Unit - 2: Developmental Process:
a. Genetic background & Devpt
b. Trends in Devpt - (Devpt,al direction, Differentiation & Integration & Cumulative Influence)
c. Maturation
Unit-6: Self & Emations:
a. Formation of Self (Self concept, Self Esteem & Self Efficacy)
b. Emotions: Goleman's Theory of EI
c. Identity Crisis: Marcian Theory
Please divide in groups & make a write up of important points of the above:
a. Genetic background & Devpt
b. Trends in Devpt - (Devpt,al direction, Differentiation & Integration & Cumulative Influence)
c. Maturation
Unit-6: Self & Emations:
a. Formation of Self (Self concept, Self Esteem & Self Efficacy)
b. Emotions: Goleman's Theory of EI
c. Identity Crisis: Marcian Theory
Please divide in groups & make a write up of important points of the above:
Golman's Theory of Emotional Intelligence.
ReplyDeleteEmotional Intelligence (EQ) is defined as the ability to identify, assess, and control one’s own emotions, the emotions of others, and that of groups.
Daniel Goleman’s model (1998) focuses on EI as a wide array of competencies and skills that drive leadership performance, and consists of five areas:
SELF-AWARENESS
Know one’s emotions, strengths, weaknesses, drives, values and goals and recognize their impact on others while using gut feelings to guide decisions.
SELF-REGULATION
Manage or redirect one’s disruptive emotions and impulses and adapt to changing circumstances.
SOCIAL SKILL
Manage other’s emotions to move people in the desired direction.
EMPATHY
Recognize, understand, and consider other people’s feelings especially when making decisions
MOTIVATION
Motivate oneself to achieve for the sake of achievement.
To Golman, emotional competencies are not innate talents, but rather learned capabilities that must be worked on and can be developed to achieve outstanding performance. Goleman believes that individuals are born with a general emotional intelligence that determines their potential for learning emotional competencies.
Applications for educators
There are very practical reasons to promote social and emotional learning in schools, from kindergarten through college. According to Goleman, bullying, disciplinary problems, violence and drug abuse are reduced in schools with a high EQ. With a solid basis in emotional intelligence, academic performance — as well as behavior — improves. There is an obvious connection to Goleman’s third, motivational component: learning stimulates curiosity and promotes feelings of satisfaction, even joy, when students immerse themselves in the process of assimilating new information.
The EQ of children starts developing long before they ever enter a classroom. But EQ levels will vary widely, depending on each child’s home environment. Thus teachers must be able to recognize those children whose emotional literacy needs a boost. Teachers should be ready to talk about feelings in the classroom. The message is that no emotion is “wrong,” but certain ways of expressing those emotions or acting on them are indeed inappropriate.
In 2002, UNESCO launched an international campaign to promote emotional learning in the classroom. The U.N. body sent a statement of 10 basic EQ principles to education ministries throughout the world. Those principles drew heavily from Goleman’s exposition of emotional intelligence.
References-
https://education.cu-portland.edu/blog/classroom-resources/daniel-golemans-emotional-intelligence-theory-explained/
https://www.learning-theories.com/emotional-intelligence-goleman.html
Ninoshka D'Silva (12) and Angela George (16).
Good points.
DeleteDo write educational implications in point-wise manner.
Would like to know about U.N.'s statement of 10 basic EQ principles.....
Awaiting
Concept of Self- Efficacy?
ReplyDeleteSelf-efficacy is the belief in one’s capabilities to organize information and execute a course of action to navigate a prospective situation. According to social psychologist Albert Bandura, self-efficacy is a key component of the self-system, which consists of an individual’s attitudes, abilities, and cognitive resources. High self-efficacy increases the likelihood of successfully achieving a given task.
Sources/Factors of Self Efficacy:
1) Past Performance
Bandura stated that the most effective way of developing a strong sense of efficacy is through mastery experiences. Employees who have previous experience with on the job success have more confidence to complete similar tasks (high self-efficacy) than those who do not (low self-efficacy).
2. Modeled Behavior
Another source of self-efficacy is through learning from modeled behavior. When an employee observes a coworker successfully complete a task, they will feel more confident they can also successfully complete a similar task. According to Bandura, “Seeing people similar to oneself succeed by sustained effort raises observers’ beliefs that they too possess the capabilities master comparable activities to succeed.”
3. Social Persuasion or Feedback from Others
Employees can be persuaded to believe that they have the skills necessary to successfully complete a task. Both positive encouragement as well as convincing others that they have the ability to succeed at the particular task can facilitate self-efficacy. When managers are confident that their employees can successfully perform a task, they perform at a higher level.
