Parenting workshop transition to hs june2018

Development is Asynchronous
7/1/2018 www.AboveorBeyondJM.com 1

www.AboveorBeyondJM.com 2
Parent Workshop
‘Ready-up Children, Parents & Teachers:
Transitioning from Primary to High
School’.
Rex Nettleford Multi-purpose Hall, UWI, Mona.
Dr. Leahcim Semaj
June 2018
7/1/2018

Dr. Leahcim Semaj

Partnership for Development
□Home
□Parents, Siblings
□School
□Teachers, Principal, Board
□Community
□Peers, Media
7/1/2018

The Partnership Today
□ What students bring from home predicts
achievement more than any other variable
□ about 50%
□ Teachers are by far the most profound influence
on student achievement within schools (30%)
□ School, principal and peer effects
□ each less than 10%
□ But they must work together as a team
7/1/2018

The Challenge of
Asynchronous Development
in Children
A Child's Emotional, Physical and Intellectual Development
IS USUALLY UNEVEN

Cognitive Development

Psychosocial Development

PsychoSocial Development

Piaget Moral Development

Stages of Moral Development

Erik ERIKSON
□The stages of psychosocial
development
□ describe 8 developmental stages
through which a healthily developing
human should pass from infancy to
late adulthood
7/1/2018

Erik ERIKSON
□In each stage
□the person confronts, and
hopefully masters, new
challenges
□Each stage
□builds on the successful
completion of earlier stages
7/1/2018

4. Competence vs. Inferiority
6-10 years
School, Community
□Favourable outcome
□Sense of capability
in basic social and
intellectual skills
□ Unfavourable outcome
□ Lack of
self-confidence
□ Feelings of
incompetence
7/1/2018

Industry vs. Inferiority

5. Identity vs. Role confusion
Adolescence 11-18
Peers, Heroes
□ Favourable outcome
□Assured sense of
self as a person
□ Unfavourable outcome
□Fragmented sense
of self
7/1/2018

Identity vs. Role Confusion

Adolescence (11-18 Years)
□ Psychosocial Crisis: Identity vs. Role Confusion
□ The adolescent is newly concerned with how they
appear to others
□ Ego identity
□ is the accrued confidence that the inner sameness and
continuity prepared in the past
□ are matched by the sameness and continuity of one's
meaning for others
□ as evidenced in the promise of a career
□ The inability to settle on a school or occupational identity
is disturbing.
7/1/2018

□ Main question asked:
□ What is my goal in life?
□ An identity crisis
□ generally happens at this stage because of the changes in an
individual.
□ Those changes reflect both physical and cognitive maturation
□ Central Task:
□ Peer group, cliques
□ Positive Outcome:
□ A strong group identity, ready to plan for the future
7/1/2018

□Ego Quality:
□Loyalty
□Definition:
□Ability to freely pledge and sustain loyalty to others
□Developmental Task:
□Physical maturation, emotional development,
membership in peer group, sexual relationships
□Significant Relations:
□Peer groups
7/1/2018

Development is Asynchronous

in Children
A Child's Emotional, Physical, and
Intellectual Development
IS USUALLY UNEVEN

Child Development is
ASYNCHRONOUS

They are the same
CHRONOLOGICAL AGE

Challenges
□ Asynchronous development refers to an uneven intellectual,
physical, and emotional development.
□ In children, these three aspects of development do not
necessarily progress at about the same rate.
□ It can be frustrating and sometimes confusing for parents and
teachers because these children don't always act their
chronological age intellectually,
□ but then show typical emotional, social, and physical behavior for
children of their chronological age.

How Asynchronous Development in
Children Work?
□ The higher a child's IQ is, the more out of sync his or her
development is likely to be.
□ A child who is years ahead of his or her age-mates is not
always years ahead emotionally or socially.
□ Advanced intellectual ability simply does not enable a
child to manage emotions any better than any other child.

How Asynchronous Development in
Children Work
□ While it is possible for a
child to be advanced in all
areas of development, it
isn't expected.
□ Eventually, the development
evens out, almost always by
sometime during the early teen
years.

