The orchid hypothesis states that risky gene variants do not need to be viewed as negative or vulnerable, but as favorable with the right supportive environment (Dobbs, 2009). Whilst behavioral problems within the classroom may be seen as a distraction of the learning environment to others, it must be met with grace and understanding regarding the child. Learning differences such as ADHD may show difficulties in a child's ability to pay attention within the classroom. However, within Dobbs’ (2009) article, he notices the power of the orchid hypothesis, in which a child can and will thrive under specifically tuned attention and care from a provider. He mentions that within a study regarding a risk allele in which children were exposed to Attention Deficit Hyperactivity Disorder (ADHD), those who in fact were nurtured to their needs thrived within their environment, cutting their externalizing scores by 27% whilst children with the protective alleles cut their scores by merely 12%. This study focuses on the possibilities that those considered at risk for deficiencies can accomplish with the help of caregivers who can nurture them into success.

Separation anxiety can be defined as a child who experiences distress when their relationship bond is at risk due to a caregiver leaving. The child's distress usually cannot be reconciled by the presence of a stranger (Keil, 2014). Separation anxiety within the classroom can be rendered through activities such as deep breathing, and distracting a child from their parents lack of presence. Deep breathing along with mindful breathing has been tested within the classroom in attempts of securing positive coping mechanisms for stress. In a recent study conducted by Telles et al., (2019) sixty one pre-teen girls were taught how to practice a variety of breathing techniques within a timespan of 18 minutes to reduce stress and anxiety. These techniques included yoga breathing, breath awareness, as well as quiet sitting. Following these techniques, students were then asked to complete attention based cancellation tasks. Afterwards, performance within these attention based cancellation tasks increased and the students performed better compared to lack of breathing techniques. While this study involves children older than the preferred age ranges that we are particularly interested in studying, this study gives opportunity for the benefits of breath awareness tactics for combating anxiety and stress. This study emphasises the need for further investigation in the positive effects of breathing techniques within the classroom; and how implementing teaching strategies for these techniques may become a normal form of teaching practices within the future.

An insecure attachment is the internalization of emotions and distress, with avoidant behavior to both strangers and their mother (Keli, 2014). Our remedies for this within the classroom include appropriately responding to a child’s cues. This can include anything from recognizing distressed behavior within the child (e.g., crying or initial objection to new environments) to specifically managing ideas to ease the stress a child is experiencing. For example, a child who is inconsolable after their parent leaves, may be eased by giving a stuffed animal that can accompany them while at school. While a stuffed animal may not completely substitute the presence of a parent, something familiar to the child could ease their stress levels and make the transition of switching environments easier.

For this week, we plan on focusing on issues such as gender stereotypes, antisocial behaviors, and academic pressures within the classroom. We will be continuing the use of our infographics for teachers to easily use when they face obstacles within their classroom.

Gender stereotypes and bias can cause major threats to one's psychological wellbeing if not properly cared for at young ages. Classrooms within America provide moments in which students can feel seen, heard and understood once gender stereotypes are combatted. For most teachers, the idea of gendered stereotypes may not be identifiable, as one's own gender biases may be preventing an educator from acknowledging and understanding their own biases they bring into the classroom. This can be detrimental to students, and requires adequate attention in order to minimize gendered thinking. A good indicator of the neutrality of a classroom can be identified by a quiz invented by Pauline Chandler (1994) in which questions are asked in the following way; “Do I word my tests in a gender neutral fashion?” as well as; “Do I encourage cooperative learning in cross gendered groupings by mixing up the seating arrangement among girls and boys and by avoiding dividing students into single gender activity groups?”. The adaption of this quiz can enlighten a teacher into asking themselves whether their practices within the classroom are beneficial or if changes need to be made to mitigate rigid gendered stereotypes. However, with this quiz being 27 years old; much has changed within the world of gender, and expectations within the classroom have changed significantly. Within the article written by Diamond (2020), mentions the increased acknowledgment of gender fluidities and identities. This may range from identifying as non-binary, transgender, or even gender fluid. Little research has been done specifically within the classroom as to how this increase in gender identity can be remedied to fit the needs of these groups. We suggest making newer quizzes that teachers can use to identify whether there are gendered stereotypes within one's classroom as similar to Chandler's (1994) gender equity quiz. However, this would be modified to include various identifying groups related to gender identity as mentioned above (e.g., nonbinary, gender fluid, & transgender). The creation of a quiz of this sort would be beneficial for teachers to increase their own self awareness of the harmful effects that gendered language, activities & stereotypes can have on the ideas, self confidence and feelings of safety that a child can have within the classroom.

