Behavior Management Pro-active Technique Developmental Discipline
ESE502
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ESE502 : The Class : Discipline : Content : Cooperation

Process Curriculum - Cooperation

        Late Teens
Personal sacrifice for group good
Values differing views and lifestyles
Provides feedback with tact
Seeks to understand others
      Early Teens
Can work well with new members if sypatico
More inclusive than exclusive during free time
Takes initiative in resolving problems
Begins to see 2nd person perspective with friends
Supports viewpoint even when in minority position
Learns community skills and tools -- communications, conflict resolution, consensus
    Intermediate
Excellent time to teach and encourage cooperation
Alternate leading and following roles as needed
Shares time and materials appropriately
Allows all team and class members to feel valued
Gives positive responses to others' contributions
Learns to see logical and natural consequences of acts
Can learn to value equity as more valid than "fairness"
  Primary
Participates in and contributes to group discussions. Listens to contributions of others with training
Work with others on projects, esp. with adult support
Can learn to allow others to choose and lead
Solves problems in a calm manner
Can learn to talk things out
May be able to distinguish tattling from helping
Likes to play adult role, teach or peer mentor others
Early Childhood
Verbalizes with adults more than children until 3 or 4
Inititates short bursts of cooperative play
Friendly exchanges, parallel play and aggressive outbursts
Needs supervision during coop play
Participates most cooperatively in exciting situations
High structure and close monitoring required during play
Vacillates on ability to cooperate & tolerate others
Self is center of all activity, seldom able to sublimate


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E-mail J'Anne Ellsworth at Janne.Ellsworth@nau.edu


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