Scenario: Mr. Dinet has worked in an early childhood care center and pre-school setting for children ages 2–4 for many years. He is beginning his work as a student teacher in an elementary school this year. He will be working in kindergarten, first-grade, and second-grade classrooms. He is curious about the differences he can expect to see in the primary classroom environment.

 

 

 

In 1–2 paragraphs, describe at least three socio-emotional characteristics of development and at least three cognitive characteristics of development that Mr. Dinet can expect to see in his primary grade students.

 

Scenario: Dante is a 4-year-old in a pre-school class. His teachers notice that he generally displays poor motor control. For example, he frequently bumps into other children when moving around the classroom, cannot throw or catch a ball or bean bag, and has difficulty using crayons and scissors.

 

 

 

In 1–2 paragraphs, describe how Dante’s socio-emotional development might be impacted by his physical development.

 

Scenario: Julie is a 6-year-old in a first-grade class. She often comes to school in dirty and ill-fitting clothing. She is generally quiet and withdrawn and does not interact very much with the children in the classroom. Her teacher does some investigating and learns that the family has been in upheaval.Julie’s mother has recently entered a drug rehab center.Julie has been separated from her siblings and is living with her aunt, who works two jobs and has little time to attend to her.

 

In 1–2 paragraphs, describe how Julie’s cognitive development might be impacted by her social-emotional development.

 

 

 

 

 

 

 

References (follow APA style)

 

Berger, K. S. (2012). The developing person through childhood (6th ed.). New York, NY: Worth Publishers.