Journal educational psychology conversation and social skills

Student ID:103001776

Name: Claire Cuschieri

103001776, Claire Cuschieri, EDU20004, Essay

"The evidence is unequivocal – children who have difficulty regulating their emotions, paying attention, initiating peer interactions and sustaining engagement in learning tasks are at risk for school difficulties.” (Bulotsky-Shearer, Dominguez & Bell, 2012, p. 421).

103001776, Claire Cuschieri, EDU20004, Essay

interaction with family members and as a result culture is “internalised” into the child’s behaviour. Therefore, a child’s behaviour depends on the culture upbringing where their psychological functioning has developed. Children can develop different behaviours which will automatically influence how they participate with their peers (Hayes, N., & O'Toole, L,2019).

Children who daydream, fidget, distract classmates and focus on an object other than their classwork are displaying signs of not paying attention [ CITATION Edu \l 3081 ]One of the reasons for this behaviour is that the child is struggling with a task and they need assistance [ CITATION Edu \l 3081 ]. An example would be a child struggles with to solve a jigsaw puzzle by themselves. With “Scaffolding” a fundamental aspect of sociocultural theory whereby the educator provides support to extend and develop their learning. During the scaffolding process, the child grasps the new information with their existing knowledge and ultimately, they can complete the task. Scaffolding becomes less and less as the child’s learning increases.

Sociocultural theory suggests that scaffolding is use within the Zone of Proximal Development [ZPD] which basically is measuring the child’s learning via what they can learn on their own as opposed to what they can accomplish with the support of an educators scaffolding [ CITATION Sau20 \l 3081 ].

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103001776, Claire Cuschieri, EDU20004, Essay

References

Bodrova, E. (2006, December 22). Researchgate. Retrieved from Developing self-regulation: the Vygotskian view:
https://www.researchgate.net/profile/Elena_Bodrova/publication/288962687_Developi ng_self-regulation_The_Vygotskian_view/links/5d9623f4a6fdccfd0e743f79/Developing-self-regulation-The-Vygotskian-view.pdf?origin=publication_detail

103001776, Claire Cuschieri, EDU20004, Essay

Dunphy, E. (2012). Perspectives on early learning. In M. Mhic Mhathúna and M. Taylor (Eds.), Early Childhood Education and Care: An Introduction for Students in Ireland (pp. 203 – 213). Dublin: Gill and Macmillan.

Early Childhood Australia. (2013). Talking about practice:Social and emotional learning.

Retrieved November 23, 2018, from
http://www.earlychildhoodaustralia.org.au/nqsplp/wpcontent/uploads/2013/04/NQS_P LP_E-Newsletter_No53.pd

Social Skills. (n.d.). Retrieved from KidsSense: https://childdevelopment.com.au/areas-of- concern/play-and-social-skills/social-skills/

Swain, M., Kinnear, P. and Steinman, L. (2015). Sociocultural Theory in Second Language Education: An Introduction through Narratives . Bristol: Multilingual matters. Hayes, Nóirín, and Leah O'Toole. Supporting Positive Behaviour in Early Childhood Settings and Primary Schools : Relationships, Reciprocity and Reflection, Taylor & Francis Group, 2019. ProQuest Ebook Central,
http://ebookcentral.proquest.com/lib/swin/detail.action?docID=5986218.