PARAMOUNT WAYS TO DEVELOP AND PROMOTE RESILIENCE IN YOUNG CHILDREN

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EDU 667-Proposal Action Research Presentation Name: Item Title slide Introduction (1 slide that tells the purpose of your action research and your action research questions) Literature Review (1 or more slides that summarizes the key researchers that related to your study Methodology (5 slides-theoretical framework, participants, setting, data collection plan describing each tool) Results and Discussion (1 slide summary) Data Analysis and Interpretation (1 slide summary) Conclusion (1 slide about recommendations) Anticipated Action (1 slide about what you could do with your research to share it to the world) Speaker’s Notes Reference Slide APA (on reference slide) Total Points Possible 2 5 5 5 5 10 5 5 4 2 2 50 Points Earned RUNNING HEAD: Ways to Develop and Promote Resilience Paramount Ways to Develop and Promote Resilience in Young Children Reem ALshamri Dr. Kathy Hoover EDT667 University of Dayton Dayton, OH December 2016 1 2 Ways to Develop and Promote Resilience Abstract When children engage is social and academic settings, fights, disagreements, and arguments are common. For young children, a balance between learning at home and learning at school is very important. The research focused on observing 15-20 children of ages, 4 to 5 years with mixed genders and from the various ethnic background. The participants were observed in some educational and play settings. Children were also observed at home during their individual play as well as in schools during their activities in groups. A qualitative approach was implemented for this study to understand the ways that prevented resilience in children. Children were also asked informal questions about their behavioral engagements. Best ways to foster resilience in children was identified using intervention techniques applied in the research. Keywords: Resilience, Social Development, Cognitive Development 3 Ways to Develop and Promote Resilience Children are the future of any nation. The positive development of children at young ages matters most because that is when children learn the quickest and can adapt to things around them. Development of resilience leads to children’s well-being and academic achievement in the early years of their lives (Ashdown and Bernard, 2002). Can Explicit Instruction in Social and Emotional Learning Skills Benefit the Social-Emotional Development, Well-being, and Academic Achievement of Young Children?, My research paper focused on the social, emotional, and academic learning of young children to identify the best ways to develop resilience. Teaching at home or in early child care schools where children spent most of their time learning and developing skills. Statement of the Problem Parents play a significant role in children’s early development and learning at home (Macfarlane and Cartmel, 2008). Home culture has a substantial effect on children’s positive (or not so positive) development and learning. While some children are shy and sensitive, others are confident and outgoing. As they transition from home to school, teaching has to be aimed at the child’s long-term success for schools and society (Israelashvili and Rozi, 2003). The achievement strategies including social, emotional, cognitive, and academic achievements were focused on effective learning in all areas (Pizzolongo and Amy Hunter, 2011). The emergence of resilient behavior in and outside of the classroom and the ways in which to achieve it are the main focus of this research. Purpose The purpose of my action research study was to find out about resilience in 4-5-year-olds through competence, motivation, and play. Ways to Develop and Promote Resilience 4 1) How did resilience emerge in young children and what behavioral aspects are drove forces for resiliency? 2) How did notions of motivation, competence, and achievement played out in the positive development of young children? 3) What were some of the best ways to foster resilience social academic learning preschool? Literature Review Resilience is very essential in all settings of interaction. Usually, children get their early childhood education at home where parents are the primary teachers and caretakers. At early ages, children get a sense of attention from many different people at home which decrease in number as the child gets older (Israelashvili and Wegman-Rozi, 2003). There are some books, articles and studies in the literature that shed light on the importance of resilience in children in every setting. This section of the document is intended to provide an in-depth review of the literature related to childhood education and resilience in a variety of everyday settings. Resilience in Children According to the American Psychological Association, “resilience is the ability to adapt well to adversity, trauma, tragedy, threats, or even significant sources of stress” ( Pizzolongo and Amy Hunter, 2011). In today’s world, children are more often than not exposed to complex interactions among peers, classmates, teachers and people around them. These issues have been addressed by education, counseling, training, and effective intervention techniques. (Embury and Saklofske, 2014) Have shown a three-factor theory of personal resiliency which revealed some of the important attributes of resilient behavior. The authors showed that developmental systems, Ways to Develop and Promote Resilience 5 Sense of Mastery, Sense of Relatedness, and Emotional Reactivity were important. The three developmental systems are described in this section. Sense of Mastery All children are unique and their sense of mastery and efficacy towards a certain event. Children tend to compete in a competitive environment to not only fulfill their natural desires but also to accomplish something among their