4. Physiological Responses
The emotional, physiological and psychological response of an individual can influence their level of perceived self-efficacy. A person who expects to fail at a task, or finds the task too demanding will experience a set of emotional cues: racing heart, blushing, sweating, headaches, etc. If these physiological cues are persistent and severe enough, they contribute to a sense of weak self-efficacy in employees.
The aforementioned 4 sources of self-efficacy in the workplace all contribute to an employee’s perceived ability to perform a task. It is therefore an important construct to identify and enhance in employees when seeking to increase individual or team performance.
References:
https://www.talkdesk.com/blog/4-sources-of-self-efficacy-in-the-workplace
Characteristic of High Efficacy:
1) Adventurous
2) Active
3) Self Confidence
4) Organised
5) Commited
Characteristic of Low Self Efficacy:
1) Withdrawal
2) Self- Doubt
3) Not Planned
4) Low Confidence
5) Blame Others
Good points for especially factors/sources.
DeleteHowever, teacher's role in enhancing self efficacy is desired....
Name: Dimple Batra
ReplyDeleteRoll No: 06
Class: F.Y.B.Ed
MATURATION
ReplyDelete1. Along with growth and learning, maturation is one of three processes that play a central role in a person's development. Maturation does not necessarily happen along with aging or physical growth, but is a part of growth and development. The concept of maturation was pioneered by Arnold Gesell in the 1940s. He emphasized nature's role in human development.
MATURATION is the completion of growth and development within the organism, the unfolding of an individual’s inherent traits or potentials.Organ systems within the body must mature over a certain period of time. Most organs are capable of functioning of birth. In the process of maturation, we see the interaction of heredity and environment over the course of time.However , a number of environmental changes and conditions ca affect the onset of puberty.
HEREDITY AND MATURATION:
Maturation is not the same as learning, since changes due to maturation and changes are determined by heredity.Different species of animals have different rates of maturation as a result of heredity. An eight year-week puppy can run and eat from a dish but an eight year-week baby is still quite helpless and cannot survive.
MOTOR MATURATION AND DEVELOPMENT:
During maturation and development of locomotion, the typical infant goes through the sequence and still be considered normal.A child may progress somewhat faster or slower than this sequence and still be considered normal. It is apparent that development in early life depends on maturation rather than on practice or learning.
MATURATION AND LEARNING:
The importance of maturation is receiving more and more attention in modern education. Some children are ready at an earlier age than others.It depends on the environment forces.In general, we can say that human learning cannot be accounted by solely in terms of maturation, but learning does take place most efficiently when the environmental stimulation is keyed to the degree of maturation of the individual.
- FATEMA BUNDI (9)
MANSI GANDHI (14)
REFERENCE WORK:
https://www.slideshare.net/Lemuelgabiana13/maturationpsychology
These points are okay.
DeleteHowever, do refer to the synopsis provided for details that are desirable for examination as well...
Formation of Self-esteem
ReplyDeleteSelf-esteem describes a person's overall sense of self-worth or personal value.
• Self-esteem is often seen as a personality trait, which means that it tends to be stable and enduring.
• Self-esteem can involve a variety of beliefs about oneself, such as the appraisal of one’s own appearance, beliefs, emotions, and behaviors.
Self-esteem can play a significant role in one’s motivation and success throughout their life. Low self-esteem may hold one back from succeeding at school or work because they don't believe themselves to be capable of success.
By contrast, having a healthy self-esteem can help one achieve because they navigate life with a positive, assertive attitude and believe that they can accomplish their goals.
Factors That Can Influence Self-Esteem
There are different factors that can influence self-esteem. Genetic factors that help shape overall personality can play a role, but it is often our experiences that form the basis for overall self-esteem. Those who consistently receive overly critical or negative assessments from caregivers, family members, and friends, for example, will likely experience problems with low self-esteem.
Additionally, your inner thinking, age, any potential illnesses, disabilities, or physical limitations, and your job can affect your self-esteem.
Signs of Healthy Self-Esteem
• Confidence
• Ability to say no
• Positive outlook
• Ability to see overall strengths and weaknesses and accept them
• Negative experiences don't impact overall perspective
• Ability to express your needs
Signs of Low Self-Esteem
• Negative outlook
• Lack of confidence
• Inability to express your needs
• Focus on your weaknesses
• Feelings of shame, depression, or anxiety
• Belief that others are better than you
• Trouble accepting positive feedback
• Fear of failure
References
• http://www.more-selfesteem.com/whatisselfesteem.htm
• http://kidshealth.org/en/teens/self-esteem.html
• https://en.wikipedia.org/wiki/Self-esteem
Name:- Komal Bhardwaj (7)
Please do mention Teacher's role...
