Psychology for Working with Children - Essay Example

? Psychology for Working with Children Question Children with dyscalculia. There are very many children with learning disabilities. They have low levels of IQ tests, and they are always puzzled by having a fair opportunity to gain new knowledge. Children from 8 to 9 years old have equal memory skills, and it does not matter whether these children are with dyscalculia or not. Thus, it is relevant to develop strategies for dealing with dyscalculia and relate them to certain activities. For example, the activity with addition/subtraction can be dealt with in the following way: first of all, it is possible to show children the principles of these activities by giving different objects and taking them away. In general, educational materials should promote: - Understanding of the text problem to be solved; - Understanding of the meaning of a mathematical abstraction; - The formation of mathematical concepts in ontogeny (Connell, 1993); - Developing the ability to count and perform arithmetic operations; - Developing the ability to represent and manipulate real facts, using mathematical tools, etc. (Reimers, 2009). Of course, the main difficulty these children experience is their learning disability in the field of mathematics. That is why it is necessary to make an emphasis on training of attention and concentration. Moreover, the processing of visual information, i.e. developing the ability to visualize numbers and mathematical situations in problems should be also taken into account (Schwartz & Auclaire, 1995). To stimulate learning among children with dyscalculia, specific tools can be used: - To understand the text of the problem being solved. For example, it is possible to read slowly aloud, explain different concepts using means of visualization, which helps students visually imagine a mathematical problem. In other words, a mathematical problem is "visualized," and the students can make sketches on its content, with additional resources for the disclosure of the content of mathematical diagrams and pictures leading up to the correct answer (Westwood, 1997). - To understand the meaning of a mathematical abstraction, to provide frequent and clear explanation of the structure of distraction example and the concept of number, the internal composition of numbers, etc. (Christensen, Young & Marchant, 2007). - To master mathematical rules and abstractions, it is necessary to practice the frequent repetition of the rules and illustrate their implementation in the real practical examples (Adelizzi & Goss, 2001). - To develop the ability to represent and manipulate the real facts using mathematical tools. Moreover, it is necessary to advance the ability to explain some mathematical facts and scenarios in different practical situations (Rossi, 2000). - Automated learning is the basis for the main mathematical operations. A person should first realize the initial (main) mathematical ideas and concepts, learn their definitions, and then systematically apply this knowledge to solving typical problems. To train attention and concentration, it is necessary to use audio and text objectives of educational material, explain new facts in a vivid manner, implement interactivity and foster a personal direction of the learning process. Another possible solution is to deal with the problem of determining the sequence and organization of information, to keep track of the important elements of an information object, and slowly implement sophisticated logic and abstract activities used in algebra, geometry, trigonometry, physics, etc. (Ukpokodu, 2007). These objectives can be reached in case of an integrated plan in the learning process, which consists of blocks, Legos, pennies, or pieces of chalk (Chubbuck, 2010). References Adelizzi, J. U., & Goss, D. B. 2001, Parenting Children with Learning Disabilities. Westport, CT: Bergin and Garvey. Christensen, L., Young, K. R., & Marchant, M. 2007, Behavioral Intervention Planning: Increasing Appropriate Behavior of a Socially Withdrawn Student. Education & Treatment of Children, 30(4), 81+. Chubbuck, S. M. 2010, Individual and Structural Orientations in Socially Just Teaching: Conceptualization, Implementation, and Collaborative Effort. Journal of Teacher Education, 61(3), 197+. Connell, R. 1993, Social Justice in education. Philadelphia: Temple University Press. Reimers, F. 2009, Global Competency: Educating the World. Harvard International Review, 30 (4), 24-27. Rossi, T. 2000, Socially Critical Pedagogy and the 'production of Skilled Performers': Further Considerations of Teaching and Learning in Physical Educaiton. Journal of Physical Education New Zealand, 33(3), 43+. Schwartz, I. M., & Auclaire, P., eds. 1995. Home-Based Services for Troubled Children. Lincoln, NE: University of Nebraska Press. Ukpokodu, O. N. 2007, Fall. Preparing Socially Conscious Teachers: a Social Justice-oriented Teacher Education. Multicultural Education, 15, 8+. Question 2. Pre-term babies care plan. There are a high percentage of pre-term babies, which need special care. It is necessary to organize everyday life of a premature baby. First of all, it is necessary to take a great care of personal things of a pre-term child. For example, a valuable solution is to boil bedding, clothes or diapers of a premature baby. The room where the baby stays should always be clean. Wet cleaning is a must. Parents are encouraged to limit guests visiting the baby as the child has not yet formed its immunity, and it is not protected from infection (Hamovitch, 1997). Bathing premature baby Water treatments should be started only after the doctor's permission. For the first-time bathing, it is relevant to bathe a premature baby in boiled warm water, after which the baby should be wrapped in a warmed towel or diaper (Whitman, Borkowski, Keogh, & Weed, 2001). Furthermore, it is necessary to mention that premature babies feel cold, and they need to be dressed warmly. To prevent hypothermia, it is important to keep your baby in the room with a required level of humidity. Do not subject a baby to overheat. Premature babies have a badly developed thermoregulatory system. As a result, heat can exert a serious influence on brain or even be disastrous for skin (Mills & Gale, 2009). Walking with premature babies Walking with a child born prematurely is possible only with the permission of the pediatrician. If a baby is born in summer and the air temperature is not lower than 24° C, you can walk with the baby from the second week of life. It is better not to go for a walk with the pre-term babies in winter if there it is less than 10° C (Fantini & Weinstein, 1968). Actually, caring parents and doctors know how to deal with premature