peers (Macfarlane and Cartmel, 2008). Researches have shown that the sense of competence is very important for children because it prevents them from developing social, behavioral and emotional problems when interacting with people. The sense of mastery initiates self-confidence and determination in children who then tend to be much more resilient in different settings. When children are challenged in different ways, they tend to show their full potential to overcome those challenges. This ability enhances the resilience within them and prepares them for future challenges in life. When children master something, they not only understand the process of learning but also see those challenges as positive challenges rather than adversities. Sense of Relatedness Children at young ages tend to relate their learning and experiences to people around them including their parents, teachers, and peers. During the early childhood development, parents build a sense of trust and harmony with their children (Macfarlane and Cartmel, 2008). The moral and ethical values, tolerance, and respect is much needed from parent’s side to ensure that children are much more resilient in their daily interactions with teachers at schools, or their peers within the classrooms. These strategies serve as the first step in social support of a child. Emotional Reactivity Ways to Develop and Promote Resilience 6 The researchers defined emotional reactivity as one of the most important aspects of resilience because it showed how an individual will react to the adverse circumstances or tolerance issues when they experienced it (Pizzolongo and Amy Hunter, 2011). The children’s ability to express their feelings and have a negative emotional response to a certain event hold significant importance. It is very important for the parents, as early childhood educators, to aim at reducing emotional reactivity in children to increase personal resiliency. While it is normal for some children to express their negative emotions at times, parents and teachers should be able to address those emotions to guide children towards the positive personal development. Some children are very sensitive while others are more confident and outgoing. It is the responsibility of the parents and school teachers to understand the strengths and weaknesses of children and to address them accordingly. Based on the type of situation, the counseling and activities should be initiated to break negative emotional reactivity. This would allow the children to be less vulnerable to the effects of rigidness and be more resilient in their behavior towards others. The Emergence and Importance of Resilience It is natural that people face many difficulties and challenges in life. While humans have the capacity to face those life challenges, necessary practices, learnings, and training are important to ensure resilient behavior in every walk of life. Young children are more vulnerable to hightempered and intolerant behaviors. This is because their ability to think things through and understand them is much less developed than an adult. Children have unique cognitive, behavioral, social, and emotional tendencies (Ashdown and Bernard, 2012). They do face stress and trauma at different stages of life. This can be due to poor attention from their parents, not having many friends, inferiority complex, or other reasons. Resilient behavior helps them overcome the negative Ways to Develop and Promote Resilience 7 effects of trauma and stress (Pizzolongo and Amy Hunter, 2011). Researchers have proved that the early childhood period is the best time to learn and promote resilient behavior (Masten and Gewirtz, 2006). This is the period when children are involved in early childhood education at home and in school (Aina and Cameron, 2011). The responsibility lies on early educators such as parents, guardians and teachers to develop resilience to foster positive interactions and relationships. Healthy cognitive, social, emotional and physical development help the children to adapt to adversities in life. Fostering resilience in children Some children are strong and resilient when it comes to interacting with others, learning, facing life challenges, and establishing their educational and career paths (Aina and Cameron, 2011). Others tend to express negative emotions and intolerant behaviors when they face adversity in their lives. Social and emotional trauma is something that can only be achieved if resiliency is learned and established in the first place (Ashdown and Bernard, 2012). Without that, children are more vulnerable to collapse or making bad choices for themselves. Some ways to foster resiliency in children is shown in the literature. Some of the best ways are presented in detail in this section. Self-Awareness and Confidence Self-awareness starts at home when children start to learn their strengths and weaknesses when experiencing small activities and tasks. The involvement of a caring adult, parent, teacher or a caretaker is very important in building the sense of self-identification and confidence. The caretaker has to serve as a role model because children tend to learn by observing actions happening around them. Being there for children’s challenges and their ability to react to different situations is very essential for a caretaker (Petty, 2014). Children should know that there is Ways to Develop and Promote Resilience 8 somebody around them who could to help them, correct them, or assist them in any difficulty they faced. Constant supervision and mentorship help the children to learn their own abilities and be confident in what they do. This is because their positive actions and achievements are somehow endorsed by the caretaker. Listening and Empathy Being a good listener and being available to the children is another way of establishing resilience in young children. Children