Expectations
Teachers are well trained in ‘having high expectations for their children’ and there is nothing wrong with this but the expectations referred to in the model are what the child believes will happen in any given set of circumstances. When they are face to face with an angry male they ‘expect’ to be beaten. When set a test by the teacher they ‘expect’ to fail.
This long-suffering way of ‘expectation’ is underpinned by the child’s sense of toxic shame. A shame not of what they have done but what they believe they are.
Changing expectations is changing beliefs and that only occurs when we can get the child to experience success through their actions. We need to set tasks they can achieve gradually increasing the effort required
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These children require strong connections to their teachers/carers and they are ill equipped to form appropriate relationships in the early stages of intervention.
The children come to new relationships with multi-faceted problems. On the one hand they are extremely needy yet they are extremely suspicious of those who offer friendship. They will be reluctant to trust anyone because of their history of being let down or rejected. However their fundamental need to form attachments will drive them into unhealthy coalitions with inappropriate peers or exploitative adults whose method of relating is at least familiar.
The teachers and/or carers will also struggle with relationships. Not many people get to adulthood unscathed by their history and will bring to their work some proportion of baggage that makes them vulnerable. The behaviour or the history of the child they are working with may trigger some old account they carry. They become empathetic with the child.
Empathy is often cited as a positive characteristic for people working in this field. I would hesitate to agree with this. Empathy infers you know how they feel and for some they equate the child’s history with parts of their own. This is an unhealthy situation for
As a young child all you want to do is fit in and have friends. Some children are very affected
“ It’s dark where I am and I cannot find the light. There are shadows all around me and my heart is full of fright.” –Andy Jackson. Depression was overpowering Andy when he was facing adversity. Relationships affected Andy during crisis.
Special attention needs to be given to health and education to ensure the child is healthy in all aspects of their life and their education is paramount to ensuring confidence and growth so they can become healthy confident adults and can go out into the world armed with a good education. If not the child could become withdrawn, depressed, and have low self-esteem which can bring its own
It might be very difficult for them to build friendships. Events which may impact on behaviour, social and emotional development: • Serious illness or injury to a child e.g. if a child breaks a leg and has to be in hospital for a long stay they become institutionalised and perhaps lose their grip on reality because all they know then is the hospital routine. • Serious illness or injury to a child’s main carer • Death of a close relative • Family break-up: This can cause a child to feel very upset, insecure and abandoned. When their family unit breaks apart their whole world seems to have lost stability and this most likely will have an impact on their behaviour and development • Change of care e.g. entering foster care or residential care • Abuse – physical, emotional, sexual or
It is important to have an understanding of the background of any child that you are trying to educate, but it is especially important to establish a relationship with children who have
I need to let the child know I care and help them the best I can. If a student is falling asleep in class or skipping homework If I build a relationship with them and their parents I already have an idea on what’s going on and can come up with solutions to try and
2.2. Analyse the impact of attachment on the role of the Early Years Educator. The impact on attachment as an Early Years Educator is a vital role. We promote healthy attachments by forming key relationships between adults and children in our setting.
Every child has the ability to learn and develop. Having high expectations is especially important in achieving better outcomes for the most vulnerable children. Some children require additional support and different learning experiences and opportunities to help them learn and develop. If a staff member didn’t have a high expectation of a child in my work place I would challenge them and remind them that they took the role on and committed to high expectations for all the children’s learning and development and support which they would require, in my role and being a parent myself I can recognise that every child can learn, but some children require quite different opportunities and support to be able to do this, A.B when I first started
Children who are emotionally affected may also have low confidence and find it hard to build friendships with other children, it is important that we make children feel welcome and encourage them to join in with other when doing activities so
At times a child will regress and may need help with tasks that they have been able to do quite easily in the past. A child may express their concerns through stories/drawings. Question: Question
They are very impressionable at that young age. Their teachers may be the only positive guidance in their life at that time too. Social/Emotional Development Some of the ways I would support the growing of social and emotional development would be to control my own emotions and behavior around them. I would be trying to teach them how to control
Response to “Scarlet Ibis” A expectation is what is giving to a person and is expected to be done or seen. There is a quote that goes, “Not everything will go as you expect in your life, This is why you need to drop expectations and go with the flow of life”. A short story that compares to this quote is “The Scarlet Ibis”, written by James Hurst when in this story the narrator had high expectations for such a weak, disabled person.
Introduction In any helping process, it should be guided by goals as they support the process ("Crafting Goals and Objectives", n.d.). Thus, as the head of the social service agency, I would work with both social workers to develop their goals. Goals
Expectation is when Brandon Shaw and Philip Morgan expect that their plan on murdering David will be success and nobody will know that they commit the crime. They have high expectation that they will success. Because they believe that they have full knowledge to succeed in the attempt. They did the crime according to the theory that they had learnt in the colleges from their lecturer, Rupert Cadell, to prove that they are belong to intellectual superiority category. Which, the people that are in the intellectual superiority category can do perfect crime without getting catch by people.
Chapter 1: Introduction 1.1. What is Social Anxiety? Social phobia or more commonly known as social anxiety disorder is a very familiar, impairing, but treatable disorder, which impacts the patient in various ways. It is the fear of social situations, and of being judged or evaluated by others around a person (Nardi, 2003).