hear a word. During the primary school years, youngsters turn out to be progressively ready to comprehend and utilize complex syntax. They figure out how to utilize language in a more associated manner. Presently they can deliver relating sentences to each other and creating portrayals, characterizing stories that hang together and bode well. Youngsters must have the capacity to depict things orally before they can be relied upon to destroy those composed assignments

 

Meta-linguistic awareness

 It eludes to the capacity to objectify language as a procedure and in addition an artifact. The idea of meta-linguistic awareness is useful for clarifying the execution and exchange of linguistic knowledge across languages (e.g. code exchange and interpretation among bilinguals). It can be narrated as the capacity to deliberately reflect on the nature of the language, using the subsequent skills:

1. Awareness that language has the potential more prominent than that of straightforward images.

2. Awareness that words are distinct from their referents (meaning lies in our mind and not in the names, i.e. Mishell is Mishell and Danyal is Danyal.

 3. Awareness that language has a structure that can be controlled (understanding that language is impressionable: you can change and compose things in a wide range of courses (for instance, if something is composed in a linguistically erroneous manner, you can transform it)

Meta-linguistic awareness is also called "meta-linguistic capacity", which can be characterized likewise as metacognition ("thinking about knowing"). Meta-linguistic awareness can likewise be characterized as the capacity to think about the utilization of language. As Meta-linguistic awareness develops, kids start to perceive that announcements may have a literal meaning. They started to make more continuous and modern utilization of illustrations, for example, the likeness, "We stuffed the room like sardines". Between the ages of 6 and 8, most kids start to develop their meta-linguistic awareness and begin to perceive incongruity and mockery. These ideas require the kid to comprehend the subtleties of an expression's social and cultural connection

Related Topics

Issues Associated with Intelligence in Education

What Causes Individual Differences Among Children

Language Development of Elementary School Students

Piaget's Theory Relating to Model Development 

Aspects of Emotional Development

Concept of Social Development and its Importance

Conceptualize Development

Measurement of Individual Differences

Characteristics of Learning

Language needs of the community to be developed

Role of Community in the Moral Development of a Child

Emotional Characteristics of the Learners at the Preschool Children

Why is Developing Social Skills among Children necessary, and  Discuss the tools for Promoting Social Learning 

Elementary Schools to Enhance the Intellectual Development of the Students,

Intellectual Development

Why is good physical health necessary for good learners

General Principles of Development

Readiness for Learning

What is Cognition, and its Theories 

Language Development of  Elementary School

The main ideas presented in theories of Moral Development 

Dimensions of Emotional Development

Social Skills and Social Development

Intellectual Development from Infancy to Childhood

Limitations of Group Testing

Physical Characteristics of Learners

Different Issues in Child Development

Piaget's Theory Relating to Model Development | Human Development & Learning |

Explain Piaget's theory relating to model development.

Course: Human Development & Learning

Course code 8610

Level: B.Ed Solved Assignment 

ANSWER  

THEORIES RELATED TO MORAL DEVELOPMENT

Psychologists have studied morality in various ways. In the following section, we will present an introduction to the two major theories related to moral development.

Jean Piaget’s Theory

 Jean Piaget (1896–1980) focused especially on the moral lives of children. He studied the way children play games to learn about children’s beliefs about right and wrong. He watched children play marbles to learn how they used and thought about the game’s rules. He also asked children questions about moral issues like theft; lies; punishment; and justice.

Through his studies, Piaget concluded those children, depending on their developmental maturity, think in two unique ways about morality. He termed the ways as Heteronymous and Autonomous morality. 

Heteronymous Morality

This is the first stage of moral development in Piaget’s theory. It arises from 2 to 7 years of age. Here, justice and rules are considered as unchangeable things of the world that are beyond the control of people. 

 Autonomous Morality

This is exhibited by older children (about 10 years of age and older). The child becomes aware that rules and laws are created by people and that, in judging an action, one should consider the actor’s intentions as well as the consequences. Dear students, you will recall Piaget’s theory of cognitive development. His explanations support our understanding of the process through which the child continues to understand the world and how he adds rules and values and makes moral decisions.

 

Lawrence Kohlberg’s Theory (1927-1987)

 Lawrence Kohlberg started as a developmental psychologist and then moved on to the field of moral education. Through his studies, Kohlberg displayed that people developed their moral reasoning through a series of stages. He believed that there were six identifiable stages of moral reasoning. These stages can be clustered into three levels of complexity. They are:

Level I - Pre-Conventional Reasoning At this level, the child cannot understand the concept of moral values. Moral reasoning is controlled by external rewards and punishments.

Stage 1:

 Punishment and Obedience Moral thinking is based on punishment. Children obey because adults tell them to obey. Whatever is rewarded is good; whatever is punished is bad.

Stage 2:

 Individualism and Purpose Moral thinking is based on rewards and self-interest. Children obey when they want to obey and when it is in their best interests to obey. What is right is what feels good and what is rewarding.