tend to find adults who can answer their questions or listen to their stories. The empathetic emotions toward the child from the caregiver are important for children’s positive development and resilient behavior (Petty, 2014). They author suggests that the caregiver should use phrases such as “I have got a whole minute to listen to you, and I want to hear your story.” or, “Sometimes I went too fast so ask me to slow down and hear your words.” (Petty, 2014). These positive instances allow the children to not only build a level of trust and acknowledgment, but also learn to be resilient by seeing an example around them. Responsibility Early childhood educators should teach the children to learn and develop a sense of responsibility to themselves and others around them. As children grow older, parents teach them to participate in actions that show the responsibility of self, others, and the environment. Children are taught to keep their spaces cleaned, to care for public spaces, to help one another, and to care for pets and natural resources (Petty, 2014). For children to learn resilience in their lives, they have to be taught their responsibility towards themselves, people around them, and the society they live in. Accountability Ways to Develop and Promote Resilience 9 Self-accountability and evaluation is a key aspect of learning and developing positive attitudes and behaviors. These attitudes and behaviors help share one’s interpersonal and intrapersonal relationships and ideologies (Aina and Cameron, 2011). Researchers have shown that children should practice accountability of their own actions and others around them when involved in different tasks (Mykkanen, Kronqvist, and Jarvela, 2013). In the event of a sudden change or adverse circumstances, accountability is very important. Expectations at each stage of learning and development are given for the children to know what they are accountable for. Children become more resilient when they practice accountability of their negative behavior towards others. Participation and Teamwork Participation in classroom and outdoor activities gives the children a sense of competition and responsibility towards achievements and goals. Caregivers should ensure that children participate in activities, and sports where they make themselves stand out from others based on their performance (Petty, 2014). Teamwork allows the children to be more patient with others and learn to compromise when necessary. Understanding and appreciating others’ perspectives and opinions promotes a sense of resilience and flexibility at early ages. Family involvement in learning In today’s fast world of technology and communication, parents and family members ignore the importance of their involvement in their children’s everyday life. Parents and family members are the closest to a child, and they can understand child’s psychology and strengths. Family involvement nurtures children’s cognitive, social, and emotional development especially in the midst of fewer life resources (Morrison, Storey, and Zhang, 2015). For well-off families 10 Ways to Develop and Promote Resilience where availability of resources is not a problem, parents and family members tend to provide all the luxuries of life to their children except for their own time. Children get more involved in the worldly things not realizing the importance of resilience, patience, and relationships in their lives. In classroom settings, teachers should be able to incorporate and promote learning environments where the family members of the children are involved. This allows the children to be confident of their work and they tend to achieve higher goals to make their family happy and proud (Morrison, Storey, and Zhang, 2015). Role of Teachers/Administrators Teachers and administrators of the educational institutions play a vital role in building resilience in children. Teachers and administrators’ relationship with the parents of children has to be fostered to have a positive effect on the development of young children. Researchers suggest that the family’s involvement and communication with teachers and staff members are grouped into four components; staff and family communication, family-child collaboration, teacher-family relationship, and community connections (Morrison, Storey, and Zhang, 2015). It is the teachers’ responsibility to incorporate these four components when engaged in the learning process for children. There has to be a strong connection between the teachers, staff, and the family members. Events such as family bulletin boards, family-teacher conferences, and so on must be designed and organized as part of classroom learning. Methodology The research methodology for this study was based on the qualitative approach. Numerous children were observed in some specific settings which would be analyzed regarding quality of the Ways to Develop and Promote Resilience 11 observations. Those observations were analyzed regarding children’s responses to certain plays and activities. For this study, the quantitative approach cannot be applied because it is difficult to formally get survey responses from young children. However, informal questions and observations would reveal qualitative data for this study. Participants The participants in this study were four to five years old children. About 15-20 young children were observed for this study. Participants were selected as a combination of both male and female gender. Additionally, the participants were selected randomly regardless of the ethnicity or cultural background of the children. To address the behavioral aspects about resilience in young children. At these young ages, children show exploration, motivation, and competence which were significant in answering the research questions of this study. Setting For this study, the observations for the children took