babies (Perlmutter, 1983). On the one hand, the main part of researchers and scientists underlines that these babies have the same risk factors and protective factors as other children. However, they still need special attention as should be examined by doctors more frequently as the state of their health should be carefully controlled. It had been determined that in the course of time, pre-term babies can suffer from serious deviances in their cognitive abilities, long-term problems of their attention focusing, etc., thus their health is all the time at risk There are many potential challenges and difficulties in taking care of pre-term babies, such as their nervous behavior, a lack of emotional bond between the child and their primary caregiver. Preterm babies are unable to perform perfectly as other children with no deviances. Low-birth-weight children have low levels of performance in mathematics, reading and spelling (Westwood, 1997). In terms of Newborn Individual Care & Assessment Program (NIDCAP), there are specific terms and conditions outlining infant behavioral and physiological responses to medical, physical aims of parents' training and promoting interaction improving parental confidence and reducing stress (Collins, Kenway, & McLeod, 2000). References Collins, C., Kenway, J. and McLeod, J. 2000, Gender debates we still have to have. Australian Educational Researcher, 27 (3), pp. 37. Hamovitch, B. A. 1997, Staying after School: At-Risk Students in a Compensatory Education Program. Westport, CT: Praeger Publishers. Fantini, M. D., & Weinstein, G. 1968, The Disadvantaged: Challenge to Education. New York: Harper & Row. Mills, C., & Gale, T. 2009, Schooling in Disadvantaged Communities: Playing the Game from the Back of the Field. Springer. Perlmutter, M., ed. 1983, Development and Policy Concerning Children with Special Needs. Hillsdale, NJ: Lawrence Erlbaum Associates. Whitman, T. L., Borkowski, J. G., Keogh, D. A., & Weed, K. 2001, Interwoven Lives: Adolescent Mothers and Their Children. Mahwah, NJ: Lawrence Erlbaum Associates. Westwood, P. 1997, Commonsense Methods for Children with Special Needs: Strategies for the Regular Classroom (3rd ed.). London: Routledge. Question 3. Anti-social behavior. In terms of social and cognitive theories, there are many different options outlined for dealing with anti-social behavior among children. Actually, there are different ways either to reward or punish children, but all these methods are focused on positive outcomes of children's behaviors (Marfo, 1991). Children can be aggressive at home, at school, or in the community. Such aggression can provoke many unpleasant situations and unhappy accidents (Bullying at school, 2003). It is better not to allow children to watch films about aggression or to watch this type of TV shows. The trouble is that modern parents usually do not or do not want to understand this fact and allow their children to watch what they want, while children should be brought in the atmosphere of love. The mentality of children is very vulnerable and can be easily traumatized. Positive atmosphere in child’s family can help prevent many troubles connected with children’s antisocial behavior. Even mental disorders can be prevented with the help of positive atmosphere. It can cure many diseases (Meese, 2002). Anti-social behavior can be caused by the environment or family of a child, and it is desirable to prevent a child from involvement in destructive practices of negative influence (Bradshaw, 2007). It is desirable that a child does not know about the problems his family has to overcome as children tend to understand everything in their own way and may understand something wrongly that can affect their psychological development. Nowadays bullying at school can be a perfect example of aggressive behavior among children (Keeffee & Carrington, 2006). They can feel free and destroy the lives of people around them, their teachers or classmates. In case a child practices aggressive behavior, bullying can be their way of practicing such behaviors as vandalism, drug usage, etc. (Thomson, 2002). Bullying can be defined in the following way: "[bullying] is realization of intentional and repeated acts shown by means of physical, verbal, and relational forms in situations where a power difference is present" (Thomson, 2002, pp.1-18). Physical violence, verbal threats, and teasing are examples of bullying. Even if teachers apply disciple rules and punishment against the students, bullying cannot be prevented and eradicated at all Very often teachers are ready to listen to their students (Marshall, 2001). There are psychologists at school, who can help solve emotional problems. It is very important that they are solved on time, such help can prevent many problems in the future, thus it is essential to control the way child behaves and make it visit psychologist in case if some deviances in his behavior are noticed. Teachers cannot identify the reasons for cruel and aggressive behavior. It is not their task as they have many other responsibilities (Bradshaw, 2007). Moreover, teachers cannot be justified in their negative reactions to students’ aggressive behaviors. In accordance with recent data, only 50% of teachers could help their students to deal with aggressive behavior. Unfortunately, it cannot be denied that the real involvement of school psychologists in prevention of bullying practices is a possible option to deal with aggression among children (Gale & Densmore, 2000). References Bradshaw, C. et al. 2007, Bullying and Peer Victimization at School: Perceptual Differences between Students and School Staff. School Psychology Review, 36 (3), p. 361+. Berkson, G., 1993. Children with Handicaps: A Review of Behavioral Research. Hillsdale, NJ: Lawrence Erlbaum Associates. Bullying at school 2003, [online]. Available from: http://www.cde.ca.gov/ls/ss/se/documents/bullyingatschool.pdf [Accessed February 22, 2013] Gale, T. and Densmore, K. 2000, Playing fair: Who gets what and why? In: Just Schooling: Explorations in the cultural politics of teaching. Buckingham: Open University Press. Keeffee, M., Carrington, S. 2006, School and Diversity. Pearson Education. Marfo, K., ed. 1991, Early Intervention in Transition: Current Perspectives on Programs for Handicapped Children. New York: Praeger. Marshall, B. 2001, Including the Socially Excluded: League Tables and Labour's Schools Policy. Education, 43(1), 30. Meese, R. L. 2002, Children of Intercountry Adoptions in School: A Primer for Parents and Professionals. Westport, CT: Bergin & Garvey. Thomson, P. 2002, Vicki and Thanh. In: Schooling the rustbelt kids: Making the difference in changing times (pp.1-18). Crows Nest: Allen & Unwin. Read More