A Response to SC Student’s Name Institution of Learning A Response to SC Thank you for your response. I agree with your point that up to middle school a child’s self-esteem was based on their interactions with their family. As such during the middle school years external factors such as interactions between different ethnicities and social classes’ has a direct influence the self-esteem of children. During self-esteem of these children. How could a teacher at that moment attempt to integrate these kids? The teacher should attempt to integrate these kids as this would mark the begin of a social learning process as children learn a lot from playing with each other. The teacher can integrate these children by facilitating friendship through games where these children can play and interact with other children. [...]
In a minimum of 85 words Positvily and warmly respond to the writers Q&A: How does level of self-esteem typically change during middle childhood and what are some influences on self-esteem during this period of time? Children in middle childhood usually begin formal schooling. Up until this point much of their self-esteem was based on their interactions with their family. Now that the child enters school, there can be positive impacts on his self-esteem if he has been properly prepared for school, adjusts well to the new environment, new responsibilities and new peers or there could be negative impacts on his self-esteem if he is not prepared for school, has difficulty making friends or being accepted by his peers or if he is ridiculed by his teachers (Berk & Meyers, 2016). Does “person praise” promote self-esteem? Why or why not? How about “process praise”? What are some other strategies for promoting self-esteem? “Person praise” does not promote self-esteem. According to Berk and Meyers, person praise can have negative effects on self-esteem (2016). If I tell my son “you’re a good boy”. What about when he’s not a good boy? What do I say then?” Instead of using “person praise”, we should use “process praise” to promote self-esteem. “Process praise” involves acknowledging the work involved. You can use “process praise” even if a child has not yet succeeding in a task. For example, a boy is trying to build an elaborate Lego set. He has put together the first few steps but starts to struggle. “Process praise” can be used by saying “you are working very hard at that Lego, I am proud of you for trying”. You are building the boy up and showing him that hard work pays off. What is the difference between a peer and a friend? How does peer sociability and friendship change in middle childhood? A peer is a person in the same grouping as a specific child, usually a classroom, gender or culture. A peer may or may not be a friend. When a close relationship forms between 2 peers a friendship develops. In middle childhood, children want to belong. They learn to resolve conflicts with less adult involvement. They compromise and share better than they did in the younger years and they become persuasive with their friends. I watched my sons class recently at recess. There were 18 kids, 4th-6th grade. I watched them interact with each other and noticed that most of the girls congregated together, then a group of most of the boys and then the 3rd group was a mix of boys and girls. This group did not interact much at all. They used the slide independently or swung on swings. Some just stared at other children. The other 2 groups were quite loud, laughing, talking and enjoying every minute of their time out of the classroom. The boys played a game of basketball, the girls sat around playground equipment talking and laughing. Why was this 3rd group so different? Are these the kids that lack self-esteem? How could a teacher at that moment attempt to integrate these kids? Should the teacher make this attempt?