Week 3 DQ

Learning Resources

Required Resources

• Course Text: Educational Psychology
  
  
  • Chapter 6, "Culture and Diversity" (pp. 204-243)
  • Chapter 10, "The Learning Sciences and Constructivism" (pp. 372–383)
  • Chapter 11, "Social Cognitive Views of Learning and Motivation" (pp. 420–427)
  • Chapter 12, "Motivation in Learning and Teaching" (pp. 430–431)
  • Chapter 13, "Creating Learning Environments"(pp. 484-498)
    
    
• Web Bulletin: Fostering Resilience in Children
  http://ohioline.osu.edu/b875/index.html
  
  
• Online Reading: Introduction to Scholarly Writing: Finding a Scholarly Voice (Word document)
  
  
• Online Reading: Introduction to Scholarly Writing: Plagiarism and Academic Integrity (Word document)
  
  
• Online Reading: Introduction to Scholarly Writing: Tips for Success (Word document)

Optional Resources

• Web article: NAEYC: Where We Stand: Many Languages, Many Cultures: Respecting and Responding to Diversity
  http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
  

• Web site: Collaborative for Academic, Social, and Emotional Learning
  http://www.casel.org
  

• Web site: International Bullying Prevention Association
  http://www.stopbullyingworld.org/
  
  

• Web site: Walden Catalog Statement on Academic Honesty and Plagiarism (scroll down to section 4, "Academic Integrity")
  http://catalog.waldenu.edu
  
  

• Web site: Houghton Mifflin's Learning Modules on Plagiarism
  http://college.cengage.com/english/plagiarism_prevention.html

Fostering Resilience

"In any given week, the 12% to 15% of school-age children who have urgent needs for social and emotional support are not getting help" (Woolfolk, 2013, p. 233).

As you have been studying, children are unique and complicated individuals—many factors affect their ability to develop, learn, and thrive. Your course textbook defines resilience as "the ability to adapt successfully in spite of difficult circumstances and threats to development" (Woolfolk, 2013, p. 233). Such "threats" might include being raised in alcoholic or abusive homes, being victims of tragic or traumatic events such as Columbine or Hurricane Katrina, and/or living in poverty. Why does it seem that some children never recover from these traumatic onslaughts while others, despite the odds, survive and even thrive?

Review "Fostering Resilience" on pages 233–234 in your course text, and consider what you have learned from these pages as well as from the Web bulletin, "Fostering Resilience in Children" (http://ohioline.osu.edu/b875/index.html). Think about why resilience is such an essential quality and what caring adults, teachers, and schools can do to promote resilience.

Next, choose one of the sections of the bulletin to reread:

• The Definition of Resilience
• Personal Characteristics Related to Resilience
• Familial Environmental Factors
• Academic Environmental Factors
• Fostering Resilience

With these thoughts in mind:

By Day 3:

Post your response to at least two of the following questions:

• What is resilience?
• Why is resilience so important?
• What did you learn about resilience that made the deepest impression on you?
• How can caring and concerned adults help to foster resilience in children?