Techniques for Reducing Stress and Accelerating Development in the Young Child: How Personality and Mental Development Depend on Each Other

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ABSTRACT:  Learn special and regular education techniques that achieve optimal learning and reduce stress among teachers, children, fathers and mothers.  Learn useful strategies, namely: (a) mutual help, (b) accelerated play-learning tasks, (c) analysis of temperamental traits and (d) naturally occurring observation methods, in the context of infant, toddler and preschool environments (0-6 years).

Objective 1: Professionals will increase their ability to accept parents and families as equals, partners and collaborators in their work with children 0-6 years of age.

Objective #1 Content: Leader will provide participants with knowledge of (a) elements of family mental health engagement, (b) trauma and stress in childhood characteristics, and (c) models of collaboration and three-way conferencing

Objective #1 Teaching Methods:  Activity "energizers", mini-lecture and "talk-listen" conversation

Objective #2: Professionals will define, and then practice ways to actively implement the idea of mutual help and cooperation, including communication strategies

Objective #2 Content: Equilibrium and social capital research will be the basis of activities that demonstrate the benefits of mutual help and cooperative problem-solving within both the family dynamic system and in preschool settings

Objective #2 Teaching Methods: Participants (in small groups) will practice combining aspects of the "mutual help" paradigm with a personality traits inventory, in order to produce for themselves a successful teacher-parent-child planning outline, based on mutual dependency

Objective #3:  Professionals will observe, listen and verify naturally-occurring routine events from watching the leader engage in accelerated play-learning activities, using an ABC model of strengths, change behaviors, and positive outcomes for the child, teacher and parents

Objective #3 Content:  Research on accelerated academic and developmental curriculum, is introduced along with familiar themes of play as the main source of skill-building; traits of personality are discussed as more observationally based and authentic ways to assess behavior in adults and children

Objective #3 Teaching Methods:  Personality Scales and accelerated knowledge acquisition handouts are presented as a basis of a conversation about the effects of personality on learning and behavior, and their mutual effects; summary information and evaluation wrap up the session

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