HD 341 1st Edition Lecture 5Outline of Last Lecture II. Developmental EgocentrismIII. AutonomyIV. VygotskyV. Multiple IntelligencesVI. Neuroscience and nurturing relationshipsOutline of Current Lecture II. Executive FunctionIII. StressIV. ResiliencyV. Mastery Motivation and Quality CareCurrent LectureExecutive Function- coordinated abilities to stay on task in attending and thinking, plan and organize thoughts, as in problem-solving, and utilize short and long term memory to facilitate thought processingFactors Contributing to Toxic Stress- insecure attachments- atypical brain development- violence- mental illness-substance abuse- poverty circumstances- insufficient supports- rejection by peers and adultso without having support from peers or family they have bad attachmentStress-Caused Behaviors- being hyper-sensitive to the threat aspect of situations, making fight-or-flight reactions more likely and positive interactions more difficult- imprinting hurtful experiences as emotional memories, thus endangering the child’s later ability to regulate and manage emotions and impulses- generating a self-fulfilling expectation of rejection based on an emerging negative self-image, a possible long term effect on personalityThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.Building Resiliency- enriched environments- nutrition - reliable life conditions- secure attachment- consistent positive emotional support- learning environments intriguing, free of stress- interest based activities- opportunities to construct personal meaning, express and share ideas- opportunity to participate in friendly relationships, to affirm personal and social wroth- *having one or two stable things in life is very important to childreno it can help them develop betterMastery Motivation- when teachers appreciate and guide the internal dynamic of intrinsic motivation within each child learning becomes active, interactive, and significantHigh Quality Care and Education for the Early Years- sufficient child-staff ratio for children and adults- small group sizes- high levels of staff education and specialized training- low staff turnover and administrative stability- “middle class” levels of staff
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