Chapter 10 And KS Early Learning

Standards
The Affective Domain
Affective Definition
1. of, caused by, or expressing emotion or feeling;
emotional.
2. causing emotion or feeling.
affective. (n.d.). Dictionary.com Unabridged (v
1.1). Retrieved October 13, 2008, from
Dictionary.com website:
http://dictionary.reference.com/browse/affective

Global Self Concept
The combination of perceptions and beliefs that a
person has about himself. The sense of being a
distinct individual who possesses a blend of
attributes, values, and behaviors that are unique.
Structured fairly early in life
Appears to be developed by the time a child is 8
or 9

Self Esteem is based on:
SOCIAL ACCEPTANCE OR WORTH: the extent
to which people value and like themselves as well
as perceive that they are valued by others.
Self Esteem is also based on:
COMPETENCY
The belief that one is able to accomplish tasks and
achieve ones goals.
Self Esteem is also based on:
CONTROL:
The degree to which individuals feel that they can
influence outcomes and events in the world.
Self Efficacy
The personal judgment about ones ability to
produce an effect or to learn a concept or a skill.
Emotionally smart involves
Self Awareness: (aware of emotions and
monitoring them)
Managing emotions: (calm yourself, and control
your emotions)
Motivate yourself: (stay on track)
Recognizing emotions of others and exhibiting
empathy
Handling relationships with others
Kansas Early Learning Standards for
3 year olds
Works in small groups with adult support
Plays in groups or pairs
Adjusts plans based on needs of others
Listens while others are speaking
Connects consequences to a specific behavior
Communicates emotion to peers appropriately
3s KS standards continued
Follows familiar routines independently
Asks questions and uses senses to explore the
environment
Uses self help skills with occasional reminders
Shares and respects the rights of others
Accepts change in daily routine
4s KS early learning standards

Describes personal attributes (name, sex,
taller, brother)
Encourages or praises peers
Expresses interests, acceptance, affection to
others
Plays with different friends each day
Follows rules and simple directions
Takes turns
Describes situations which can elicit various
emotions

4s Early Learning Standards
Provides individual and choral/group responses
when appropriate (listens to a story and repeats a
line with the group)
Engages in constructive play (builds with blocks,
makes a snake from play dough)
Creates and occasionally coordinates play with
others.
Resiliency
Key component of self esteem and self control
the power or ability to return to the original form,
position, etc., after being bent, compressed, or
stretched; elasticity.
And the ability to recover readily from illness,
depression, adversity, or the like; buoyancy.
Resiliency for Children
Build in more opportunities for play
Modify children's difficult behavior without
sending a message that the child is not OK
Teaching them to become effective problem
solvers, which translates into the power of
independence

Resiliency continued

Teaching them ways to better express their
thoughts, ideas and feelings
Building rapport and connectedness n the
classroom
Knowing what is going on in childrens lives
outside the classroom
Affective Teaching Strategies
Establish an emotionally supportive, low stress
environment
Design activities in which the primary purpose is
to teach children to use various tools and
equipment in the classroom
Set up activities in which children follow step by
step procedures to completion.
Strategies continued

Give children opportunities to carry out classroom
jobs
Help children develop plans of their own to follow.
Use scaffolding techniques to challenge the
children to perform tasks slightly beyond what
they can easily do on their own.
Strategies continued
Enhance children's growing sense of autonomy
and initiative by giving them frequent
opportunities to make choices and decisions
Offer choices
Take advantages of teaching moments
Offer choices using positive statements (Do you
want fries with it, instead of will that be all?
Offer choices that are honest


Allow enough time to decide
Assist children in accepting responsibility for
decisions
Limit the number of choices a child has at anyone
time
Help children develop standards
Help children evaluate their accomplishments

Strategies continued
Make it possible for children to use materials
independently
Help children develop greater self understanding
Promote childrens emotional awareness and
sense of worth.
Promote children's ability to meet age appropriate
expectations for self discipline

Strategies continued
Support children as they learn more about
themselves in terms of gender, abilities and
culture
When working with children with disabilities avoid
the tendency to overprotect them so that they can
develop autonomy as much as possible.