place at multiple settings such as during play, during kindergarten class settings, and other educational activities. Initially, the children were observed in the classroom while studying. They were also observed during their break time in school when they interacted with other children. Observations and informal interviews were conducted during an outdoor activity children were involved in. Children were observed during their interaction with their parents. These diverse settings provided a better way of analyzing resilience in children. Most of the observations in the school were done during the day time (morning and afternoon) when children were in school. This was only possible during the week days. As far as the observations of the family and outdoor activities, those were done during evening hours and Ways to Develop and Promote Resilience 12 on the weekends. The exact timings were discussed with the teachers in schools. Similarly, parents were contacted to inquire the timings on the weekends that suits them for observation. Ethics-Fair and Unbiased Research In the light of the instruction and the policies from the University Institutional Review Board (IRB), all participants were treated fairly during the observation and the interview process. A set of observations were written ahead of time which was the same for all children. Additionally, the interview questions and conversations were also the same for all children. There was no discrimination among the children based on their behaviors, actions, and answers to questions (Mykkanen, Kronqvist, & Jarvela, 2013). The privacy of the children’s actions, their views and answers were kept, and the data was only used for research purposes. Also, the teachers at school and the parents of children were kept in the loop for any permissions and information about the children. Permission to conduct this research was acquired by the University Institutional Review Board (IRB). Similarly, permission from schools to observe children in class setting was obtained as well. The observation strategies and interview questions were shared with the teachers to ensure they are in agreement to that. Parents of children were contacted to get their permissions and arrange observations for the research. Parents were also given many details about the study and about being fair to all children chosen for the study. This allowed fair and honest participation from all the participants in addition to the willingness of their parents and teachers. Ways to Develop and Promote Resilience 13 Data Collection Teacher Interview Data was collected based on observation and interviews from teachers (Prince-Embury, 2015). According to the research question for this research, the questions were prepared. There was both closed, and open-ended questions to give the interviewee a flexibility in their answers. Additionally, the interviewer was also able to gain much information which was not predicted from the questions. This enlarged the scope of the research and better findings of students and their behavior and resilience in classroom and outdoor activities were obtained from the teachers. Teachers’ experiences were audio recorded as well as regarding notes. The notes had a rough structure to it which changed a bit depending on the answers from the interviewees. These methods enabled me to get good data from the interviews pertaining to child-teacher relationship and resilience in children in the classroom (Petty, 2014). The impact of the data was shown when teachers participated in data collection. The interview questionnaire consisted of approximately 10-12 questions, and each interview lasted about 30-40 minutes. The selected time was to ensure that teachers were comfortable speaking about the children and their behavior in a concise time limit. Observation In order to understand the extent of resilience, I also looked for things or actions that showed aggressive behavior towards others. When children were playing in a group, their leadership, inclusive nature, and behavior were observed to understand the personality of each child. When I observed the children in the classroom, I looked for their engagement with others, their behavior, and how they handled rejections of their work. Additionally, I looked for the Ways to Develop and Promote Resilience 14 passion towards working in a team, their participation, leadership, and their ability to communicate with others in the group. Student Work Samples For the student work samples in their portfolio, I looked for their work in an art class. In their drawing art, I also considered things that showed inclusive behavior towards others especially friends and family. This informed me about how much importance they gave to the people around them. Also, the art work also revealed equality and appreciation including other children. The relationship of the children with their teachers was very important for my research, so also focused on the things children wrote about their teachers (Prince-Embury, 2015). The love and affection for teachers were revealed form the writings and artwork of the children. Field Journal Keeping a field journal in research can be very helpful especially in an action research when you are observing children and constantly gaining information from people. It is important to be equipped with a journal where things are somewhat structured before observing children, their activities, and actions. The significant amount or quality data can be lost if a field journal is not prepared and used every time. In the literature, the importance of field journal was shown while collecting different types of data for qualitative and quantitative research (Ashdown and Bernard, 2012). Findings were summarized at short intervals which ensured that everything required for the research was covered promptly. 