Identify and describe 3 social and emotional competence building strategies or relationship building strategies that stood out to you from the readings and resources. What drew you to these strategies and why. How can you adopt these strategies for different age groups?
Reply to a classmates, asking a question, providing a statement of clarification, providing a point of view with rationale, challenging a point of discussion, or making a relationship between one or more points of the discussion.
Reply on Discussion
I appreciate your concerns in relationship building strategies, as remarkably, you have come up with some fine and applicable strategies. Concerning the first strategy, I agree with you that positive relationship with children is a pertinent strategy to develop child’s thinking. Positive relation assists children to demonstrate a perception of other people. When growing up, children learn different things, and if things are taught in a positive manner, chances of development increase. Positivity creates an impact on child’s personality, and every teacher should adopt it. I also agree with your second strategy, called classroom preventive practice. To make children responsible, the classroom is a perfect platform to teach and guide accordingly. Through prevention strategies, students can make the difference between right and wrong acts. Exceptionally, you have elaborated the prevention strategies and integrated with the acts of children. Through these prevention practices, a student can think before, speak or act, which can restrain him/her from unethical things. For Instance, I can enhance your point through portraying the emotional integration. In every aspect, it seems imperative to contain emotional and sentimental attachments to understand harmony, integrity, and ethics. Interestingly, I also agree with your third relationship building strategy, which refers to the development of the child’s behavior. However, critically, there are some flaws in this strategy, as making the child self-reliant is too early. Of course, there is a need for a mentor, teacher and anyone who can guide and assist the child to make the difference in different things. Thus, my approach is slightly different from you when it comes to the third strategy. Problem-solving skills can be developed with the passage of the time (Workman, 2017).
In my point of view, instead of making child self-reliant, a teacher may train him how to find a right person to get help. Do you agree with me or have some other suggestions?
Reference
Workman, S. (2017, February 13). Quality 101: Identifying the Core Components of a High-Quality Early Childhood Program. Retrieved from https://www.americanprogress.org/issues/early-childhood/reports/2017/02/13/414939/quality-101-identifying-the-core-components-of-a-high-quality-early-childhood-program/
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