A child’s perception of self varies by age and emotional development. As a professional, it is important that you recognize a child’s self image as it relates to his or her development. How do strategies that promote a healthier self-image differ as a child matures from early childhood to middle childhood and into early adolescence? Why?
What qualifies as an emotional disorder? Explain which emotional disorders are most common in children. How might these emotional disorders impact a child's development and learning?
i need some help on therse
Dawn, please find out what your text materials say about children's self images and strategies for promoting healthy self-concepts.
What does your text say about emotional disorders in children?
These are such complex subjects that many, many books have been written about them. It's best for you to learn what your text authors have presented.
Prayer in public schools is the subject of seemingly
endless debates. As a teacher, you will probably be
asked to offer an opinion or be asked to include a moment
of silence in your classroom. Now is the time for
you to prepare your position. Certainly, you have a
personal position as to whether prayer should be permitted/
encouraged/required in public schools. On one
page, list the key points in your personal position.
Then review the position of the courts as outlined in
this chapter. Is personal position consistent with
legal precedent? Annotate your list to indicate which
points are supported or refuted by law.
I do not understand what they want
The limits and boundaries of the First Amendment in relation to public schools
have been and will continue to be tested in the courts, especially in relation to
religion. Several cases have dealt with the teaching of creationism and evolution,
the practice of religion, and the
religious use of public facilities.
Each case has contributed to a gradual
process of clarification of what
can and what should not be done to
ensure the separation of church and
state. Table 6.3 is a summary of U.S.
Supreme Court judgments in some of
these cases.
PRAYER IN SCHOOL A number of attempts
have been and continue to be
initiated by school districts to incorporate
some form of prayer into public
school classrooms and activities.
One such case began when the school
district for Santa Fe High School, in
Texas, adopted a series of policies
that permitted prayer initiated and
led by a student at all home athletic
games. In June 2000, the U.S.
Supreme Court ruled in Santa Fe In- dependent School District, Petitioner v. Jane Doe that the clear intent of the district
policies was in violation of the establishment clause. The six-to-three majority
observed, “the District, nevertheless, asks us to pretend that we do not
recognize what every Santa Fe High School student understands clearly—that
this policy is about prayer.” Later in the decision, the Court noted, “This policy
likewise does not survive a facial challenge because it impermissibly imposes
upon the student body a majoritarian election on the issue of prayer.” In other
words, the district would be imposing a particular religious activity of the majority
on all, a clear violation of the establishment clause. “It further empowers
the student body majority with the authority to subject students of minority
views to constitutionally improper messages. The award of that power alone, regardless
of the students’ ultimate use of it, is not acceptable.” In concluding, the
Court stated, “the policy is invalid on its face because it establishes an improper majoritarian election on religion, and unquestionably has the purpose and creates
the perception of encouraging the delivery of prayer at a series of important
school events.”
In an attempt to clarify what is and is not permissible in relation to prayer
and other religious activities in public schools, the U.S. Department of Education
has published a set of guidelines for religious expression. Points from these
guidelines are summarized in Table 6.4.
The assignment asks you for your opinion about prayer in the public school. Should it be permitted or encouraged or required?
1. On one page, list the key points of your opinion.
2. Then, go back and read in your text about how the courts have ruled about prayer in the public schools.
3. Finally, add notes to your page with your opinion, showing where you agree or disagree with the laws about school prayer.
_______________________________
Some things to think about:
Should teachers and/or students pray out loud? Should they demand or expect that others pray along with them? If so, which prayers should they use? Protestant Christian? Catholic Christian? Evangelical Christian? Mormon? Hindu? Buddhist? Jewish? Muslim?
Are silent prayers permissible? What about a "moment of silence?"
Scooby -- what is your question about this lengthy quote?
Please post your question about it by clicking Post a New Question.
If I an not against prayer but think it shouldn't be require, What are the key points of my opinion?
Sure! I can help with both of your questions. Let's start with the first one:
As a child matures from early childhood to middle childhood and into early adolescence, strategies that promote a healthier self-image may differ due to the changes and challenges they experience during these stages of development.
In early childhood (ages 3-6), children start to develop a sense of self and become increasingly aware of their own abilities and limitations. Strategies that promote a healthier self-image at this stage can include positive reinforcement, encouragement, and providing opportunities for exploration and independence. For example, allowing children to make choices and take on small responsibilities can boost their confidence and sense of self-worth.
In middle childhood (ages 6-12), children's self-images become more influenced by social comparisons and feedback from their peers and significant adults in their lives. Strategies that promote a healthier self-image at this stage can include fostering friendships and social connections, promoting positive body image, and providing opportunities for skill-building and achievement. Encouraging children to engage in activities they enjoy and excel at can help build their self-esteem and sense of competence.
In early adolescence (ages 12-14), children go through significant physical, emotional, and cognitive changes. Strategies that promote a healthier self-image at this stage can include promoting self-reflection, supporting autonomy, and providing emotional support. Encouraging adolescents to explore their identity, providing a safe space for them to express their emotions, and promoting realistic expectations can contribute to a stronger sense of self and self-acceptance.
The reason why these strategies differ is because children's developmental needs and the challenges they face evolve as they grow older. By understanding the unique characteristics and needs of each developmental stage, professionals can tailor their approaches to help children develop healthier self-images.
Now let's move on to your second question about emotional disorders:
Emotional disorders refer to patterns of behavior or emotions that significantly deviate from typical development and cause significant distress or impairment in functioning. Some common emotional disorders in children include:
1. Anxiety disorders: This includes generalized anxiety disorder, social anxiety disorder, and specific phobias. These disorders can interfere with a child's ability to cope with everyday situations, make social connections, and perform well academically.
2. Depressive disorders: This includes major depressive disorder and persistent depressive disorder (formerly known as dysthymia). Children with depressive disorders may experience persistent feelings of sadness, hopelessness, or lack of interest in activities. This can impact their motivation, concentration, and overall well-being.
3. Attention deficit hyperactivity disorder (ADHD): Although primarily classified as a neurodevelopmental disorder, ADHD also has emotional components. Children with ADHD often struggle with impulsivity, hyperactivity, and inattention, which can affect their emotional regulation, social relationships, and academic performance.
4. Oppositional defiant disorder (ODD): Children with ODD display a pattern of defiance, hostility, and disobedience towards authority figures. This can disrupt their relationships, school functioning, and overall emotional well-being.
These emotional disorders can impact a child's development and learning in several ways. They may lead to difficulties in emotional regulation, impair social interactions and relationships, affect concentration and attention, and hinder academic performance. Children with emotional disorders may also struggle with low self-esteem, experience increased stress and anxiety, and have difficulty managing their emotions effectively. Addressing these emotional disorders through appropriate interventions, such as counseling, therapy, and support, can help mitigate their impact on a child's development and educational progress.