John Darryl M.
Genio
Bocobo #3
Chapter 16
ABSTRACT:
1. What is theory of the mind?
Answer:
The core concepts involved in Theory of Mind are beliefs, desires, and intentions,
which are used to understand why someone acts in a certain way or to predict
how someone will act (Kloo et al., 2010). Overall, Theory of Mind involves
understanding another person's knowledge, beliefs, emotions, and intentions
and using that understanding to navigate social situations. A commonly used task
to measure Theory of Mind is a false-belief task.
2. How do children develop theory of the mind?
Answer:
Around age 4, children improve on tasks of Theory of Mind and are able to understand that
someone may be acting based on a false belief about an object or event (Kloo et al., 2010).
Anecdotally, in my own work with preschoolers, 3-year-olds tend to understand that Peter didn’t
see inside the box, but still respond that Peter thinks a pig is in the box. It is from older
preschoolers—the 4- and 5-year olds—that I most frequently received the response that Peter
thinks Band-Aids are in the box, suggesting that these older preschoolers had some level of false-
belief understanding. For kids with developmental delays, such as those with autism spectrum
disorders (ASD), Theory of Mind may take a little longer to develop, and some higher level skills
may not be reached at all. Youth (ages 5 to 13) with autism received lower scores on measures
of understanding others’ beliefs and emotions than typically developing youth, but there were no
differences for understanding the intentions of others (Mazz et al, 2017), possibly because
understanding intentions is a less complex skill that develops earlier than understanding beliefs
and emotions. Theory of Mind also predicted ASD diagnosis, such that those with the lowest level
of such skills had more severe diagnoses (i.e. autism with intellectual disability) as compared
to diagnoses for those with more sophisticated Theory of Mind skills ( Asperger’s syndrome)
(Hoogenhout & Malcolm-Smith, 2016). Theory of Mind clearly plays a role in the manifestation of
developmental delays, with differences between those with delays and typically developing
youth persisting into middle childhood and even adolescence. By understanding Theory of
Mind, perhaps we can not only better diagnose those with delays, but also create more effective
interventions for encouraging and supporting developmental progress.
Chapter 17
Analysis:
How does conflict among preschoolers resolved?
Answer:
There are simple steps that adults can begin using immediately to assist children
in learning how to resolve conflict. The steps take practice by the children who
are learning them and patience by the adult who is modeling and teaching the
steps.
Help children calm down. Often when children are faced with conflict
they are full of emotion and are not ready to begin a process of resolution.
Approach the child calmly at his eye level and use gentle touch.
Acknowledge that there is an issue and suggest some ways to calm down.
“I see that you have a problem. It looks like you might need to take a few
deep breaths to relax a little.” Stay neutral! When adults attempt to find
blame in a conflict the situation can easily escalate strong emotions.
Children at this point need to feel they are being heard in order to calm
down.
Talk about wants and needs. All children who are involved in a conflict need to
have an opportunity to express what it is that they want or need. Stay focused on the
‘want’ and don’t focus on what happened. Reflect what the child is feeling by
acknowledging his feelings with a head nod, short phrases, or repeating what he is
saying in a clear manner. “You really wanted that toy and Joey had it in his hand.”
Give the child’s feeling a name. “It is frustrating to want something that someone else
has.”
Define the problem. After getting the child to voice his want or need you will have to
turn the issue into one neutral statement. Repeat what the children involved in the
conflict are saying in a clear statement. “Hmmm, I see that two children want to play
with the same toy.”
Help the children find a solution. One easy way to get the children thinking about
ways to solve a problem is to restate the issue and ask a question that begins with
the word “what.” “What could you do to solve this problem?” “What other choices do
you think might work?” Assist the children who are involved in the conflict to
brainstorm a list of solutions before you assist them in moving forward to put one
into practice. In many cases it seems easier to just tell children what they should do.
By solving the problem for children you are depriving them of an opportunity to
learn how to solve their own problems. Children can only learn this skill from trial
and error. Both parties involved in the conflict will need to try the solution to see if it
will work.
Take a look at the solution. Not all solutions that children recommend will work
and if a problem persists, you need to begin the process over. It is important to
remind the children that the solution needs to be safe and fair for both parties. Stay
nearby to support the solution and praise the children when problem solving has
worked. “I see you found a way to take turns with the toy. That’s called cooperation.”
