Analyzing Emotional Competence For Ealry Childhood Education
Analyzing Emotional Competence
It is important, as a teacher, to recognize signs of emotional distress in young children and respond in developmentally appropriate ways.
Consider the following scenarios:
- Jackie, 1-year-old, seemed startled when she heard the fire alarm go off. She cried loudly even after her teacher picked her up and the fire alarm stopped ringing. The teacher held her gently and spoke softly and reassuringly to her. Jackie eventually cried less and became visibly relaxed in her teacher’s arms.
- Thomas is upset with Ruben. “You can’t play here, Ruben. You pushed me when we were in circle time,” said Thomas. Ruben responded by sweeping Thomas’s puzzle pieces off the table. Mrs. Harrel, their teacher, spoke privately with Ruben and one part of her message was this: “You can use words to tell Thomas that you are upset. Try saying, ‘I want to play with you. I’m upset because you said no.’” She had Ruben say those words, for practice. Then she said, “Would you like to tell him now?”
- Mr. Alexander noticed that his class was unusually active and even agitated after their walk to the library, and the children had difficulty settling back into their routine. Therefore, he gathered them on the carpet, turned on soft music, and led them in deep breathing exercises.
Write a 250-500 word analysis of the scenarios. Your analysis should include how the emotions were perceived by the teacher and the student, how the student expressed the emotions, and how the emotions were controlled in each scenario.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion and please use 4 scholary resource from the years 2010-present year 2020
Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | |||||||||
| ECS-565 | ECS-565-O500 | Analyzing Emotional Competence | 50.0 | |||||||||
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned | ||||
| 100.0% | ||||||||||||
| Jackie | 25.0% | Not addressed. | The analysis of Jackie’s scenario is incomplete or illogical. | The analysis of Jackie’s scenario has minimal justification. | The analysis of Jackie’s scenario is logical. | The analysis of Jackie’s scenario is clear and convincing. | ||||||
| Thomas and Ruben | The analysis of Thomas and Ruben’s scenario is incomplete or illogical. | The analysis of Thomas and Ruben’s scenario has minimal justification. | The analysis of Thomas and Ruben’s scenario is logical. | The analysis of Thomas and Ruben’s scenario is clear and convincing. | ||||||||
| Mr. Alexander | The analysis of Mr. Alexander’s scenario is incomplete or illogical. | The analysis of Mr. Alexander’s scenario has minimal justification. | The analysis of Mr. Alexander’s scenario is logical. | The analysis of Mr. Alexander’s scenario is clear and convincing. | ||||||||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | Writer is clearly in command of standard, written, academic English. | ||||||||
| Total Weightage | 100% |