I’ll do something good for you if you do something good for me

Level 2 - Conventional Reasoning At this level, internalization is transitional. The child abides by certain standards (internal). However, these are the standards of others (external) such as parents or the laws of society.

Stage 3:

 Interpersonal Norms Children give importance to trust, caring, and faithfulness to others as the basis of moral judgment. At this stage, children often adopt their parents’ moral standards. They make efforts to be considered by parents as a” good boy” or a “good girl. This impression is rewarding for children.

 Stage 4:

Social System Morality Moral judgments are based on understanding the social order, law, justice, and duty. For example, a child might say that it is always wrong to steal because laws that have been developed are for the benefit of society. Good is defined by the laws of society, by doing one’s duty. A law should be obeyed even if it is not fair. Level 3 - Post-Conventional Reasoning At this level morality is completely internalized (adopted) by the individual and is not based on others’ standards. The adolescent identifies alternative moral ways, searches for choices, and then decides on personal moral codes.

Stage 5:

Community Rights versus Individual Rights The adolescent understands that values and laws are not absolute but relative. He also knows that standards may differ from one person to another. The person recognizes that laws are important for society but knows that laws can be changed. He believes that some values, such as liberty, are more important than the law. Values and laws are relative and standards may vary from one person to another. Good is understood in terms of abstract (mental) principles that the society has settled down. An unfair law ought to be changed.

Stage 6:

Universal Ethical Principles At this stage individual has developed a moral standard based on universal human rights. When faced with a conflict between law and conscience, the person will follow the conscience, even though the decision might involve personal risks. Good is understood in terms of abstract principles. The emphasis is on human rights without caring for the approval of society.

Kohlberg’s theory shows us that moral reasoning is a complex process and the child needs guidance throughout his developmental stages. In the preschool age, you will be dealing with children of the first two stages and in the long run the third stage, but you need to understand the whole process of moral development according to the perspective of Lawrence Kohlberg.

Related Topics

Issues Associated with Intelligence in Education

What Causes Individual Differences Among Children

Language Development of Elementary School Students

Piaget's Theory Relating to Model Development 

Aspects of Emotional Development

Concept of Social Development and its Importance

Conceptualize Development

Measurement of Individual Differences

Characteristics of Learning

Language needs of the community to be developed

Role of Community in the Moral Development of a Child

Emotional Characteristics of the Learners at the Preschool Children

Why is Developing Social Skills among Children necessary, and  Discuss the tools for Promoting Social Learning 

Elementary Schools to Enhance the Intellectual Development of the Students,

Intellectual Development

Why is good physical health necessary for good learners

General Principles of Development

Readiness for Learning

What is Cognition, and its Theories 

Language Development of  Elementary School

The main ideas presented in theories of Moral Development 

Dimensions of Emotional Development

Social Skills and Social Development

Intellectual Development from Infancy to Childhood

Limitations of Group Testing

Physical Characteristics of Learners

Different Issues in Child Development

 

Aspects of Emotional Development | Human Development & Learning |

Elementary different aspects of emotional development with special reference to school students

Course: Human Development & Learning

Course code 8610

Level: B.Ed Solved Assignment 

ANSWER 

 

ASPECTS OF SOCIAL-EMOTIONAL DEVELOPMENT

There are some core dimensions of emotional development for instance caring environment, knowledge and regulation of emotions, social understanding, relationship management, and social responsibility. These dimensions are discussed in the following section:

 

i. Caring environment

Developing kind, trusting, relationships with responsive caregivers in early childhood settings are essential. These relationships provide the child with an internal working model of positive social relationships (Denham & Weissberg, 2004).

 ii. Emotional knowledge and emotional regulation

The ability to identify emotions in oneself and others and to delay reactions to emotions while directing these feelings into socially acceptable behaviors is central to social competency.

 In the early stages of social-emotional development infants and toddlers experience emotions and react to them on an affective level. With the beginning of language and other cognitive skills, such as attention maintenance, and reasoning, children can respond to the emotional stimulation by using their new cognitive skills to think in advance and create alternate plans for action.

The act of labeling an emotion helps to move it to the language/cognitive part of the brain. This creates a space between feeling and action which ultimately helps children to process feelings in a matter that is more cognitive than reactive. (Greenberg, Kusch, & Mihalic, 1998).

Children at a very early age are capable of recognizing basic emotions particularly happy and sad; however, they often confuse anger with fear. Between ages four to seven children begin to understand more complex dimensions of emotions. For instance, they can recognize that people may experience diverse emotions, or that different people can feel differently about the same event (Denham & Weissberg, 2004).

iii. Social Understanding

Generally around age four children begin to understand that others have internal worlds where they keep feelings and thoughts and that certain events/actions are causes for certain emotional reactions. This major developmental stage allows for perspective[1]taking – the ability "to be in someone else's shoes" which leads to the ability to empathize.

 iv. Relationship management

The knowledge of social norms influences the interaction between children. For example, it helps a child how to express emotions effectively or to respond to problems. v. Social responsibility Knowing about emotions is not enough. The goal of social-emotional education is to enable children to be internally motivated to act kindly and to develop a system of ethical values directed toward feeling for others.

