Response Paper

Response Paper

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Response Paper

The development of a child is not only the physical development; it consists of mental, psychological, emotional, and social development as well. Parents, peers and teachers, all play an important role in developing and shaping the child’s health. Often, there are children who face difficulty in language and expression of feelings due to certain psychological issues. Effective techniques and strategies should be used by parents and teachers to overcome these issues.

Response 1

Language is the most important and essential tool for communication. The proper development of lingual skills makes the child able to communicate with others and become well aware of their opinions and ideas ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"QSwZGRjQ","properties":{"formattedCitation":"(Lynch 2010)","plainCitation":"(Lynch 2010)","noteIndex":0},"citationItems":[{"id":217,"uris":["http://zotero.org/users/local/zQiT8c1c/items/K3XUP5HU"],"uri":["http://zotero.org/users/local/zQiT8c1c/items/K3XUP5HU"],"itemData":{"id":217,"type":"article-journal","title":"Social Skills: Laying the Foundation for Success.","container-title":"Dimensions of Early Childhood","page":"3-12","volume":"38","issue":"2","source":"eric.ed.gov","abstract":"Well-informed teachers of young children recognize the importance of children's social development. The development of social skills lays a critical foundation for later academic achievement as well as work-related skills. Social development is such a key issue with young children that a number of methods to address social skills have been advocated. Some of these methods include: (1) setting up classrooms to enhance social development; (2) providing play opportunities to promote social functioning; and (3) teaching social skills directly. Teaching social skills can incorporate a number of techniques, including direct instruction, learning from peers, prevention of problem behaviors, and children's books. Many social behaviors are better learned among peers, so teachers of young children are in a unique position to promote social learning in their classrooms. This article provides teachers with several research-based strategies to promote young children's social skills development.","ISSN":"ISSN-1068-6177","shortTitle":"Social Skills","language":"en","author":[{"family":"Lynch","given":"Sharon A. |Simpson"}],"issued":{"date-parts":[["2010"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Lynch, 2010). Tanya’s language skills need to be developed with the help and coordination of her parents. Mr. and Mrs. Jones have stated that Tanya mispronounces words and speaks with a lisp. This shows speech impairment and lack of confidence. As a health instructor, I would suggest her mother and Mr. Jones not to point out the child’s errors directly. They should help Tanya develop her language skills by modeling good speech and doing revisions on a daily basis for addressing her articulation needs. I would suggest them to repeat what Tanya says but use the correct pronunciation, for her language development. Her reading and writing skills can be developed by reading with the child and in a way that the child imitates and repeats correct words.

Response 2

As Tanya’s parents are unable to give her proper time and attention, and her brother looks after her, she might have become shy and introvert. There’s a big age difference between Tanya and her brother; their ideas and interests might have been different from each other, therefore, Tanya may have developed a habit of watching movies. It is also revealed that she has no friends and she does not invite anyone to her house. These things may have made her an introvert and socially inactive. I would suggest Mrs. Jones to try to engage Tanya in different activities at school and make her sit with some friendly and interactive fellows so that she also interacts socially with them. I would suggest Tanya’s mother and father to spend more time with her and invite her friends at home to play and spend time with her. This would build her confidence and improve her social skills ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"X6qB2Psy","properties":{"formattedCitation":"(Lynch 2010)","plainCitation":"(Lynch 2010)","noteIndex":0},"citationItems":[{"id":217,"uris":["http://zotero.org/users/local/zQiT8c1c/items/K3XUP5HU"],"uri":["http://zotero.org/users/local/zQiT8c1c/items/K3XUP5HU"],"itemData":{"id":217,"type":"article-journal","title":"Social Skills: Laying the Foundation for Success.","container-title":"Dimensions of Early Childhood","page":"3-12","volume":"38","issue":"2","source":"eric.ed.gov","abstract":"Well-informed teachers of young children recognize the importance of children's social development. The development of social skills lays a critical foundation for later academic achievement as well as work-related skills. Social development is such a key issue with young children that a number of methods to address social skills have been advocated. Some of these methods include: (1) setting up classrooms to enhance social development; (2) providing play opportunities to promote social functioning; and (3) teaching social skills directly. Teaching social skills can incorporate a number of techniques, including direct instruction, learning from peers, prevention of problem behaviors, and children's books. Many social behaviors are better learned among peers, so teachers of young children are in a unique position to promote social learning in their classrooms. This article provides teachers with several research-based strategies to promote young children's social skills development.","ISSN":"ISSN-1068-6177","shortTitle":"Social Skills","language":"en","author":[{"family":"Lynch","given":"Sharon A. |Simpson"}],"issued":{"date-parts":[["2010"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Lynch, 2010).