DeleteFormation of Self (Self concept)
ReplyDeleteThe term self-concept is a general term used to refer to how someone thinks about, evaluates or perceives themselves. To be aware of oneself is to have a concept of oneself.
Baumeister (1999) provides the following self concept definition:
"The individual's belief about himself or herself, including the person's attributes and who and what the self is".
Self Concept is an important term for both social psychology and humanism. Lewis (1990) suggests that development of a concept of self has two aspects:
(1)***The Existential Self***
This is 'the most basic part of the self-scheme or self-concept; the sense of being separate and distinct from others and the awareness of the constancy of the self' (Bee, 1992).
The child realizes that they exist as a separate entity from others and that they continue to exist over time and space.
According to Lewis awareness of the existential self begins as young as two to three months old and arises in part due to the relation the child has with the world. For example, the child smiles and someone smiles back, or the child touches a mobile and sees it move.
(2)***The Categorical Self***
Having realized that he or she exists as a separate experiencing being, the child next becomes aware that he or she is also an object in the world.
Just as other objects including people have properties that can be experienced (big, small, red, smooth and so on) so the child is becoming aware of him or her self as an object which can be experienced and which has properties.
The self too can be put into categories such as age, gender, size or skill. Two of the first categories to be applied are age (“I am 3”) and gender (“I am a girl”).
In early childhood. the categories children apply to themselves are very concrete (e.g. hair color, height and favorite things). Later, self-description also begins to include reference to internal psychological traits, comparative evaluations and to how others see them.
reference work:
https://www.simplypsychology.org/self-concept.html
https://campus.fsu.edu/bbcswebdav/institution/academic/social_sciences/sociology/Reading%20Lists/Social%20Psych%20Prelim%20Readings/III.%20Self%20and%20Identity/1982%20Gecas%20-%20The%20Self-Concept.pdf
Crystal Arroll (roll no.3)
Please do mention points discussed in class....desired for examination as well...
DeleteIdentity Crisis: Marcian Theory
ReplyDeleteIn psychology, the term Identity crisis means the failure to achieve ego identity during adolescence. James Marcia’s work was to identify and classify processes that adolescents go through when they experience identity crises. Marcia proposed Identity Statuses of psychological identity development. The four processes that Marcia defined are:
1. Identity Diffusion: The status in which the adolescent does no have a sense of having choices; he or she has not yet made.
2. Identity Foreclosure: In this state, an adolescent may blindly accept whatever ideology or values system that has been given to them from their parents or family members.
3. Identity Moratorium: The status in which the adolescent is currently in a crisis, exploring various commitments and is ready to make choices, but has not made a commitment to these choices yet.
4. Identity Achievement : The status in which adolescent has gone through a identity crisis and has made a commitment to a sense of identity
References:
https://www.learning-theories.com/identity-status-theory-marcia.html
https://zanl13.wordpress.com/james-marcias-identity-statuses/
Name-Harshita, Kritika Roll No-1,2
Please include pertinent points as discussed in class...especially commitment & exploration...in each of the four processes...
DeleteFormation of self (self-concept)
ReplyDeleteSelf-concept is the construct that negotiates these two selves. In other words, it connotes first the identification of the ideal self as separate from others, and second, it encompasses all the behaviors vetted in the actual self that you engage in to reach the ideal self. Behavioral scientists often assert that the self-concept is the sole perspective from which one can understand an individual's behavior because it includes all the dimensions of the self, including how one looks (self-image) and what one knows (self-knowledge), and the ways in which these exist for others (fulfilling the ego).
Actual knowledge:The actual self is built on self-knowledge. Self-knowledge is derived from social interactions that provide insight into how others react to you.
Ideal self:
The Ideal Self is an idealized version of yourself created out of what you have learned from your life experiences, the demands of society, and what you admire in your role models.
Difference between ideal self and acutal self:
The negotiation is complex because there are numerous exchanges between the ideal and actual self. These exchanges are exemplified in social roles that are adjusted and re-adjusted, and are derived from outcomes of social interactions from infant to adult development. George Mead stated that, ''By incorporating estimates of how the 'generalized other' would respond to certain actions, the individual acquires a source of internal regulation that serves to guide and stabilize his behavior in the absence of external pressures... There are as many selves as there are social roles.
Characterstics of self-concept
we can identify some characteristics that are common across the responses given by different people on the measure. Physical characteristics are an important component of the self-concept, and they are mentioned by many people when they describe themselves.
A second characteristic of the self-concept reflects our memberships in the social groups that we belong to and care about.
The remainder of the self-concept is normally made up of personality traits—the specific and stable personality characteristics that describe an individual (“I am friendly,” “I am shy,” “I am persistent”). These individual differences (the person part of the person-situation interaction) are important determinants of our behavior, and this aspect of the self-concept reflects this variation across people.