□is uneven and can cause
some real problems for kids
and their families.
□These problems are worse
for the kids when their
parents don't understand
this developmental pattern.

Some Children
□ often feel like misfits, particularly
when they are in classes with
different children
□ It's important not only to pay
attention to a child's intellectual
development but his social and
physical development as well.

Emotional Control
□ Expectations for children with asynchronous development
can be both unrealistic and unfair.
□ A 12-year-old who can discuss the theories of dinosaur
extinction or devise strategies to help the homeless is still
a 12-year-old.
□ That means that this child can become emotionally upset
just as any other 12-year-old.

Emotional Control
□because the child is
intellectually advanced,
thinking and talking like a
much older child,
□some adults may mistakenly
expect him to have the
emotional control of an older
child.

Parents and Teachers
□ It's crucial to recognize that a child's emotional and
social development will not always match his or her
intellectual development.
□ Before responding to a child's emotional outburst or
concluding that a child is socially or emotionally
immature, stop a moment to remind yourself of the
child's chronological age.
□ The behavior may be totally in line with what one
expects from children of similar age.

Physical Development
□Another challenge of gifted children is that
their physical development may not be as
advanced as their intellectual development,
but is advancing as expected for their age.

For example,
□ an intellectually advanced child is
able to evaluate the work that she
does and compare it to the work of
adults.
□ She can visualize a completed picture
in her mind, but her fine motor skills
may be insufficiently developed to
allow her to draw or paint it.

For example,
□ She will get upset when she
sees that her work does not
measure up to the work of
adults.
□ She doesn't understand that
the issue is that her physical
development has not
reached the level that would
allow her to do the kind of
work she imagines.

Mind - Body Synchrony
□ When a teacher and parent
understand asynchronous
development,
□ they can support their child and
help the child understand that
their muscles simply aren't ready
to do what their minds want them
to do.

What Can Teachers and
Parents Do?
□Nothing can be done to
change the way children
develop
□so asynchronous development
can't be corrected or altered.
□However, life can be made
easier when you understand that
development.

Some quick tips:
□Recognize that a child’s emotional and social
development will not always match his or her
intellectual development.
□Before responding to your child's emotional
outburst or concluding that your child is socially
or emotionally immature,
□stop a moment to remind yourself of your child's
chronological age.

Some quick tips:
□Understand that asynchronous
development creates special
needs.
□For example, intellectually advanced
children need emotional support as
do all children, but they also need
advanced intellectual stimulation.

Recognize that
□children may not get their
emotional, social, and
intellectual needs met by the
same peers.
□You need to guide them.
□Parents should make every
effort to provide these
opportunities.

UNDERSTANDING PSYCHOSOCIAL DEVELOPMENT
What to do?

UNDERSTANDING EDUCATION TRANSITIONS
What to do?

PREPARE FOR SUCCESSFUL TRANSITIONS
What to do?

SUPPORT VULNERABLE STUDENTS
What to do?

STRENGTHEN STUDENTS’ PSYCHOLOGICAL
HEALTH
What to do?

USE EFFECTIVE TRANSITION
PROCESSES
What to do?

MONITOR AND REVIEW
What to do?

Closing Thoughts
□In the final analysis it is not
what you do for your
children
□but what you have taught
them to do for themselves
□that will make them successful
human beings
□Ann Landers
7/1/2018

Closing Thoughts
□Children need
models rather
than critics
□Joseph Joubert (1754-1824)
French Philosopher
7/1/2018

Closing Thoughts
□There are only two
lasting bequests we
can hope to give our
children
□One of these is roots
□the other, wings
□Hodding Carter
7/1/2018

Closing Thoughts
□Your children
need your
presence more
than your
presents
□Jesse Jackson
7/1/2018

Closing Thoughts
□How do
children
spell love?
□T-I-M-E
7/1/2018

Parents Today
□We spend so much time trying
to give our children what we
never got
□That we neglect to give them
what we actually got
□ Dr. Carolyn Cooper
7/1/2018

Leahcim Semaj, Ph.D
Chief Ideator & Resultant
Above or Beyond
7/1/2018 55
Keep In Touch!
www.AboveorBeyondJM.com

Parenting workshop transition to hs june2018

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