What relationships have been linked to the development of self-esteem in primary-age children?

“Read Chapter 12 and answer the following questions:
1.  Define core conflict.
2.  What relationships have been linked to the development of self-esteem in primary-age children?
3.  How much time (%) do primary-age children spend with their peers?
4.  List five (5) basic developmental functions of friendships.
5.  Define moral realism, preconventional level of morality, and conventional level of morality.
6.  How does stress affect emotional development in primary-age children?
7.  How does being aware of a child’s personality assist in planning groupings or pairings?
8.  How do physical arrangements support interaction in primary-age children?
9.  Describe a work group for primary-age children.
10.  List eight (8) social skills that can be taught directly.
11.  How do you teach negotiation skills?
12.  What is a social perspective?
13.  Give several suggestions for planning appropriate group activities.
14.  Describe an inclusive environment.
15.  Define social comparison and democratic discipline.
16.  What are some teacher strategies to enhance self-esteem?
17.  How do primary-age children attempt to regulate their own social relations?
18.  List five (5) helpful practices that support children in their games with rules.
19.  List four (4) benefits to mixed-age classroom groupings in the preschool and primary years.
20.  What is bullying?  How should a teacher support a child that is being bullied?
21.  List four (4) suggestions for guiding moral development.
22.  Define authoritative, authoritarian and permissive.
23.  List several suggestions for helping primary-age children with emotional growth
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