Response 3

As told by Mrs. Jones, Tanya is not able to work independently; she gets upset and cries when she does not get attention while working. Her mother tells that she is happily involved in her household chores and is active at home. This shows that Tanya demands individual and full attention while doing her work. In a classroom, a teacher has to look after many students so she is unable to give individual attention to Tanya, and at home Tanya’s brother does not give her full attention while working. I would like to suggest that Tanya should be given individual attention in the class while doing her work and her mother must spend time with her or ask her brother to pay attention to her while she is doing homework. This should be done for a few days and along with this, Tanya should be given proper counselling which may enable her to work independently ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"PrDHI3j7","properties":{"formattedCitation":"(Nabuzoka and Smith 1993)","plainCitation":"(Nabuzoka and Smith 1993)","noteIndex":0},"citationItems":[{"id":219,"uris":["http://zotero.org/users/local/zQiT8c1c/items/6QKBYZK7"],"uri":["http://zotero.org/users/local/zQiT8c1c/items/6QKBYZK7"],"itemData":{"id":219,"type":"article-journal","title":"Sociometric Status and Social Behaviour of Children with and without Learning Difficulties","container-title":"Journal of Child Psychology and Psychiatry","page":"1435-1448","volume":"34","issue":"8","source":"Wiley Online Library","abstract":"Abstract— The sociometric status and behaviour of 179 children aged 8 0–12.0 years, including 36 children with learning disabilities, were examined Compared to non-LD children, more LD children were rejected and fewer were popular LD children were nominated as shy, seeking help and as victims of bullying significantly more than non-LD children, fewer were nominated as cooperative or as a leader. Aggressive behaviours did not distinguish the two groups. Teacher scores of LD children's behaviour were not related to peer nominations, although those of non-LD children were Findings are discussed in relation to the role of social cognitive deficits in LD children's relationships with peers.","DOI":"10.1111/j.1469-7610.1993.tb02101.x","ISSN":"1469-7610","language":"en","author":[{"family":"Nabuzoka","given":"Dabie"},{"family":"Smith","given":"Peter K."}],"issued":{"date-parts":[["1993"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Nabuzoka and Smith, 1993).

Response 4

As Tanya is a young kid, she would enjoy learning through activities. Her confidence should be boosted and different fun activities should be planned for her to get involved. In school, she should be encouraged to take part in games and other activities with her fellows, and at home she should be engaged in outdoor activities and games to build her confidence and make learning enjoyable for her.

References

BIBLIOGRAPHY Boyatzis, C., & Junn, E. (2015). Annual Editions: Child Growth and Development (22 ed.). McGraw-Hill Education. Retrieved from https://www.amazon.com/Annual-Editions-Child-Growth-Development/dp/1259406199

Lynch, S. A., & Simpson, C. G. (2010). Social Skills: Laying the Foundation for Success. Dimensions of Early Childhood, 38(2), 3-12. Retrieved from https://eric.ed.gov/?id=EJ945679

Nabuzoka, D., & Smith, P. K. (1993). Sociometric Status and Social Behaviour of Children with and without Learning Difficulties. The Journal of Child Psychology and Psychiatry. Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1469-7610.1993.tb02101.x