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Describe the nature and origins of children’s temperaments and personality characteristics, and explain how you might adapt your classroom practices to students’ diverse personalities.

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Explain how students’ sense of self is apt to influence their behavior and how you can help students develop healthy self-perceptions.

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Apply your knowledge of peer relationships and social cognition as you identify strategies for promoting productive social skills and addressing student aggression.

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Describe typical advancements in moral and prosocial development over the course of childhood and adolescence, and identify strategies for promoting moral and prosocial development at school.

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Nature and Origin of Temperaments and Personalities

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Nature and Origin of Temperaments and Personalities

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Children's temperament and personality characteristics stem from inherited traits, as well as environmental elements.

Children who are more outgoing, seek out more ways to engage socially with others. While quieter kids, may hold back from developing social skills and building relationships.

Environmental dynamics, such as parents or social expectations, also play a role. Children who are close with their parents, are more likely to take on positive aspects. Such as being more self condiment and independent.

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Restless Kids: Assign them things to do, in order for their energy to go down. This can be a number of things: assigning chores, sensory play, going on a walk.

Shy Kids: Assign small groups that are not overwhelming, partner them up for projects, do one-one-ones in order to know their likes & dislikes.

Sociable Kids: Have them engage in bigger group discussions, assign leader roles, assign assignments that include presentations or public speaking.

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Self-Concept: The way one understands themselves through self image, self-esteem, and the reactions of others.

Self-Esteem: One's opinion of themself, the way we perceive ourselves on a personal level.

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Children learn about themselves through there successes and failures. A child who continuously fails, will have lower self-esteem. Which will cause them to not engage as much, fail more, and keep lowering their self-esteem. Locking them in a cycle that needs intervention.

A child with higher self-esteem will challenge themselves with harder content. When the higher content knocks them down, they will not be as discouraged. Inciting them to try again, until they succeed.

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Certain gender stereotypes lead to students to believe that they are better in certain subjects over others. Such as boys being better in STEM subjects, while girls accel in arts.

One way to challenge that idea is to have all students participate equally. Assigning "boy" role to girls, and vise versa. This will give students opportunities to show that they are good at all subjects. Thus, increasing a healthy perception of self.

Culture and ethnicity also play a huge role in the lives of students. Encouraging them to be proud of their backgrounds, will establish a healthier relationship with themselves. One example could be to do a presentation on their culture. That connection with other students, will lead to more conversation and acceptance among the student body. Aiding in making students not feel isolated.

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Social skills can be promoted by having students engage with peers that share similar ideas, likes, dislikes, and interests.

Such as having an artistic child join an art club, full of people like them. Having a social circle filled with like minded people, would encourage them to refine their social skills. Such as making friends, small talk, or engaging in art related classes.

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The relationships children develop with others, can effect their development on a social and personal level.

The relationship children create with friends, often acts as a positive influence. Such as how to treat others, social expectations, and working on being better. An instance of a positive influence is children working together to make a gift for their teacher. This shows the children collaborating together in order to do something good for another person.

Many children are taught values, rules, tradition, etc. by their parents, and often incorporate them in relationships. When in contact with peers, they also begin to take on behavioral qualities in order to fit in. By experiencing these things, children develop socially and strengthen peer relationships.

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Moral

Childhood: Children learn from a young age on what is right or wrong. They develop the ability to understand the consequences of their actions, and how their behavior can cause harm.

Adolescence: As children grow, they begin to understand societal rules and expectations on a deeper level. Such as feeling real empathy for those in need, and going out of their way to help them.

Prosocial

Childhood: Children open up to the feelings of others, and how their actions impact others. Typically they start to learn that they can focus on themself, while also helping others. Such as sharing in class, or doing things with peers.

Adolescence: In adolescence, students begin to learn more about positive social behavior. Such as engaging in school volunteer work at a soup kitchen, because they understand the importance of it.

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Promoting development in school comes a lot from particular subjects. Students in a history class can learn about positive historical figures. In doing do, they can strive to achieve similar qualities. In english classes, students can be encouraged to emphasize with characters or to see different perspectives.

When a student is displaying unacceptable behavior, such as bullying, conversation needs to happen with the students. Explaining why their behavior is wrong, and how to go about fixing it.

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Social Cognition is when you consider the actions of others. Thinking about the actions of others tends to benefit students socially, adapting to harsher social settings.

One example could be two students talking about a friends allergies. One student could make remarks about how gross it is, and not wanting to be near them. The other friend would argue that it would be rude, and they could instead sit a few feet away. They could even remind the student to take allergy medication. This would show how one friend considers how the friend with allergies would feel isolated, and instead offers solution.

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Children/students usually exhibit aggression in two ways. One where they deliberately initiate aggressive behavior, and the other where they respond with anger.

Instructors must intervene when aggressions is observed, no matter how small. Consequences have to be issued, but the students must allow be educated. Educating student with aggression problems could be having them interact socially more, teaching problem solving skills, or involving school staff to help with any problems.