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SOC 312 Week 2 DQ 2 Self .pdf


Original filename: SOC 312 Week 2 DQ 2 Self.pdf
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SOC 312 Week 2 DQ 2 Self-Regulation
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http://www.assignmentcloud.com/SOC312-ASH-NEW/soc-312-week-2-dq-2-selfregulation

Regardless of a child’s unique qualities, one thing remains the same; to improve
learning and behavior, children must develop strong self-regulation skills. Read
the following article from the National Association for the Education of Young
Children NAEYC, “Developing Young Children’s Self-Regulation Through
Everyday Experiences.”
The marshmallow experiment is a famous test conducted by Walter Mischel at
Stanford University and discussed by Daniel Goleman in his popular work. In the
1960’s, a group of four-year-olds were given a marshmallow and promised
another, only if they could wait 20 minutes before eating the first one. Some
children could wait and others could not. The researchers then followed the
progress of each child into adolescence, and demonstrated that those with the
ability to wait were better adjusted and more dependable determined via
surveys of their parents and teachers, and scored an average of 210 points
higher on the Scholastic Aptitude Test. Watch the video, Kids Marshmallow
Experiment.
Reflect on the information in the NAEYC article, the video, and your text and
explain how toddlers with better self-regulation skills are less likely to

demonstrate behavior problems in preschool. Explain why these self-regulation
skills are so important and how you will promote the learning of self-regulation.
How will you deliberately teach self-regulation as part of everyday experience?
Share an example of your own self-regulation skills that you can model for
others.
Guided Response: Review all of your classmates’ posts and respond to at least
two classmates. Suggest additional ways self-regulation skills are important.
Reflect on the instructional strategies your classmates will use to teach selfregulation and offer additional strategies that you believe will work well.

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SOC 312 Week 2 DQ 2 Self.pdf - page 2/2

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