Name: George M.

Bendanillo

Section: BOCOBO

ABSTRACTION:
What is theory of the mind?
Answer:
Theory of the mind is an important social-cognitive skill that involves the ability to think about
mental states, both your own and those of others. It encompasses the ability to attribute
mental states, including emotions, desires, beliefs, and knowledge. Not only does the theory of
mind involve thinking about thinking, but it also refers to the ability to understand that other
people's thoughts and beliefs may be different from your own and to consider the factors that
have led to those mental states.
How do children develop Theory of the Mind?
Answer:
During infancy and early childhood, children learn the early skills that they’ll need to
develop their theory of mind later on. These skills include the ability to:
1. pay attention to people and copy them
2. recognize others’ emotions and use words to express them (“happy”, “sad”, “mad”)
3. know that they are different from other people and have different likes/dislikes from others
4. know that people act according to the things they want
5. understand the causes and consequences of emotions (If I throw my toy, Mom will be mad)
6. pretend to be someone else (like a doctor or a cashier) when they play
Between ages 4-5, children really start to think about others’ thoughts and feelings, and this is
when true theory of mind emerges. Children develop theory of mind skills in the following
order:
1. Understanding “wanting” – Different people want different things, and to get what they
want, people act in different ways.
2. Understanding “thinking” – Different people have different, but potentially true, beliefs
about the same thing. People’s actions are based on what they think is going to happen.
3. Understanding that “seeing leads to knowing” – If you haven’t seen something, you don’t
necessarily know about it (like the Dad in the example above on the telephone). If someone
hasn’t seen something, they will need extra information to understand.
4. Understanding “false beliefs” – Sometimes people believe things that are not true, and they
act according to their beliefs, not according to what is really true.
5. Understanding “hidden feelings” – People can feel a different emotion from the one they
display.
Children’s theory of mind continues to develop after age five. For the next several years they
learn to predict what one person thinks or feels about what another person is thinking or
feeling. They also begin to understand complex language that relies on theory of mind, such as
lies, sarcasm, and figurative language (like “it’s raining cats and dogs”). Some experts argue that
theory of mind development continues over a lifetime as one has more opportunities to
experience people and their behavior.

LESSON 17
‌Analysis:
How does conflict among preschoolers resolved?
Answer:
It is important to remain calm so that the situation does not escalate. Use a calm, soft
voice and position yourself at eye level with children. Listen to all sides of a conflict. Rather than
solving the problem for children, help generate ideas of how they might solve the problem.

Abstraction:
1. What is gender typing?
Answer:
Gender typing is when the child adopts behaviors, values, or characteristics of others
that he or she believes are part of his or her gender. So that little boy will look at other men
around him and copy the behavior.
2. Explain PARTEN's Stages of Play.
Answer:
Parten’s 6 stages of play are:
1. Unoccupied Play (Birth – 3 months) can be observed from the earliest months in life. It is
defined as sensory activities that lack focus or narrative. Example: A child picking up,
shaking, then discarding objects in their vicinity
2. Solitary Play (3 months – 2 ½ years) follows on from unoccupied play. It is play that
involves a child playing alone and with little interest in toys outside of their immediate
vicinity. It is more focused and sustained than unoccupied play. During this stage,
children will still have little interest in adults or other children during their play.
Example: Two children playing with their toys but never looking at or showing any
interest in each other.
3. Onlooker Play (2 ½ years – 3 ½ years) is the first sign of children showing interest in the
play behaviors of other children. During this stage, children will observe another
children’s play without getting involved themselves. They will often sit within earshot so
they can hear other children’s play conversations. Example: Younger children in a multi-
age Montessori classroom will observe older children at play, but not get involved in the
‘big kid’s games’.
4. Parallel Play (3 ½ years – 4 years) follows onlooker play. It involves children playing in
proximity to one another but not together. They will tend to share resources and
observe one another from a distance. However, they will not share the same game play
or goals while playing. Example: A brother and sister playing with the same Lego set, but
constructing different buildings.
5. Associative Play (4 – 4 ½ years) Associative play emerges when children begin
acknowledging one another and working side-by-side, but not necessarily together.
Associative play differs from parallel play because children begin to share, acknowledge,
copy and work with one another. However, it is not quite the next stage (cooperative
play) because children do not yet share common goals during play – in other words,
they’re not yet playing ‘together’ in any cohesive way.
6. Cooperative Play (4 ½ years and up) emerges shortly after associative play and
represents fully integrated social group play. During this stage, expect to see children
playing together and sharing the same game. The children will have the same goals,
assign one another roles in the game, and collaborate to achieve their set game play
goals. This stage represents the achievement of socialization, but social skills will still be
developing. Children may need support, guided practice and scaffolding to help them
develop positive social skills such as sharing, compromise and turn taking. Example:
Children work together on a shared game.
LESSON 18
‌ABSTRACTION:

1. Discuss some issues affecting physical development and its implication to child
growth.
Answer:
Child development is a gradual unfolding of biologically determined characteristics and
traits that arises as the child learns from experiences. In developing countries, more than 200
million children under five years fail to reach their potential in cognitive and social development
due to poverty, poor health, nutrition, and deficit care. Most of these children and many of
them are exposed to multiple risks including poverty, malnutrition, poor health and un-
stimulating home environment, which detrimentally affecting their development. Health
associated to poverty, nutrition and social factors hinders from attaining to their full
developmental potential. Other factors that compromise overall development during
pregnancy and after birth are parent’s behavioral, dietary deficiencies, chronic infections,
exclusive breastfeeding, inadequate feeding practices and lack of stimulation.

APPLICATION:
Write self-reflection on how physical well-being of students are promoted.
Answer:

Physical wellbeing of students is promoted through the teaching of healthy lifestyles.

Value students’ personal and social development in the classroom. Physical activities should be
promoted in school. Regular physical activity promotes growth and development in
psychosocial outcomes such as self-concept and social interaction. The motivation to do better
and for school to be a good place for students. School should focus on improvement for
wellbeing and values are explicit and visible in all aspects of school operations and practices.
The strength and potential of students, teachers, parents are the focus for promoting and
responding to wellbeing. No to bullying, instead respect for one another and accepting
diversity among students should be promoted.