Social/Civic Competency Flashcards
Social/Civic Competency Development
responsible sharing courtesy cooperation respect compassion care empathy perseverance self-regulation social-emotion domain of development teacher to consider influence of own beliefs
Teachers>children build healthy relationships/ become active citizens in community
social responsibility (beyond the individual)
social concern
social literacy
Locus of control
implications for social, civic development
external factors control what happens in my life
INTERNAL protective factor take responsibility for own actions hard on self; constant analysis promotes self-regulation
VS.
EXTERNAL
everything/everyone else is part of success/failure
good team players
Self-regulation
implications for social, civic development
I am in control of me - I think
If I have the belief that I can do it, I shall surely acquire the capacity to do it even if I may not have it at the beginning - Gandhi
People’s level of motivation, affective states, and actions are based more on what they believe than on what is objectively the case.
-Bandura
awareness of socially approved behaviors essential in socialization requires social engagement, experience, language, cognition ability to control emotions interact with others positively avoid inappropriate, aggressive actions self-direct learning fosters popularity with peers positive association with academic development better learning in formal schooling better results academically beneficial to promote prior to schooling
Emotions vs beliefs
emotions: feelings
beliefs: thoughts
beliefs>emotions
emotions>actions
ABCD approach
Ellis
Rational emotive behavioral theory
A_ctivating event: conflict/interaction
B_elief: triggers emotion, leads to consequence (often unrecognized)
C_onsequence: emotion>action>response
D_ispute: outcome?
Common beliefs
IRRATIONAL: you must be loved by significant others for everything you do
vs.
RATIONAL: concentrate on own self-respect, on approval for practical purposes, on loving rather than being loved
IRRATIONAL: it is horrible when things are not the way we like them
vs.
RATIONAL: gracefully accept what can’t be changed, try to improve what can be
IRRATIONAL: I should be thoroughly competent, intelligent, and achieving in all respects
vs.
RATIONAL: I prefer to do well but I accept I am an imperfect person with human limitations and specific fallibilities
IRRATIONAL: I have virtually no control over my emotions and cannot help feeling disturbed by things
vs.
RATIONAL: we have control of our destructive emotions and can work at changing them through challenging the underlying beliefs
Emotions at birth
fear anger sadness joy surprise disgust
Self-regulation development
neurophysiological modulation; birth-3 months sensorimotor modulation; 3-12 months control; 12-18 months emergence of self control self regulation
Self-regulation difficulties
EXTERNALISING BEHAVIOURS tantrums hitting not following directions demanding attention regularly need others to help them regain control
INTERNALISING BEHAVIOURS worry anxiety sadness withdrawal bottling up feelings need help to express feelings
Promoting self-regulation in the classroom
model self-regulation teach self-regulation skills goal-setting break down tasks into manageable parts teach recognizing emotions teach coping strategies provide support as needed withdraw support when ready
Social civic competency
locus of control reflects awareness of self
awareness of self and self regulation central to socialization
promoting self-regulation will support learning
children learn to regulate thoughts, feelings, behaviors and emotions by watching and responding to adults’ self-regulation
