Proo3 2

Part 2: Social Emotional Development

cite all pictures

Social and emotional development for children is essential for the readiness of school. Paying attention to adult figures and cooperating with other kids are examples of social-emotional abilities.

Preschoolers' social-emotional development is a critical stage in the child's development. This development stage can be supported by designing various activities and structures within the pre-school environment that enhances the learner's active participation. Firstly, the instructor should arrange a pre-school classroom that accommodates all the learners and respects all the races. That means the instructor should discourage the clustering of children based on their race. Also, a classroom should be an environment where everyone feels respected the class should not exclude the kids who do not understand English; instead, all the students should be recognized and respected, ensuring no discrimination. Indiscrimination 2.1, 2.2,  2.3, and 2.4  the artifact needs a source and there should be an in text citation/reference to an academic/professional resource to support the description can be achieved by encouraging teamwork among the kids while ensuring that the students working in groups work together as a unit.

Books containing pictures of different genders and different performing different roles are used in preventing stereotyping. Besides, for sporting activities, both genders should be allowed to participate in all sporting activities without categorizing sporting activities as females’ or males’ activities. Allowing both genders to play all sporting events will eradicate the gender stereotyping as all the kids will participate in any sporting activity according to their desire. The school should also provide washroom facilities for males and females, and instructions are given to the children to respect gender privacy as they visit the washroom facility. Sharing of toys by the kids while playing is also crucial as this enhances emotional development.

Sharing of structures and participating in group activities by the children supports a positive social and emotional development in kids, teachers, and families. When children share playing equipment such as toys and balls, they enhance positive relationships as they interact irrespective of their race. The instructors should also adopt a positive relationship by encouraging kids to interact together without discrimination. Furthermore, they should treat all the learners equally without favoring others as children are fond of copying the instructor's character.

Sharing of facilities such as the washrooms by the kids in school will promote gender and cultural identity because the toilets are designated based on the two genders. The sharing of this facility also enables the children to identify their different races and cultures, and they can respect them without discrimination and promote a positive relationship among the kids. When kids participate in games without gender discrimination, gender stereotyping is reduced, and positive relationship is enhanced.

Providing kids with books with a picture of different races and culture interacting encourage learners to have the appropriate feelings about their culture and race. Children often have to feel that people of individual races or religions are superior then who they are. Still, the proper feeling can be developed by the children with pictures of people of different races interacting.

Children's character, ability to cope with stress, and resilience can be developed when they are taught how to share the available equipment such as toys, crayons, and balls. Sharing these materials will enable the child to build a helping character. I like the activities Also, the sharing playing materials such as balls allows the kids to interact together without fear irrespective of their culture and race, thus enabling them to cope with stress and anxiety as they feel included in the sporting activity.

References Where are the in text citations for these references?

Sanson, A., Hemphill, S. A., Yagmurlu, B., & McClowry, S. (2011). Temperament and social development. The Wiley-Blackwell handbook of childhood social development, 227-245.

Walden University (n.d.). Preschool Environment Checklist.