ECS 565 Week 5 Analyzing Emotional Competence GCU

ECS 565 Week 5 Analyzing Emotional Competence GCU

ECS 565 Week 5 Analyzing Emotional Competence GCU

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ECS 565 Week 5 Analyzing Emotional Competence GCU

It is important, as a teacher, to recognize signs of emotional distress in young children and respond in developmentally appropriate ways.

Consider the following scenarios:

  1. Jackie, 1-year-old, seemed startled when she heard the fire alarm go off.  She cried loudly even after her teacher picked her up and the fire alarm stopped ringing. The teacher held her gently and spoke softly and reassuringly to her. Jackie eventually cried less and became visibly relaxed in her teacher’s arms.
  2. Thomas is upset with Ruben. “You can’t play here, Ruben. You pushed me when we were in circle time,” said Thomas. Ruben responded by sweeping Thomas’s puzzle pieces off the table. Mrs. Harrel, their teacher, spoke privately with Ruben and one part of her message was this: “You can use words to tell Thomas that you are upset. Try saying, ‘I want to play with you. I’m upset because you said no.’” She had Ruben say those words, for practice. Then she said, “Would you like to tell him now?”
  3. Mr. Alexander noticed that his class was unusually active and even agitated after their walk to the library, and the children had difficulty settling back into their routine. Therefore, he gathered them on the carpet, turned on soft music, and led them in deep breathing exercises.

Write a 250-500 word analysis of the scenarios. Your analysis should include how the emotions were perceived by the teacher and the student, how the student expressed the emotions, and how the emotions were controlled in each scenario.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

 

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ECS 565 Week 5 Analyzing Emotional Competence GCU

Best ECS 565 Week 5 Analyzing Emotional Competence GCU

ECS 565 Week 5 Analyzing Emotional Competence GCU

ACCT 553 DeVryBIAM 500 DeVryCIS 500 STRCIS 558 STRENG 105 GCUFIN 390 DeVryFIN 504 GCUHCA 545 GCUHCA 699 GCUHLT 306 GCUHLT 362 GCUHLT 555 GCUHLT 610 GCUHLT 665 GCUHOSP 594 DeVryHRM 600 DeVryMAT 144 GCUMGMT 600MGT 599 STRMGT 655 GCUMKT 373 GCUPSY 362 GCUPSY 565 GCUPSY 575 GCUPSY 665 GCUSOC 102 GCUSOC 320 GCUSOC 372 GCUSOC 412 GCUNSG 6440 SUHIM 515 GCUNSG 4029 SUHIM 615 GCUNSG 3029 SUNSG 4055 SUNSG 6630 SUNSG 6005 SUCRMJ 310PSY 510 GCUCRMJ 300 DevryCRMJ 425SPD 200 GCU, HLT 490 GCU ,ECH 340 GCU , ECH 440 GCU , ECH 355 GCU ,ECH 350 GCU ,LDR 461 GCU ,ECH 425 GCU ,REL 212 STR ,SCI 115 STR ,CIS 505 STR ,JUS 652 GCUMGT 640 GCUCIS 527 STRSOC 436 GCU,ACC 502 GCUFIN 504 GCU ,MATH 260 DeVry ,ETHC 445 DeVry ,ECET 220 DeVry , CARD 405 DeVryNETW 203 DeVryNETW 205 DeVryECET 365 DeVry ,MATH 270 DeVry ,PHYS 310 DeVry, BIB 106 GCU ,CIS 512 STR ,SYM 506 GCU ,ECN 601 GCU  ,BIAM 570 DeVryPSY 402 GCU , SOC 480 GCU , HUM 112 STR , PHI 210 STR,  ACC 667 GCU,  ACC 622 GCU,  ACC 623 GCU,  ENTR 510 DeVryDNP 840 GCU , BIO 550 GCU , HRM 420 DeVry , ACC 690 GCU  , HCA 807 GCU , ACC 650 GCU , REET 420 DeVry , MIS 605 GCU , ECET 350 DeVry , ENTR 530 DeVry , PSY 102 GCU , MIS 600 GCU , TCH 539 GCU , SPD 300 GCU , SPD 320 GCU , ESL 533 GCU

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