Callous-Unemotional Behaviors in Early Childhood Assignment Sample

• Subject Name : Early Childhood

Genetic and Environmental Contributions to Stability and Change

Table of Contents

Introduction.

Discussion.

Step Three.

The account of Strength and weaknesses.

Demands of Classroom..

Adaptions.

Step Four

Perspectives and consequences.

Step Five.

Teaching and assessing the match.

Conclusion.

Reference List

Introduction to Callous-Unemotional Behaviors in Early Childhood

The influence of globalisation had led the world with faster educational developments with the communications and technology, which had ultimately foreseen the systems of learning as knowledge and values, ideas, changing roles of students as well as the teachers, and generating a shift in the society. The primary objective of the ADAPT strategy is to effectively assist the teachers with a profound thinking process so that teachers can facilitate the learners to accomplish expected outcomes (Chamblin, 2017). The paper aims to provide an appropriate adaption strategy in the context of the provided case study. In step three, the Strength and weakness of the student of the provided case study will be given. Furthermore, in step four, the paper will evaluate the consequences of the strategy, and in step five, the key performance indicator will be outlined to determine the efficiency of the adaption strategy shadowed by a conclusion.

Discussion on Callous-Unemotional Behaviors in Early Childhood

Step Three

The account of Strength and weaknesses

In the context of the provided case scenario, considering the strengths of Danni, it can be stated that she is capable of reading a few words. On the other hand, it was identified that Danni likes art class, as she loves to indulge herself in drawing imaginative pictures. Moreover, she has intense imagination and loves to work in a group only if the work involves imagination. On the contrary, considering her weakness, it was evident that in the academics, she is not much profound as her maths is weak, and she is not able to read the words effectively. Moreover, she loves to be alone and do not looks forward to involve herself in any kind of activities that do not include imaginative work. She refuses to get social with her classmates.

Demands of Classroom

In the view of the classroom demands, it can be stated that the teacher expects Danni to be better, so she wanted to keep her with the younger students. Furthermore, the grade two teacher involves a collaborative classroom, which is a noisy and busy place. The teacher expects much from her students. Children are also invited to work in a team in order to solve problems, write stories and questions. In the class of various kind of student, it is not at all easy for the teachers to provide special attention to only one child, which also distracts the class and creates various issues for Danni’s teachers.

Considering the demands of the classroom and the strengths and weakness of Danni's, it can be stated that the strengths of Danni’s mismatches the demands of the class. As the class demands collaborative work and teachers expects the students to be better, Danni is very different; she loves to work alone and does not like academics.

Adaptions

In the view of the overall strengths and weaknesses of Danni, the below-stated Adaption Strategies can be taken into consideration by the teachers in order to deal with her disability:

Prioritise creativity: In order to involve Danni into studies, the teachers should look forward to prioritise on creativity. Various researchers have suggested the fact that psychological and creativity skills are needed for the student’s success in school as well as for the future workforce (Snell II and Stringham, 2018). As Danni loves imaginative and creative work, the teachers should focus on creative learning in order to motivate her to deepen her understanding of academics and promotes the joy of learning new things. 

• Creation of a compassionate and accepting environment helps the teachers to inculcate a sense of togetherness among students (Dere, 2019). This will help Danni to trust the teachers so that she can effectively involve herself in other areas of academics apart from the art class.
• Encouraging autonomy by giving feedback and encouraging independence and self-assessment can help Danni to improve her.
• Protecting the support for intrinsic motivation will help Danni to gain self-satisfaction from studies.
• Teachers should also nurture and develop their own creativity so that they can help any with academics.

Pre-teach: Teachers can focus on pre-teaching so that they can help Danni to learn difficult concepts effectively.

• Providing visuals via board or technologies
• Encourage the students to close their eyes so that they can visualise information
• Encourage Danni to take notes with coloured markers
• Be concise with the verbal information

Alter the social environment: The surrounding of a student has a huge impact on the attention issues of disabled students (Flom and Saudino, 2017). Altering it can help Danni to address her requirements.

• Depending on Danni's preference, get her a larger or smaller desk.
• Let her work in a quiet space in the classroom.
• Take her to outdoors so that she does not feel irritated whenever she is offered a task.
• Introduce her to classmates so that she can socialise

Alter the level of personal assistance: As Danni needs extra support in her academics; teachers can provide her assistance as per her needs.

• Provide her steps to perform the task so that she does not refuse
• Encouraging student with additional verbal or gestural prompts influences them to work (Bulloch, 2013).
• The teacher should assign helper who can do some of the steps of the task for Danni’s that she can look forward to complete the task

• The teacher should provide additional encouragement to reinforce successes.

Step Four

Perspectives and consequences

In the view of the aforementioned strategies, it can be stated that it will help the teachers to create a profound environment for Danni that will involve learning and at the same time, it will help Danni to continue her imaginative activities. In the context of the other students, it can be stated that as Danni will be accommodated to a quiet place, her actions will not distract the class. The incorporative learning will help Danni to effectively learn, as the tactics of the inclusive classroom and altering the methods of teaching will influence both the students with or without disabilities to participate in the content of academic.

Step Five

Teaching and assessing the match

In order to determine the steps of adaption strategies are working or not, the below stated key performance indicators, will be taken into consideration:

Performance of Danni in school: it is expected that the strategies will enhance her academic learning. The performance of student can be evaluated by investigating their interest of in academics and improvement in their learning (Grazzani et al., 2016). If she will be able to write, identify and spell the words, along with improvement her maths skill, the strategies will be successful.

Level of engagement: if Danni’s engagement in class increases, it will determine the success of the strategies’.

Increase in socialising: If Danni is socialising herself with other students, it can be stated that the adaption strategies’ are working.

The satisfaction of teachers: I the teachers are satisfied with Danni’s performance; it can be considered that she is improving herself.

Conclusion on Callous-Unemotional Behaviors in Early Childhood

From the overall paper, it can be concluded that Danni is a creative and introvert girl. It is necessary for the teachers to alter their methods and adopt the aforementioned strategies in order to improve her academic performance.

Reference List for Callous-Unemotional Behaviors in Early Childhood

Grazzani, I., Ornaghi, V., Agliati, A. and Brazzelli, E., 2016. How to foster toddlers' mental‐state talk, emotion understanding, and prosocial behavior: A conversation‐based intervention at nursery school. Infancy, 21(2), pp.199-227.

Bulloch, K. 2013. How to Adapt Your Teaching Strategies to Student Needs. Available at: https://www.readingrockets.org/article/how-adapt-your-teaching-strategies-student-needs (Accessed: 8 August 2020).

Flom, M. and Saudino, K.J., 2017. Callous-unemotional behaviors in early childhood: Genetic and environmental contributions to stability and change. Development and psychopathology, 29(4), p.1227.

Dere, Z., 2019. Investigating the Creativity of Children in Early Childhood Education Institutions. Universal Journal of Educational Research, 7(3), pp.652-658.

Snell II, A.H. and Stringham, D.A., 2018. Hard-Pressed: Instrumental Music Teachers' Prioritisation of Creativity, Repertoire, and Outcomes. Visions of Research in Music Education, 31.

Chamblin, M. 2017. "Using the ADAPT Strategy to Facilitate the Thinking Process of Creating Universal Design Based Instructional Adaptions and Differentiation in Lesson Plans for Diverse Learners", OALib, 04(05), pp. 1-17. doi: 10.4236/oalib.1103585.

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