Abstraction:
1. What is gender typing?
Answer:
As children get older they learn about themselves, who they are, how they are "supposed to
act", and what is appropriate gender-specific behavior. Gender typing is when children
acquire these masculine and/or feminine roles and identify with these roles. There are
different degrees to which children exhibit these roles, but we do exhibit masculine or
feminine traits, which is gender-typing.
2. Explain PARTEN’s stages of play
Answer:
Researcher Mildred Parten identified these six stages of play that children progress through. It’s
important to note that each child develops at his or her own pace, so children of the same age
may not show exactly the same types
of play.
Parten’s six stages of play
1. Unoccupied play. Children are relatively still and their play appears scattered. This type
of play builds the foundation for the other five stages of play. Unoccupied play looks like
babies or young children exploring materials around them without any sort of
organization. This stage allows children to practice manipulating materials, mastering
their self-control and learning about how the world works.
2. Solitary play. This type of play occurs when children entertain themselves without any
other social involvement. Children in solitary play may not notice or acknowledge other
children. Adults might worry about children playing alone, but actually solitary play is
very normal. When children engage in solitary play, they are able to explore freely,
master new personal skills like new motor or cognitive skills, and prepare themselves to
play with others.
3. Onlooker play. Children who sit back and engagingly watch other children playing, but
do not join in are onlookers. The active part of their play is watching others. Sometimes
it’s easy to think children engaged in onlooker play might be lonely or scared to engage
with other children, when in fact it is a very normal part of play development. Just as
adults “people watch” at the coffee shop, children learn a lot by watching others. They
learn about the social rules of play and relationships, they explore different ways of
playing or using materials and they learn about the world in general.
4. Parallel play. This occurs when children play next to each other, but are not really
interacting together. For example, two children may drive cars on the carpet next to each
other, but their play does not actually overlap. In this stage, children are not really
engaging in a social exchange. Think of this stage like a warm up exercise – children work
side by side on the same activity, practicing skills and learning new methods to engage
together.
5. Associative play. This type of play signifies a shift in the child. Instead of being more
focused on the activity or object involved in play, children begin to be more interested in
the other players. Associative play allows children to begin practicing what they have
observed through onlooker and parallel play. They can start to use their newfound social
skills to engage with other children or adults during an activity or exploration.
6. Cooperative play. This is play categorized by cooperative efforts between players.
Children might adopt group goals, establish rules for play. It’s important to remember
cooperation is an advanced skill and can be very difficult for young children. Ironically,
cooperative play often involves a lot of conflict. This is normal. It is sometimes difficult
for young children to share, take turns and negotiate control in these types of play
scenarios. You can support children engaged in cooperative play by staying close and
helping them learn healthy expression of emotions and teach them problem
solving skills.
Module 18
Abstraction:
1. Discuss some issues affecting physical development and its
implication to child growth.
Answer:
Influences on Physical Development
While there is a natural progression when it comes to physical development, the pace of that
progression can be influenced both positively and negatively by environmental and experiential
factors. These factors include:
1. Prenatal care: Lack of prenatal care or prenatal exposure to harmful substances,
such as drugs and alcohol, can negatively influence development.
2. Prematurity: Children born before the 38th week of development and children
having low birth weight may experience respiration difficulties, vision problems, and
feeding and digestive problems.
3. Heredity: Genes influence development, but equally important are the children’s
experiences.
4. Basic needs: Failure to meet basic needs such as safety, love, housing, and food due
to socioeconomic factors or neglect can negatively influence brain development, which
in turn impacts physical development.
5. Culture: Some cultures may not value reaching developmental milestones as quickly
as others; some may not value the independence that supports physical development.
6. Temperament and learning styles: There are many types of learners.
Some children learn through physical, hands-on activities, while others may observe and
keep to themselves.
7. Developmental delays, disabilities or health concerns : It’s
important to keep in mind that being diagnosed with a disability does not alter children’s
innate desires to move.
APPLICATION:
Write self-reflection on how physical well-being of students are
promoted.
Answer:
Promotion of individual happiness and wellbeing of students by a positive education
intervention
Provide a solid base of positive universal work to promote wellbeing and help prevent
problems. Develop a supportive school and classroom climate and ethos which builds a
sense of connectedness, focus and purpose, the acceptance of emotion and vulnerability,
warm relationships and the celebration of difference.
For me there are 3 ways to do this. One way is to encourage them to maintain a healthy
lifestyle such as eating healthy and staying active thru physical activities. Another thing is to
explaining to them the importance of staying connected with their friends and families for
mental and emotional health. The third and most often neglected is improving their spiritual
health.
