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Deck 12: Social and Behavioral Socialization Outcomes
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Deck 12: Social and Behavioral Socialization Outcomes
1
PURPOSE To analyze changes in children's social behavior over time.
Separately observe a group (more than two) of preschoolers (ages 3-5) and a group of school-agers (ages 6-12) in a "free play" activity.
Separately observe a group (more than two) of preschoolers (ages 3-5) and a group of school-agers (ages 6-12) in a "free play" activity.
Self-regulation:
Self-regulation is an ability to regulate the behavior and emotions of one person. This regulation assists to think before a person reacts. This behavior includes the ability to plan a task effectively, enhance attention towards the task, and maintain to monitor self-activity.
Activity introduction:
An analysis is made on social behavioral changes in children. The analysis is done by monitoring a group of preschoolers under the age of 3 to 5 years and group of school-agers in the age category of 6 to 12 of a free play activity.
This observation helps to record the kids' pro-social activity and antisocial activity behavior antecedents and consequence. Further, it helps to find similarities and differences between preschoolers and school-agers interaction and behavior in "free play" environment.
Self-regulation is an ability to regulate the behavior and emotions of one person. This regulation assists to think before a person reacts. This behavior includes the ability to plan a task effectively, enhance attention towards the task, and maintain to monitor self-activity.
Activity introduction:
An analysis is made on social behavioral changes in children. The analysis is done by monitoring a group of preschoolers under the age of 3 to 5 years and group of school-agers in the age category of 6 to 12 of a free play activity.
This observation helps to record the kids' pro-social activity and antisocial activity behavior antecedents and consequence. Further, it helps to find similarities and differences between preschoolers and school-agers interaction and behavior in "free play" environment.
2
PURPOSE To analyze changes in children's social behavior over time.
Record and compare incidents of prosocial (at least one) and antisocial (at least one) activity for the children in each group-antecedents, behavior, consequences.
a. What event, item, or interaction preceded the prosocial or antisocial activity (antecedent)?
b. How did the children involved act (behavior)? Describe physical and verbal behavior.
c. What were the outcomes for all involved (consequences)?
Record and compare incidents of prosocial (at least one) and antisocial (at least one) activity for the children in each group-antecedents, behavior, consequences.
a. What event, item, or interaction preceded the prosocial or antisocial activity (antecedent)?
b. How did the children involved act (behavior)? Describe physical and verbal behavior.
c. What were the outcomes for all involved (consequences)?
Self-regulation:
Self-regulation is an ability to regulate the behavior and emotions of one person. This regulation assists to think before a person reacts. This behavior includes the ability to plan a task effectively, enhance attention towards the task, and maintain to monitor self-activity.
Activity introduction:
An analysis is made on social behavioral changes in children. The analysis is done by monitoring a group of preschoolers under the age of 3 to 5 years and group of school-agers in the age category of 6 to 12 of a free play activity.
a)Following is the interaction and items that preceded the prosocial and anti-social activities:
The interaction proceed of the school-ager kid with peers is aggressive when doing a group project without any reason. This behavior harms other kids in the group. Even the teacher cannot control the kid. This is anti-social behavior.
In another situation, preschool group of kids are working with cooperation and sharing tools that are required to complete the project without any issues. Each kids work towards completing the project. This kind of behavior cannot affect anyone in the group. This is pro-social activity.
b)The ways that children behave in classroom:
Pre-school group of kids are working with cooperation and sharing tools that are required to complete the project without any issues. They are sitting properly in the allowed space and performing their work and communicate with each other in a proper manner. The teacher cannot control any student during the project time.
c)Following is the outcome of the activity:
The consequences are determined by various factors such as ecology of family, parents, mass media, peers, community, culture, and school. This observation indicates that each factors mentioned above determines the behavior of the kids.
Self-regulation is an ability to regulate the behavior and emotions of one person. This regulation assists to think before a person reacts. This behavior includes the ability to plan a task effectively, enhance attention towards the task, and maintain to monitor self-activity.
Activity introduction:
An analysis is made on social behavioral changes in children. The analysis is done by monitoring a group of preschoolers under the age of 3 to 5 years and group of school-agers in the age category of 6 to 12 of a free play activity.
a)Following is the interaction and items that preceded the prosocial and anti-social activities:
The interaction proceed of the school-ager kid with peers is aggressive when doing a group project without any reason. This behavior harms other kids in the group. Even the teacher cannot control the kid. This is anti-social behavior.
In another situation, preschool group of kids are working with cooperation and sharing tools that are required to complete the project without any issues. Each kids work towards completing the project. This kind of behavior cannot affect anyone in the group. This is pro-social activity.
b)The ways that children behave in classroom:
Pre-school group of kids are working with cooperation and sharing tools that are required to complete the project without any issues. They are sitting properly in the allowed space and performing their work and communicate with each other in a proper manner. The teacher cannot control any student during the project time.
c)Following is the outcome of the activity:
The consequences are determined by various factors such as ecology of family, parents, mass media, peers, community, culture, and school. This observation indicates that each factors mentioned above determines the behavior of the kids.
3
PURPOSE To analyze changes in children's social behavior over time.
Analyze similarities and differences in how preschoolers and school-agers interact with one another in a "free play" setting.
Analyze similarities and differences in how preschoolers and school-agers interact with one another in a "free play" setting.
Self-regulation:
Self-regulation is an ability to regulate the behavior and emotions of one person. This regulation assists to think before a person reacts. This behavior includes the ability to plan a task effectively, enhance attention towards the task, and maintain to monitor self-activity.
Activity introduction:
An analysis is made on social behavioral changes in children. The analysis is done by monitoring a group of preschoolers under the age of 3 to 5 years and group of school-agers in the age category of 6 to 12 of a free play activity.
Similarities between preschoolers and school-agers interactions:
In a "free play" environment, both the age group kids are motivated by one another within the team. Kids show full interest on the sport. They play with high level of satisfaction without bothering whether they win or lose in the game. They sometimes fight with one another for the violation of game rules.
Difference between preschoolers and school-agers interactions:
The school agers' behavior and way of talking in the "free play" environment is sometimes too harsh and they interact using bad words. However, the preschool kids play gently and friendly.
Preschool kids do not focus on perfection in playing the game. However, the school-agers concentrate on perfection in game and try to learn new technique to win in the game.
Self-regulation is an ability to regulate the behavior and emotions of one person. This regulation assists to think before a person reacts. This behavior includes the ability to plan a task effectively, enhance attention towards the task, and maintain to monitor self-activity.
Activity introduction:
An analysis is made on social behavioral changes in children. The analysis is done by monitoring a group of preschoolers under the age of 3 to 5 years and group of school-agers in the age category of 6 to 12 of a free play activity.
Similarities between preschoolers and school-agers interactions:
In a "free play" environment, both the age group kids are motivated by one another within the team. Kids show full interest on the sport. They play with high level of satisfaction without bothering whether they win or lose in the game. They sometimes fight with one another for the violation of game rules.
Difference between preschoolers and school-agers interactions:
The school agers' behavior and way of talking in the "free play" environment is sometimes too harsh and they interact using bad words. However, the preschool kids play gently and friendly.
Preschool kids do not focus on perfection in playing the game. However, the school-agers concentrate on perfection in game and try to learn new technique to win in the game.
4
PURPOSE To analyze changes in children's social behavior over time.
What factors, other than age, do you think were involved in influencing their behavior?
What factors, other than age, do you think were involved in influencing their behavior?
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