15 Ways to Develop and Promote Resilience Results Teacher Interview The teacher was interviewed to obtain the data about children’s behavior and actions in the classroom. The teacher was asked about children’s general behavior in class, to which she responded that the children are helped to develop skills by showing them breathing strategies, standing up for selves by using words and working out conflicts with each other. The teacher was also asked about the children’s interaction with one another; the teacher responded that they call names to line up or transition to another area. Also, during the shared day, children brought a toy from home and talked about it in the class. The teacher was also asked whether or not children were resilient during play, the teacher responded that some children were and some were not resilient. About the social comfort level of the children in the class, the teacher responded that the children seemed comfortable because they knew them most and they have been here for two years or more. Most children had grown up with each other from birth in the classroom, so they were pretty comfortable. When the teacher was asked about children’s ability to interact with others, the teacher could not interpret that unless children told her, however, within the class, all children interacted with one another, they talked and played. The teacher was inquired about the demographics of the class which turned out to be children of ages 3 to 5 years having an equal number of boys and girls. The teacher was asked about how children enjoyed their experience at home and in school, the teacher responded that they enjoyed very much during the shared day and the birthday they celebrated in school. The teacher was asked about how the children learned to be patient with others, the teacher responded that the children waited for their turn on the shared day, they Ways to Develop and Promote Resilience 16 experienced where the practice waited. Additionally, during the birthdays, the children waited to eat until we all sang the birthday song. The teacher was asked if the children showed resilience during the play in the classroom, the teacher responded that when another child took the toy, one cried but then they worked out and gave the toy back. The teacher was asked about their and the school’s approach to accommodation and inclusivity for others, and the teacher responded that the development learned through play was done. The children gained experiences through activities they were interested in by noticing what they did during the day. The actions and interests of the children during play and activities informed teachers where children are developed mentally and what their needs were. Observation In order to collect data for this section, a young girl was observed during her play. She was given a game to play along with other kids around her. She took the game, and she started playing by herself without offering other to join. Other children who came to her and asked to join her possibly, she refused them and said that she wanted to play alone. The child did show any resilience towards other children. She did not share what she had with them and she also became mean to some children who wanted to play with her. The teacher took the girl outside to play because she did not work with others during the play. Student Work Samples For this section, the work sampled from a 5-years-old boy who drew himself. It was noticed that the child was very confident not only about himself but also about his work. He drew himself big image in size and drew in the center of the paper. The boy drew his head’s picture larger than 17 Ways to Develop and Promote Resilience the arms and legs. He also drew his eyes very clear and prominent on the face, where he focused more on his head and face rather than the over body. Another 5-years old boy was observed drawing a picture of himself and his family members. The child drew his mother next to himself and then his father on the far right, and then his younger sister on the farthest right end. He also divided the family members into what seemed to be two teams as if they were playing a game. He also drew his father’s picture larger than the mother’s and himself slightly larger than his younger sister. Discussion Teacher Interview From the teacher interview, it was discussed that the demographics of the children were of equal amounts of boys and girls of aged between 3 and five years. The children showed good interaction and social skills in the classroom when participating in class activities and play but the interactions outside of the classroom or with strangers were unknown. The teachers involved all children in the class by working on their behavioral and social developmental skills. Children seemed to enjoy the shared day where they all got the chance to talk about a toy to the class. In doing so, they showed patience and experienced waiting for their turn. Additionally, they learned to be patient in other activities such as birthday celebrations. While some children showed resilience towards each other, not all who seemed to show resilience and flexibility to others. However, all children seemed to be comfortable in the school environment in general and specifically in their classroom because they knew each other for two years. The teachers frequently learned from what are likes and interests of the children to be able Ways to Develop and Promote Resilience 18 to find and organize activities based on their needs. The aim of the teachers was to ensure that all children’s needs are addressed individually as well as a group. Observation The observation of the young girl during her play revealed that she did not show any resilience towards other children because she wanted to play with the game alone and not to share it with others. The girl also did not seem to be patient with