References
http://open.lib.umn.edu/socialpsychology/chapter/4-1-the-cognitive-self-the-self-concept/
https://googleweblight.com/i?u=https://www.alleydog.com/glossary/definition.php?term%3Dideal%2Bself&grqid=ywH7L287&hl=en-IN
https://study.com/academy/lesson/what-is-self-concept-in-psychology-definition-lesson-quiz.html
Name- Manjari Rajgor-33
Geeta Wadhwa-50
Good but expand further...
DeleteMention positive & negative self concept...role of teacher...
Also include factors that influence self concept formation....
DeleteMaturation:-
ReplyDeleteMaturation is the process by which we change, grow, and develop throughout life.
Stages of Maturation in Child development:-
The First Year
The first 12 months of maturation culminate with the child's ability to walk unassisted.
The Second Year
When a baby is first born, his head accounts for one-quarter of his body length. By the second year, the body has grown at a faster pace than the head, which now makes up one-fifth of the child's entire body.
The Third Year
In the third year, legs grow faster than arms. A three-year-old can typically kick a ball, balance on one foot, and show left- or right-hand dominance.
The Fourth Year
During the fourth year, fine motor skills begin to develop, as demonstrated by the ability to draw lines and shapes, walk in a straight line and run around obstacles with finesse.
Ages 5 and 6
By the sixth year, a child's head makes up one-sixth of her entire body. As the body grows close to its adult proportions, the child is able to walk backwards, walk down stairs with ease, catch a ball, ride a tricycle, walk the balance beam and have control of a crayon or pencil.
Ages 7 to 11
Between the seventh and 12th year, children develop the physical ability to balance on one foot with their eyes closed, jump hopscotch with agility, grasp and squeeze objects with increased pressure, jump increasing lengths up to 5 feet and run for prolonged distances.
Adolescence
Puberty marks the end of childhood and the beginning of adulthood. Primary sex characteristics, including reproductive ability, as well as secondary sex characteristics, such as pubic and facial hair, become fully expressed in each sex.
References:-
https://www.livestrong.com/article/507925-stages-of-maturation-in-children/
https://study.com/academy/lesson/what-is-maturation-definition-theory-process.html
Shalu tripathi 47
Hitendra tiwari 46
Manali Shah 40
ReplyDeleteNeha Sharma 44
Trends in Development - (Developmental direction, Differentiation & Integration & Cumulative Influence).
The principle of developmental direction is the one of Gesell’s five principles of maturation that assumes that development is not random but proceeds in an ordered and orderly fashion. The fact that development systematically proceeds from the head to the toes is a good example of how at any point a developmental trend will be more advanced in the head area than in the foot area. Thus, at birth, the newborn infant is relatively more mature in neuromotor organization in the head region than in the leg region, and coordination of the arms precedes coordination of the legs. This trend is described as the cephalocaudal (or head to tail) trend.
Differentiation and integration played large roles within classic developmental theories but have been relegated to obscurity within contemporary theories. However, they may have a useful role to play in modern theories as well, if conceptualized as guiding principles for analyzing change rather than as real-time mechanisms. In the present study, we used this perspective to examine which rules children use, the order in which the rules emerge, and the effectiveness of instruction on water displacement problems. We found that children used systematic rules to solve such problems, and that the rules progress from undifferentiated to differentiated forms and toward increasingly accurate integration of the differentiated variables.
Cumulative impact is the impact on the environment which results from the incremental impact of the action when added to other past, present, and reasonably foreseeable future actions regardless of what agency (Federal or non-Federal) or person undertakes such other actions. Cumulative impacts can result from individually minor but collectively significant actions taking place over a period of time.
Over time, direct and indirect human activities combine to collectively impact the environment. These effects may differ from the original, individual activities. For example, ecosystems can be damaged by the combined effects of human activities, such as air, land, and/or water pollution, improper handling of industrial waste, and other human development activities. Global warming is the cumulative effect caused by too much greenhouse gas, and it may then cause a loss in biodiversity and acid rain.
North America has contributed to creating various cumulative effects on the environment. Many states in the United States have inadequate or no formal environmental review requirements in order to assess the cumulative effects on the environment from harmful practices. The extent to which cumulative effects in each state are evaluated varies greatly. For example, some programs only require an assessment on specific natural resource issues and others require comprehensive examination of cumulative effects on the environment. Environmental assessments are a necessity to ensure the further advancement of healthy ecosystems, habitats, and wildlife.
http://psychology.iresearchnet.com/developmental-psychology/developmental-psychology-theories/developmental-direction/
Gesell, (1935). Cinemanalysis: A method of behavior study. Journal of Genetic Psychology, 47, 3–26.