were told to get their jackets and shoes on. I asked child X “would you like me to get
your jacket for you or would you like to get it yourself “she was excited and she
replied “don’t worry funmi you can get your jacket and mine will get mine” so knelt
down to her level and said to her with a smile instead of saying mine will get mine
next time try to say “I will get mine” and then I gave her a hug, she smiled and said “I
will get mine” and took her jacket from the peg. She was just about to put her jacket
on and she discovered it was inside out and struggled to get it the right way and
when she couldn’t do it she got really emotional and was about to cry, so I called out
to her and asked what the matter was, she told me and I put a sad face on, she
asked why I was sad and I replied, “I’m sad because child X is sad, she gave me a
cuddle and smiled, I then told her what to do and showed her how to do it using my
jacket as an example, it was a bit of a challenge for her but she pulled through and
got her jacket the right way I praised her saying “wow you are a star and you
deserve a star sticker for a job well done”. She was so happy she ran off to tell her
key person “I did it and I did it all by myself”, I was happy she developed a new skill
and a new sense of achievement because now she knows how to turn her jacket
inside out.
The next day at lunch time child X wanted some water, so I asked her if she was
wanted to get it herself, she had a really sad face and said to me, she don’t like
getting the water cause she always spills the water everywhere and she will get a
cross face from her key person, so I encouraged her say she don’t have to do it but it
will be good to learn and I can teach her anytime she wants, so as I was about to
leave to get her some water, she jumped off her seat and said “don’t worry funmi
mine will get it” I looked at her with a calm and sweet face and said do you remember what I said to you about “mine” she laughed and said “I will get it” but can
you help me not to spill it, I replied “don’t worry child X I will help you. She picked up
a cup and picked up the jug and I knew it was bound to spill on the floor, I said to her
that it will be better to leave the cup on the tray and use her two hand to hold the jug
and even if it spills it will go on the try and not on the floor, so she did what I told her
to do and she was so happy not a drop went on the tray, I don’t she I knew she could
do. She hugged me tight so tight and said “you are my be tested friend in the whole
wide world because now I won’t spill anymore water” I told her to tell her key person
and her key person gave her a big hug and a big sticker. I praised her and this made
her feel a sense of achievement which made happy throughout the whole day.
P2.2 Evaluate ways in which you have encouraged and supported the children
during the activities or experiences
P2.2
I have encouraged and supported the children to develop self-reliance and self-esteem
in many ways, when working with child X, Bandura identified 4 factors
affecting self-efficacy, which are:
• Experience
• Modelling
• Social Persuasions
• Physiological Factors
I used Bandura’s theory by praising child X for achieving the challenge she was face
when she was try to pour her water into the cup, which is known as “Experiences
the most important factor deciding a person's self-efficacy. Simply put,
success raises self-efficacy, failure lowers it. Children cannot be fooled by
empty praise and condescending encouragement but they gains real self-esteem
only from real accomplishment” (Bandura, Albert (1997), Self-efficacy:
The exercise of control, New York: Freeman, p. 604,). I showed her how to put
her jacket on which is known as “MODELLING - If they can do it, I can do it as
well. This is a process of comparison between oneself and someone else.
When people see someone succeeding at something, their self-efficacy will
increase; and where they see people failing, their self-efficacy will decrease,
modelling is a powerful influence when a person is particularly unsure of him or herself” (.Bandura, Albert (1997), Self-efficacy: The exercise of control, New
York: Freeman, p. 604,) I persuaded child X into getting up to pour her water
because she really didn’t want to do it, so I used the third factor, “SOCIAL
PERSUASIONS - relate to encouragements/discouragements most people
remember times where something said to them significantly altered their
confidence. While positive persuasions increase self-efficacy, negative
persuasions decrease it. It is generally easier to decrease someone's self efficacy
than it is to increase it” (Bandura, Albert (1997), Self-efficacy: The
exercise of control, New York: Freeman, p. 604,).
Child X was nervous to get up to pour her water, she was scared she was going spill it and this is where
“PHYSIOLOGICAL FACTORS -In unusual, stressful situations A person's
perceptions of these responses can markedly alter a person's self-efficacy. If a
person gets 'butterflies in the stomach' before public speaking, those with low
self-efficacy may take this as a sign of their own inability, thus decreasing
their self-efficacy further, while those with high self-efficacy are likely to
interpret such physiological signs as normal and unrelated to his or her actual
ability. Thus, it is the person's belief in the implications of their physiological
response that alters their self-efficacy, rather than the sheer power of the
response.” (Bandura, Albert (1997), Self-efficacy: The exercise of control, New
York: Freeman, p. 604)
P2.3 Reflect on the effectiveness of the activities or experiences to promote
your chosen option
P2.3
I think activity 1 was particularly effective because child X self-reliance skills,
bandura’s modelling theory when I was showed her what to when her jacket was
inside out. Fortunately, most human behaviour is learned observationally through
modelling; from observing others one forms an idea of how new behaviours are
performed, and on later occasions this coded information serves as a guide for
action. Observing a model does not guarantee learning or later ability to perform the
behaviours. Rather, models serve informational and motivational functions by
providing information about probable consequences of actions and affecting
observers' motivation to act accordingly. Factors influencing learning and
performance are developmental status of learners, prestige and competence of
models, vicarious consequences to models, goals, outcome expectations, and
perceived self-efficacy and this this also linked to social persuasion
by
jasmine93 (student)
