Annotated Bibliography on Education

Introduction

Education systems and the overall process of airing out instructional objectives are guided by the aspects of weird student children challenges. In most cases, learners portray behaviors that portray their externalized problems in leaning. This essay seeks to analyze the behavior of children during the process of learning and the actual process of socialization in schools using six annotations.

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Annotation 1

Wolcott, C. S., & Williford, A. P. (2015). Teacher and TA ratings of preschoolers' externalizing behavior: Agreement and associations with observed classroom behavior. Topics in Early Childhood Special Education, 34(4), 211-222.

Teachers and preschoolers' associations have been identified to face challenges that emerge from the early scholars. Consequently, observed classroom behavior has depicted a disruptive classroom behavior for some learners who tend to adapt slowly to social or learning institutions. Therefore, the aspects put pressure on the actual process of learning (Wolcott & Williford, 2015). It has been reported that teachers and teaching aids tend to be incompatible thus prompting to more challenges of preschooler externalized behavior. The children fail to display the desirable reactions due to the adverse outcomes that they develop in school due to poor nurturing of early childhood development.

Annotation 2

Garner, P. W., & Waajid, B. (2012). Emotion knowledge and self-regulation as predictors of preschoolers' cognitive ability, classroom behavior, and social competence. Journal of Psychoeducational Assessment, 30(4), 330-343.

Educational psychology and the overall interests of education on preschoolers has become an important topic. For that matter, it has come to the educators and public notice that emotion knowledge and self-regulation tend to predict cognitive competence. Additionally, it has been found out that it permits classroom behavior, social skill, and possible hierarchical regression. The hierarchical regression is in the manner that age, gender, and income of the children's families. Regarding Garner and Waajid (2012), some social aspects confer some effect on emotion knowledge and self-regulation of the preschoolers' mental ability and competitive classroom behavior. Additionally, it has come to light that attentional control in education centers for a roadmap for better social and after that a proper cognitive development. Learners should be carried through ways of enhancing their social associations as a way of improving their cognitive skills.

Annotation 3

Stanton-Chapman, T. L., Walker, V. L., Voorhees, M. D., & Snell, M. E. (2016). The Evaluation of a Three-Tier Model of Positive Behavior Interventions and Supports for Preschoolers in Head Start. Remedial and Special Education, 37(6), 333-344.

Three tear model of positive behavior interventions has been termed as the head start of educational programs. Positive behavior interventions and supports abbreviated as PBIS is a program that is tested to work in conjunction with Head Start (HS) program as a way of enhancing the supportive intervention for preschoolers. According to the results, HS classrooms and PBIS program tend to improve the behavioral score of preschoolers. It also offers a chance for preschoolers to develop better child behavior through a proper follow-up of child behavior checklist (Stanton-Chapman et al., 2016). The checklist tends to solve the problems that preschool teachers face and consider to be their most significant concern. Currently, the study of the intervention of preschool education with three-tier approach has made it a concern to the educators and instructors. Consequently, Tier s offers a chance for teachers to use milieu prompting techniques like modeling and response technique.

Annotation 4

Vancraeyveldt, C., Verschueren, K., Wouters, S., Van Craeyevelt, S., Van den Noortgate, W., & Colpin, H. (2015). Improving teacher-child relationship quality and teacher-rated behavioral adjustment amongst externalizing preschoolers: Effects of a two-component intervention. Journal of abnormal child psychology, 43(2), 243-257.

Since child externalizing behaviors has always been any instructor's concern in the preschool education, a 12-week program has been discovered to solve children externalizing problems through enhancement of teacher-child interactions. Parent-child and teacher-child interactions are said to be environmental factors determining the externalization of children in learning institutions. Since the pattern can predict the future of the child, much has to be done. For Vancraeyveldt et al. (2015) outlined that learning and attachment theory should focus on warm interactions and open communication in conjunction with the reduction of conflict in learning and schooling environment. Caregiver-child relationship should be promoted according to the attachment and learning theory. The approach promotes behavioral management thus promoting child's behavior and relationships with others.

Annotation 5

Smith, J. (2009). Blending effective behavior management and literacy strategies for preschoolers exhibiting negative behavior. Early childhood education journal, 37(2), 147-151.

Preschoolers uncouth behaviors may be a limiting factor in enhancing the quality of learning for both the teacher and other learners. Teachers help children to solve social and intellectual problems. Additionally, they tend to respond to emotional and creative responses to the child in classroom set-up as a way of implementing projects. Multiple learning opportunities are generated in valuing behaviors thus making some sorts of valuable relationships. Smith (2009) outlines that teaching appropriate behavior skills is relevant for not only toddlers who display negative attitudes but all those in learning institutions. Therefore, it is the responsibility of teachers to design opportunities of making desirable social behavior which will stimulate literacy levels.

Annotation 6

Hester, P. P., Hendrickson, J. M., & Gable, R. A. (2009). Forty years later-The value of praise, ignoring, and rules for preschoolers at risk for behavior disorders. Education and Treatment of Children, 32(4), 513-535.

Most teachers abandon the teaching profession due to dissatisfaction that is caused by children's behavioral factors. In spite of the fact that teachers use coercive feedback in the classroom and social setups, children behavioral challenges still pop in classroom setups. Consequently, the need to develop classroom rules has been identified to be vital for better teacher-child relationships. Emotional and behavioral problems confer to the necessity of special education programs to incorporate strategies like emerging curriculum that focuses on behaviors of learners. For that matter, it has been discovered that children who enroll in learning institutions with a repertoire of practices tend to be successful in learning due to the special attention that they receive. Therefore, the kind of unique care that learners receive makes them to succeed more.

References

Hester, P. P., Hendrickson, J. M., & Gable, R. A. (2009). Forty years later-The value of praise, ignoring, and rules for preschoolers at risk for behavior disorders. Education and Treatment of Children, 32(4), 513-535.

Garner, P. W., & Waajid, B. (2012). Emotion knowledge and self-regulation as predictors of preschoolers' cognitive ability, classroom behavior, and social competence. Journal of Psychoeducational Assessment, 30(4), 330-343.

Stanton-Chapman, T. L., Walker, V. L., Voorhees, M. D., & Snell, M. E. (2016). The Evaluation of a Three-Tier Model of Positive Behavior Interventions and Supports for Preschoolers in Head Start. Remedial and Special Education, 37(6), 333-344.

Smith, J. (2009). Blending effective behavior management and literacy strategies for preschoolers exhibiting negative behavior. Early childhood education journal, 37(2), 147-151.

Vancraeyveldt, C., Verschueren, K., Wouters, S., Van Craeyevelt, S., Van den Noortgate, W., & Colpin, H. (2015). Improving teacher-child relationship quality and teacher-rated behavioral adjustment amongst externalizing preschoolers: Effects of a two-component intervention. Journal of abnormal child psychology, 43(2), 243-257.

Wolcott, C. S., & Williford, A. P. (2015). Teacher and TA ratings of preschoolers' externalizing behavior: Agreement and associations with observed classroom behavior. Topics in Early Childhood Special Education, 34(4), 211-222.