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Encouraging Support

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Chapter 4 describes children in Erikson's initiative versus guilt stage as interested in learning about the world, mastering new skills, and making new friends (Wardle, 2013, p. 80). Reflecting on this, describe in-depth how you can encourage support of these stages in your future role in the early childcare classroom, outdoor environment, and home environment.

For this discussion, your post can be a written narrative addressing the required components, or you can use the template below to organize your ideas.

Suggestions for Support
Learning About the World
Mastering New Skills
Making New Friends

In the classroom
In the outdoor environment
In the home

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Suggestions for Support - It really supports about how students engage and interact, it is more than the outer behavior of engaging, and although support looks like encouraging inner feelings and attitude, it is about even more than this, it is supporting how they have come to know what they know, and then supporting that foundation.

Learning About the World - is all about how we want to know the world and how the world we create impacts our development. Through the stages individual go through, each person confronts and hopefully builds upon the successful completion of earlier stages.

Mastering New ...

Solution Summary

The following posting discusses children in Erikson's initiative versus guilt stage.

See Also This Related BrainMass Solution

Encouraging Appropriate Behavior in the Classroom

Student: Doug
Age: 7.9
Grade: 2nd Grade, 2nd Semester

Doug loves science and hands-on activities. He is interested in dinosaurs and robots, and enjoys using the computer to play games. Doug has shared that he likes putting together "Lego" sets and has brought several in to the classroom to share. Doug, however, is not performing well at school. His teacher and parents are concerned. He is failing grade-level requirements in reading and math, even though he has tested at grade level in these areas. Doug does have an identified learning disability and receives resource room assistance in written expression.

Doug gets easily frustrated when he has to copy and write assignments in any subject. He does have a computer available to use in the classroom as needed. His second grade teacher, Mr. McGrady, believes Doug is capable of doing the work required in class. Mr. McGrady has noted that Doug participates in class discussions and hands-on activities; however, he avoids and rarely starts assignments by himself. Mr. McGrady reports that while other students begin assignments, Doug can be found fiddling with "Lego gadgets" and drawing robots. Getting Doug started on most independent activities is like pulling teeth. Based on this information, Mr. McGrady has selected these goals for Doug to achieve within the next three months:

- Begin independent work assignments promptly
- Increase the number of completed assignments


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