EDUC 322 Chapter Notes - Chapter 10: Diana Baumrind, Direct Instruction, Irreversible Process
20 Mar 2017
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What is self-regulation: demonstrate when deciding actions right/wrong, voluntary act in ways matching beliefs, requires initiating and inhibiting behaviors positive social interactions on their own, resist temptation, etc. Evolution of self-regulation: outside inside process. Toddlers, young preschools: learn to respond to external cues (adherence) Adherence (external regulation: most superficial degree of self-regulation. First physical assistance, then verbal cues: rewards/punishments, not enough to help develop self-reasoning, only behave when adult present same w/ adherence in general. Toddlers: simple requests commands, but mostly rely on external controls. 2 primary emotions: guilt and empathy (present at young age) Guilt: warn that past/present/future actions undesireable (cid:498)brake(cid:499) (cid:523)slow down, reconsider(cid:524) From simple, concrete events (toddlers) abstract, complex (later teens: middle school: neglecting responsibilities, grades, achievements, etc, older: personal standards. 1-2 yrs: feelings of concern (not just imitative), recognize they should respond. Later preschool-early elementary: more objective judgments of others" distress and needs, recognize emotional reactions different from own.