others, she refused other children and wanted to get them away from her. Student Work Samples For the first work sample where a 5-years old boy was observed, it was found that the child was very confident about himself and seemed to have a strong personality. He never seemed to be afraid of himself or how he looked. Drawing of the head and the eyes clearly and prominently showed that he knew how he looked. Work sample from the other five years old boy who drew himself along with his family members revealed that the child always wanted to be closer to his mother. It can also be inferred that he was more attached to his mother than father. This was apparently the reason he drew his mother right next to himself in the picture. Also, there was a sense of connection between his younger sister and his father who were both together in the picture. They family time that was seen in the picture reflected strong family connection. The size proportion between the mother and father and himself and his younger sisters were taken into account and drawn accordingly. This showed the cognitive abilities of the child when understanding individual relationships with family members. Ways to Develop and Promote Resilience 19 Data Analysis The demographics of the children including age and gender was recorded to ensure the structural integrity of the results. This information was analyzed based on the quantitative analysis which was done through a computer program such as Microsoft Excel. This analysis made conclusions about children behaviors based on their age and gender. Additionally, charts were used to plot certain things depending on the responses from the participants. Moreover, the percentage differences were calculated based on the responses. Gender differences were also taken into account when making conclusions. Resilience in children and their social interaction and behavior differed in some instances based on the gender and age (Aina and Cameron, 2011). Data was also analyzed in a qualitative way where the data from the observations and teacher interviews were analyzed. Based on the teacher interview, the answers to the questions were analyzed based on the emphasis of the teacher in specific things. For the action research question, how does resilience emerge in young children and what behavioral aspects are driving forces for resiliency? The collected information from the teacher interview was compiled along with the transcripts of the observation data. This method is evident in the literature where multiple forms of data are evaluated in a theoretical framework (Morrison, Storey, and Zhang, 2015). Combining the two forms of data revealed the level of resilience in young children along with their respective behaviors in the classroom. The action research question based on the notions of motivation, competence, and achievement as it pertains to the positive development of young children was analyzed based on the data from teacher interview (Ashdown and Bernard, 2012). This was beneficial because similar methods have been seen in the literature where explicit instructional and motivational techniques have proved to be beneficial for the academic, social, and emotional development of the children. Ways to Develop and Promote Resilience 20 The data from the teacher interview will explicitly be analyzed to understand what instructional techniques were given to the children and how they positively benefitted from each (Mykkanen, Kronqvist, & Jarvela, 2013). An analysis of learning before and after the explicit instructional strategies was drawn. In order to find best ways to foster resilience in schools, data from both the teacher interviews and observations was analyzed. The level of interest that children showed in their activities and played along with the resilience-practices initiated by the teachers will be analyzed (Macfarlane and Cartmel, 2008). The authors of the cited study have shown positive results regarding resilience, inclusivity and patience among young children through competence and effective instructional practices. Teacher’s perspective of what helped young children learn resilience socially was analyzed and compared to what actually works with young children. Interpretation The most important thing inferred from the data analysis was establishing and practicing ways to foster resilience in young children. This was done through instructional practices, family involvement, child-centric activities, and building relationships among children. The improvement in building relationships with other children and teachers was based on the social-economic theory as evident in the literature (Prince-Embury and Saklofske, 2014). This was very effective because teachers were able to provide activities that allowed all children to come together as groups and involved in a combined activity. This not only helped the children develop socially but also build strong relationship with their teachers (Petty, 2014). Fostering resilience through practice in classrooms and including classroom activities to the real world activities, play, and social networks was essential. These findings were definitely in-line with the literature. 