Related Topics

Issues Associated with Intelligence in Education

What Causes Individual Differences Among Children

Language Development of Elementary School Students

Piaget's Theory Relating to Model Development 

Aspects of Emotional Development

Concept of Social Development and its Importance

Conceptualize Development

Measurement of Individual Differences

Characteristics of Learning

Language needs of the community to be developed

Role of Community in the Moral Development of a Child

Emotional Characteristics of the Learners at the Preschool Children

Why is Developing Social Skills among Children necessary, and  Discuss the tools for Promoting Social Learning 

Elementary Schools to Enhance the Intellectual Development of the Students,

Intellectual Development

Why is good physical health necessary for good learners

General Principles of Development

Readiness for Learning

What is Cognition, and its Theories 

Language Development of  Elementary School

The main ideas presented in theories of Moral Development 

Dimensions of Emotional Development

Social Skills and Social Development

Intellectual Development from Infancy to Childhood

Limitations of Group Testing

Physical Characteristics of Learners

Different Issues in Child Development

Social Skills of Elementary-level Students | Human Development & Learning | Course code 8610 |

 

 QUESTION  

Discuss the social skills of elementary-level students.

Course: Human Development & Learning

Course code 8610

Level: B.Ed Solved Assignment 

ANSWER 

Social Characteristics of learners at the elementary level

· At this level students may exhibit the following characteristics:

· The elementary children want to expand social relationships beyond the home environment.

· Peers become extremely important to elementary-aged children; they are constantly building relationships.

· They naturally form groups; they want to be with their friends. Their constant talking is really evidence of this focus on building relationships.

· These children want to be like their friends, and to be accepted by the group is extremely important.

· There is a cooperative, joint focus as opposed to a competitive one. This too is a sign that children are learning to build community.

· Elementary children are looking for people to admire. They may be inspired by older children, a family member, or their teachers.

 

Social skills at the elementary level

 Teachers play an important role at every level of schooling, including elementary schools (Mashburn & others, 2008; Pianta & others, 2008). In a series of studies from infancy through third grade, positive teacher-child relationships were linked to a number of positive child outcomes (Howes & Ritchie, 2002). Children who have warm, positive relationships with their teachers have a more positive attitude toward school, are more enthusiastic about learning, and achieve more in school (Thompson & Goodman, 2009).

Group skills are particularly important in a classroom setting. Studies suggest that children’s behavior in the classroom is as important to their school success as their intellectual ability is. Studies tell us that children typically do better in groups that consist of peers who share common characteristics. Helping children identify their interests (such as computers, the environment, community service, animals, etc.) is the first step in guiding them toward joining a group of children who are more like them.

 

 Classroom activities to develop Social skills

The following section will present classroom activities that can be used by a teacher to develop social skills among children at the elementary level.

 

Active listening

The most important social skill needed at all levels is listening.

Active listeners show speakers that they are paying attention. They do this through body language (offering appropriate eye contact, turning the body in the direction of the speaker, remaining quiet) and verbal feedback (restating, in their own words, what the speaker is trying to communicate).

One popular method of teaching active listening assigns people to one of three roles: A speaker, a listener, and an observer. The speaker is instructed to talk for a few minutes about something important to him. The listener attends quietly, providing cues to the speaker that she is paying attention. When the speaker is finished talking, the listener also repeats back, in her own words, the speaker’s points.

The observer’s job is to evaluate the speaker and listener. Did the speaker stay on topic? How did the listener indicate that she was paying attention? After the observer shares his observations with the others, the players change roles and try again.

 

The blindfolded walk

 To play this game, create a path with hurdles. Then assign players to one of two roles. Blinded players will wear blindfolds. Leaders will take blinded players by the hand and attempt to lead them through the course. Talking is encouraged, and, when they are finished, players should reverse their roles.

 

Joining a group

Learning Objective:

To help children find ways to reach others who have similar interests; to increase group inclusion.

Skill: Making Friends:

Ask the children to think of ways to find groups they might like to join. Suggest that they focus on their individual interests. Brainstorm ideas and write them on the blackboard or a large sheet of paper.

Tell them:

Throughout their lives, people participate in many different kinds of social groups: scout troops, sports teams, and many more. A class is also a kind of group. Your classmates are part of your group experience every day at school. A child’s life is filled with different kinds of groups

Distribute Activity Sheet:

 Children can write the answers or raise their hands and answer the questions aloud. Use their responses as the basis for a discussion about the different aspects of joining a group.

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