Enhancing a Positive Self-Concept

Transcription

1 Enhancing a Positive Self-Concept Course Design Course Information Organization: Division: Course Number: Title: Credits: 1 Developed by: Lecture/Lab Ratio: Transfer Status: Extended Registration Class: EASTERN ARIZONA COLLEGE Social Science ECD 210A Enhancing a Positive Self-Concept JoAnn Morales 1 hour lecture, 2 hours lab Under evaluation. Check the latest electronic Course Equivalency Guide. NO CIP Code: Assessment Mode: Semester Taught: Gen. Ed. Area: Separate Lab: Awareness Course: Intensive Writing Course: Prerequisites: Educational Value: Description: Textbooks: Supplies: Pre/Posttest Questions=12 Points=26 Offered on Request None No No No Six hours per week of ECD employment or volunteer work is required. This course will be helpful to sutdents interested in child care, daycare, and education careers. A study of the role a child's self image plays in the development and learning processes and an overview of teaching/caregiving behaviors which will enhance the growth of a positive self-image. Sandy Foreman. Enhancing a Positive Self-Concept. Central AZ College, Source: Central AZ College Bookstore. Enhancing a Positive Self-Concept 1

2 Competencies and Performance Standards 1. Demonstrate an understanding of the meaning of "self-concept" and "self-esteem." a. Find as many other words as you can that begin with "self", and discuss with your advisor how these words relate to the term "self-concept." b. Describe to your advisor how you feel about yourself, including your strengths and weaknesses. c. Describe someone that you know who has a positive self-concept. 2. Demonstrate an understanding of the influences on the development of an individual's selfconcept. a. Select one child who has a very positive self-concept and one child who does not have a positive self-concept. Discuss the possible reasons for their development. b. Read the supplement entitled "Teacher Craft" and discuss how you meet children's needs in your program. 3. Demonstrate an awareness and acceptance of each child's level of self-concept. a. Discuss children's innate needs or attributes which influence their self-concept development. b. Discuss how one need or attribute can result in either positive or negative behavior. c. Demonstrate an activity that enhances self-concepts. Enhancing a Positive Self-Concept 2

3 4. Provide an environment in which children can develop a positive self-concept. a. Identify for your advisor factors in the environment which influence children's self-concept development. Identify anything in the environment which might block the development of a positive self-conept. b. Make a list of suggestions for parents to help their children develop positive self-concepts. 5. Demonstrate an awareness of the relationship between a positive self-concept and open expression of feelings. a. Discuss how a positive selfconcept related to the open expression of feelings? Discuss what happens to a child's selfconcept when you deny how the child feels. b. Observe children who seem to have a positive self-concept. How do they express their feelings? 6. Demonstrate an awareness of the variety of feelings that children experience and need to express. a. Discuss with your advisor the positive and negative feelings that children need to express. b. Observe children as they express emotions. What feelings were expressed? c. List the factors that influence how children experience and express their emotions. Enhancing a Positive Self-Concept 3

4 7. Determine and identify children's feelings, using direct and indirect clues. 8. Show acceptance of children's feelings. a. Discuss with your advisor the verbal, nonverbal and indirect clues that tell you how a child feels. b. Observe 3 children in your program and using these clues, try to determine the emotions they are feeling. a. Discuss the meaning of acceptance, the importance of accepting feelings, both positive and negative, and ways that you show you accept a child's feelings. b. Have your advisor observe you interacting with the children and give you feedback. 9. Model and demonstrate to children appropriate ways to express hostile feelings. Domain--Cognitive Level--Synthesis Importance-- Difficulty-- a. List and share with your advisor: Several sources of hostile feelings, appropriate ways to express hostile feelings, and specific actions you can take to help children with hostile feelings. b. Determine whether you model honest expresion of negative feelings with other adults and children. Enhancing a Positive Self-Concept 4

5 10.Use activities that encourage children to express their feelings. 11.Develop an implementation plan. a. List several kinds of activities that encourage open expression of feelings. b. Plan and carry out 2 activities which allow children to express their feelings in direct or indirect ways. c. Discuss which activities and materials you use on a daily basis to help children deal with anger, frustration, sadness and fear. Domain--Cognitive Level--Synthesis Importance-- Difficulty-- learner completes a written implementation plan which states how the new skills and techniques learned will be implemented. in the completion of an implementation plan. in the completion of a posttest. a. State how the information and skills learned in this module will be incorporated into his/her ongoing work with children. Types of Instruction Individualized/Independent Study On-the-job Experience Simulated or Actual Work Experience Grading Policy Evaluation Methods: A pre and posttest will be given. Pre-test will not count. Posttest will count 10% of grade. The instructor evaluates the student's competence by observation, responses to written assignments, and individual conferences. Grading Scale: Grade Requirement A % of completed competencies. A written implementation plan. 100% attendance and preparedness. B C D 80-89% of completed competencies. A written implementation plan. 95% attendance and preparedness % of completed competencies. A written implementation plan. 90% attendance and preparedness % of completed competencies. A written implementation plan. 85% attendance and preparedness. F Below 59% Enhancing a Positive Self-Concept 5

6 Learning Plans Learning Plan 1-- Enhancing a Positive Self-Concept Overview: Competency: 1. Demonstrate an understanding of the meaning of "selfconcept" and "self-esteem." Competency: 2. Demonstrate an understanding of the influences on the development of an individual's self-concept. Competency: 3. Demonstrate an awareness and acceptance of each child's level of self-concept. Competency: 4. Provide an environment in which children can develop a positive self-concept. Competency: 5. Demonstrate an awareness of the relationship between a positive self-concept and open expression of feelings. Competency: 6. Demonstrate an awareness of the variety of feelings that children experience and need to express. Competency: 7. Determine and identify children's feelings, using direct and indirect clues. Competency: 8. Show acceptance of children's feelings. Competency: 9. Model and demonstrate to children appropriate ways to express hostile feelings. Competency: 10. Use activities that encourage children to express their feelings. Competency: 11. Develop an implementation plan. Learning Activities: Performance Assessment Activities: 1. Select a daycare. 2. Meet with your advisor. 3. Read the module. 4. Make observations of the children in your program. 5. Plan and carry out activities with children. 6. Complete the supplement section as assigned throughout the module. 1. Complete assigned 2. Submit the assignments for evaluation and credit. 3. Discuss observations with advisor. Enhancing a Positive Self-Concept 6

7 4. Submit an implementation plan. 5. Complete a posttest. Enhancing a Positive Self-Concept 7