21 Ways to Develop and Promote Resilience Conclusions A literature research review was conducted to identify best ways in establishing and promoting resilience in young children. While personal characteristics such as social, emotional, and cognitive attitudes play a significant role in resilient behaviors, some of the ways to promote resilience in different settings were identified in the literature. Family involvement in the learning process, self-awareness, responsibility, accountability, and teamwork are some of the ways to increase resilience in young children. These practices by early childhood educators would ensure that the upcoming generation is much more resilient towards others and wise in their life choices. Teacher interviews and observation of children activities and work samples were conducted to obtain qualitative data. Children seem to have good social skills in and outside of the classroom. Based on the classroom practices, children showed much patience with one another. From children’s behavior in the classroom, it was inferred that not all children showed resilience towards others because of their personality and interactional behaviors towards others. While their level of comfort was much higher inside the classroom, some children showed negative behavior outside the classroom. Observations from children showed that they have a good level of confidence but the level of resilience and flexibility with other children during work activities and play are less. This may be due to a number of factors such as individual cultural background and house environment. Family background seems to have a strong effect on children’s personality and approach as observed from their individual work samples. Ways to Develop and Promote Resilience 22 Anticipated Actions Based on the results from the research as it pertains to resilience in children, one of the things I would like to do much deeper observation on individual children. I would like to focus on children’s personal lives more than the school life to be able to understand how behaviors and actions at home reflect their learning and achievements at school. The observations would go beyond the classrooms and homes; into the districts too. It is very important to gain more information on how those behaviors are reflected on regular basis. Based on current findings, the anticipated actions would be to initiate activities in classroom where all children are engaged at the same time. Additionally, plays should be given in a way where interaction and teamwork is required for the children to learn resilience when working together. Even though emphasizing on individual behaviors is necessary at personal level, it is far more important to focus on resilience when it comes to social interaction and development. These practices would certainly overcome the problem of resilience in young children and prepare them for the outside world. 23 Ways to Develop and Promote Resilience References Aina, O. E., & Cameron, P. A. (2011). Why does gender matter? Counteracting stereotypes with young children. Dimensions of Early Childhood, 11-19. Ashdown, D. M., & Bernard, M. E. (2012). Can explicit instruction in social and emotional learning skills benefit the social-emotional development, well-being, and academic achievement of young children? Early Childhood Education Journal, 397-405. Israelashvili, M., & Wegman-Rozi, O. (2003). Advancement of preschoolers’ resilience: The A. R. Y. A.* project. Early Childhood Education Journal, 101-105. Macfarlane, k., & Cartmel, J. (2008). Playgrounds of learning: Valuing competence and agency in birth to three-year-olds. Australian Journal of Early Childhood42, 41-47. Masten, A., & Gewirtz, A. (2006). Resilience in development: The importance of early childhood. In R. P. R.E. Tremblay, Encyclopedia on early childhood development. Morrison, J. W., Storey, P., & Zhang, C. (2015). Accessible family involvement in early childhood programs. Dimensions of Early Childhood, 33-38. Mykkänen, A., Kronqvist, E.-L., & Järvelä, S. (2013). Trajectories of resilience during dyadic task performance among children six to seven years of age . European Early Childhood Education Research Journal, 439-452. Peter J. Pizzolongo, and Amy Hunter. (2011). I am safe and secure: Promoting resilience in young children. Young Children, 67-69. Petty, K. (2014). Ten ways to foster resilience in young children – Teaching kids to “Bounce Back”. Dimensions of Early Childhood, 35-39. Ways to Develop and Promote Resilience 24 Prince-Embury, S. (2015). Assessing personal resiliency in school settings: The resiliency scales for children and adolescents. Journal of Psychologists and Counsellors in Schools, 55-65. Prince-Embury, S., & Saklofske, D. H. (2014). Resilience interventions for youth in diverse populations. New York: Springer New York.
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Explanation & Answer

Attached.

To

find out about resilience in 45-year-olds through
competence, motivation, and
play.
Interview teachers and observe
the learners.
Analyze the data qualitatively

Today

Children are exposed to
complex interactions with all
the social groups.
Every Child has a unique sense
of mastery.
During their early days children
learn a lot from the surrounding


Knowledge

of how children
express their feelings is
imperative.
Education must help the learner
to become resilient
Learning and establishing
resilience promotes social
development

Involving

children in activities at
homes promotes self awareness
and confidence.
Listening to young children
promotes resilience.
Early childhood educators
effectively teach children to be
responsible.

Participation

in classroom and
co-curricular activities promotes
confidence among children.
Involvement in family activities
promotes social development
among Children.
School administration promotes
resilience among children

Theoretical

Frame work
 Qualitative approach used to
analyze quality of the
observations.
 Data collected through informal
questions and observations
Participants
 15 to 20 young children aged
between 4-5 years
 Selection ensured gender balance

Setting

 Studied

under multiple setting
e.g. play time, kindergarten class,
and other educational activities.
 Observation and formal interviews
done during the day.

Ethics-fair

and Unbiased

Research
 All

participants received fair
treatment during data collection.

 Permission

to conduct study
obtained from University
Institutional Review Board (IRB)

�...


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