University of Luzon

Perez Blvd., Dagupan City

Semis Project

Work of: Krizzle Shey C. De Guzman

* Separation Anxiety
Abstract: Parental anxiety is a well-known factor that contributes to the development of anxiety
in children. However, little is known about how specific parental factors influence the
development and trajectory of childhood anxiety. There is also a paucity of research on
separation anxiety disorder specifically. Complicating matters, children who suffer from
clinically significant separation anxiety tend to be younger and thus it is harder to obtain accurate
information from this age group. The purpose of the present study was to determine the
mechanism through which parental factors such as somatization, anxiety sensitivity, and
separation anxious behaviors might influence the development of anxiety in young children
(specifically separation anxiety). As a result, 50 children and their mothers completed measures
asking about demographic variables, internalizing problems, anxiety sensitivity, and
somatization. The results showed that only parental separation anxious behaviors uniquely
influenced separation anxious behaviors in children. Results and implications of these findings
may be used to direct further examination of influential parental factors and inform treatment by
targeting anxious parental behaviors.

Reference: May, Anna Catherine, "The Effects of Parent Factors on Children's Separation
Anxiety" (2013). LSU. Doctoral Dissertations. 3576.
https://repository.lsu.edu/gradschool_dissertations/3576

ProfEd 1 (The Child and Adolescent Learners and Learning Principles)

 University of Luzon
Perez Blvd., Dagupan City

* Importance of Stimulating Language Society

Abstract: High-quality teacher-child interactions in early learning environments have been
regarded as a key contributor to children’s early language and cognitive development in
international scholarships. Little is known, however, about the longitudinal effects of children’s
receptive vocabularies in the Chinese context. In this study, we addressed the question of such
longitudinal effects by examining the predictive effect of preschool teacher-child interaction
quality on children’s subsequent receptive vocabulary development in 42 kindergartens in
Guangdong Province China. The results in a nested design showed that except for the factor of
Emotional Support, the other two factors (Classroom Management and Instructional Support)
were positive predictors to children’s vocabulary competency from K2 (T1) to K3 (T2) at
preschools. Findings contribute to the growing international literature on the critical role teacher-
child interaction quality plays in children’s language and literacy learning and development.
Implications for enhancing communication channels between early childhood (EC) educators
and decision-makers, and the strategies of the improvement of language and literacy teachers’
professional development are also discussed.

Reference: Yang N, Shi J, Lu J and Huang Y (2021) Language Development in Early

Childhood: Quality of Teacher-Child Interaction and Children’s Receptive Vocabulary
Competency. Front. Psychol. 12:649680. doi: 10.3389/fpsyg.2021.649680

ProfEd 1 (The Child and Adolescent Learners and Learning Principles)

 University of Luzon
Perez Blvd., Dagupan City

* What insight/s have you gained from these abstracts that will prepare you to become an
effective teacher in the future?

Each learner is unique. Learners varies from cognitive factor, social factor, and the
circumstances their going through. To be a teacher is not only to implant knowledge to your
students, but also to provide them support, care, and quality education. Which can include,
knowing the background of your student to be able to identify what kind of technique or
approach you shall use to be an effective provider for them. One way is to build a connection to
your students’ parents. With this, you can have a different perspective of your students which
can help you in determining factors you are considering with your different techniques or
approach as a teacher. Another way is to build a connection where your students feel neither fear
nor shame when they are around you, where they voluntarily trust you because they feel secured.
Through this, you can analyze how you can be an effective teacher for them. These abstracts
fueled my eagerness to become a teacher.
Through this project, I have gained more deeper respect to all Teachers as I realize that
their job is truly not just a job but also a passion and commitment. I wish to become an effective
teacher to my students in the future, just like my teachers are to me.

ProfEd 1 (The Child and Adolescent Learners and Learning Principles)