Teacher Of Young Children To Promote Pro-Social Behavior And Self-Regulation

 

-Describe how pro-social behavior and self-regulation is learned and how it impacts relationships.
-Give specific examples of pro-social behavior and self-regulation observed in the classroom and
-include an analysis of how each of those examples impacted relationships in the classroom with
peers and adults.

Sample Solution

Prosocial behavior is doing something to benefit, help or care for someone else because you believe that other people’s feelings and experiences are important. For example, it might be: showing kindness by speaking gently to someone or considering their feelings; comforting someone who’s sad or hurt; sharing things like books or toys; and donating money. Prosocial behavior is good for children of all ages. For example, children with prosocial behavior tend to: get along with other people; feel confident about their relationships with family and friends; feel that they belong in their communities; and have good mental health and well being. Self-regulated learning is a cyclical process, wherein the student plans for a task, monitors their performance, and then reflects on the outcome. The cycle then repeats as the student uses the reflection to adjust and prepare for the next task. The process is not one-size-fits-all; it should be tailored for individual students and for specific learning tasks (Zimmerman, 2002). Self-regulation stops us acting on our first impulses this is helpful in creating relationships as we respect the feelings of others. We might not say what we really think about someone to protect their feelings and because we have learnt that it is unkind.

ed directly or indirectly with the war and it is lawful to kill ‘to shelter the innocent from harm…punish evildoers (Begby et al (2006b), Page 290).However, as mentioned above civilian cannot be harmed, showing combatants as the only legitimate targets, another condition of jus in bello, as ‘we may not use the sword against those who have not harmed us (Begby et al (2006b), Page 314).’ In addition, Frowe suggested combatants must be identified as combatants, to avoid the presence of guerrilla warfare which can end up in a higher death count, for example, the Vietnam War. Moreover, he argued they must be part of the army, bear arms and apply to the rules of jus in bello. (Frowe (2011), Page 101-3). This suggests Frowe seeks a fair, just war between two participants avoiding non-combatant deaths, but wouldn’t this lead to higher death rate for combatants, as both sides have relatively equal chance to win since both use similar tactics? Nevertheless, arguably Frowe will argue that combatant can lawfully kill each other, showing this is just, which is also supported by Vittola, who states: ‘it is lawful to draw the sword and use it against malefactors (Begby et al (2006b), Page 309).’
In addition, Vittola expresses the extent of military tactics used, but never reaches a conclusion whether it’s lawful or not to proceed these actions, as he constantly found a middle ground, where it can be lawful to do such things but never always (Begby et al (2006b), Page 326-31). This is supported by Frowe, who measures the legitimate tactics according to proportionality and military necessity. It depends on the magnitude of how much damage done to one another, in order to judge the actions after a war. For example, one cannot simply nuke the terrorist groups throughout the middle-east, because it is not only proportional, it will damage the whole population, an unintended consequence. More importantly, the soldiers must have the right intention in what they are going to achieve, sacrificing the costs to their actions. For example: if soldiers want to execute all prisoners of war, they must do it for the right intention and for a just cause, proportional to the harm done to them. This is supported by Vittola: ‘not always lawful to execute all combatants…we must take account… scale of the injury inflicted by the enemy.’ This is further supported by Frowe approach, which is a lot more moral than Vittola’s view but implies the same agendas: ‘can’t be punished simply for fighting.’ This means one

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