How do (a) temperament and (b) gender affect social development? When do teachers need to be concerned about gender segregation?
What will be an ideal response?
(a) Temperament: Three dimensions of temperament have an influence on children's relationships with their peers.
• The first is "self-regulation." Lack of self-regulation may lead to children's negative emotional responses to peer situations.
• The second is "negative to positive" emotions. The child's mood, especially if it is negative much of the time, can have a detrimental effect on the child's peer relationships.
• The third dimension is "shy to extroverted." The "Tiggers of the World" may bounce around and be in the midst of activities and thus may be in conflict with other peers more often than a shy child. Children who are inhibited may be fearful and need gentle support to interact with peers rather than being forced to play with peers.
(b) Gender: Gender segregation may occur because of similar play styles. Boys that are more active and have more physical contact may play together away from the teacher. Girls that emphasize cooperation and communication that promote harmony may play together more.
We need to be concerned about gender segregation if gender stereotyping is occurring and if a group becomes aggressive or wants to play away from the teacher most of the time.
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Which of the following is primarily a question of statistics?
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Shannon taps his pencil on his desk. As a punishment, her teacher requires Shannon to repeatedly tap the pencil on the desk. What procedure is Shannon's teacher employing?
a. simple overcorrection b. contingent exercise c. negative practice d. quiet training
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What will be an ideal response?
(p. 11-18) Infant-toddler curriculum is distinctly different from preschool and early-elementary curriculum. List the characteristics that make infant-toddler curriculum unique, and explain why it is a legitimate course of study.
What will be an ideal response?