Social and Emotional Intelligence Discussion

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Challenging behavior was described in the video as a child having temper tantrums, excessive crying and being generally disruptive to the other children and disrupting his/her own learning. In the book its similar. Feeney, Moravcik, Nolte (2016) Some children exhibit challenging behaviors-persistent behaviors that prevent them from being able to function in a group or that threaten their own safety or the safety of others (p.238). In the child-centered approach we need to see what the child needs then try to communicate with the child and try to find out what he or she needs to meet the child’s goal. Children need to be taught that they can get what they need or want without being disruptive. A long-term goal of guidance Is to help children develop social and emotional intelligence. Feeney, Moravcik, Nolte (2016) Emotional intelligence is the understanding of feelings, both one’s own and those of others, and the ability to use this knowledge to guide thinking and decision making (p.202). But, trying to teach a child this can sometimes be complicated. Some teachers think the child is challenging them and single out a child that is difficult. To help prevent these teachers need to not take disruptive situations personal and try to use the situation as a learning opportunity for all the children. As teachers we need to model the behavior we expect from our children.

Educated teachers know that all children are special in their own way and they support all children no matter the disability. Supporting all children is very important. Inclusion is the way teachers include all children. Feeney, Moravcik, Nolte (2016) Inclusion is not just about a place. It is about children being valued and having choices. It is about acceptance and appreciation of human diversity (p.465). Not all children need to be treated equal, teachers need to observe and see what children need. For example, if a child needs one on one help the child can get what he/she needs. Children also should not be singled out for disabilities or language barriers. Some children might act out and are disruptive because of language barriers and teacher’s should encourage children to work together and use charts if some children are having language issues.

Feeney, S., Moravcik, E., & Nolte, S. (2016). Who Am I in the Lives of Children? An Introduction To Early Childhood Education. (10th Ed.). Boston: Pearson Education.


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