In regards to anti-social behavior within the classroom, we believe that the student-teacher relationship is critical in fostering prosocial behavior and in turn can increase a students sense of safety. In addition, encouragement of prosocial behavior through positive teacher-student interactions minimizes problematic behaviors inside the classroom and outside (e.g., fostering positive social relationships with others). In a study conducted by Luckner & Pianta (2011), this theory was tested in which observers were asked to rate classroom interactions through a model known as the Classroom Observation System. Using a 7 point scale, observers rated categories pertaining to interactions between students and teachers such as positive and negative climates pertaining to the emotional states of the classroom, as well as teacher sensitivity (the extent to which a teacher notices and responds appropriately to academic & social needs) amongst other subcategories (Luckner & Pianta, 2011). Results indicated teachers with higher levels of meaningful interactions with their students promoted prosocial behavior. In addition, results found that teachers whose classrooms indicated high qualities of organization within their classrooms had more positive observed interactions with peers and teachers reported lower levels of aggression (Luckner & Pianta, 2011). This is critical knowledge to know as it promotes greater emphasis on the quality of interactions and relationships with students that promotes emotional support in order to reduce frequencies of aggression and antisocial behaviors.

For this week, we plan on using techniques discussed from this week in offering guidelines for managing media usage, supporting creativity and reducing bullying within the classroom.

Inclusivity within the classroom is crucial to providing a smooth classroom experience. Teachers are the predecessors for how a classroom is run and have influence over how social dynamics within their classrooms are. How a teacher handles disruptive behavior not only affects the student themselves, but also how other students think about their peers. A non profit organization known as the Mosiac Project (2000) offers workshops to students within the Bay area to decrease intergroup tensions. Their workshops include topics such as promoting peace, building empathy, and conflict resolution tatic based on evidence provided by contact theory. Within a study conducted by Mikami et al (2020)., teachers are asked to implement a MOSAIC program, in which teachers were asked to implement strategies into their classrooms (e.g., explicit encouragement of positive behaviors), to encourage inclusiveness among students and decrease biases. Results indicated that with the influence of teachers implementing these strategies led to overall reduced sociometric judgments among students compared to pre-post tests (Mikami et al., 2020). In addition, a teacher's explicit positive remark regarding an attribute (e.g., drawing) was found to be more positive than a teacher's positive comment regarding classroom compliance (e.g., sitting still). We suggest that teachers explore the Mosaic program to its fullest potential towards increased inclusiveness. The rest of this essay will include

Technology within the classroom has given opportunities for learners to increase productivity whilst also broadening their skills via computers, tablets, and more. However, concerns have been raised facing younger learners being given access to a vast world of information and technology. In 2020, the COVID-19 pandemic forced schools to shut down, leaving many states and countries to rebuild their courses focused solely online. How does this affect creative thinking and production especially for pre kindergarten kids across the US? When used correctly, the usage of technology within primary schools can offer innovation for children in terms of drawing, free thinking, and creativity.

Forest schools, adopted by european countries, offer children aged 4-7 to spend their school days outside; rain or shine and learn through exploration play. Students within these forest schools are encouraged to play and are given freedom in what topics they want to pursue for the day. This type of education lets the child learn skills in socialization and explore their imaginations. To offset the amount of technology use within the classroom, we recommend adding to the amount of free play given within schools. We believe that if children are offered chances to explore in a way that is not constricted to a playground, then added benefits will surface later on such as problem solving and social skills.

Bullying, as described as a perpetrator who has greater physical or social power than their victim and acts aggressively towards their victim by verbal or physical means (Keil, 2014). Within early-hood child care such as preschool or kindergarten, it is essential that appropriate steps in aiding the reduction of bullying within the classroom are taken to ensure the safety and success of each student within the classroom. Actions advised when a teacher notices aggressive or is seen bullying another student include perspective taking and mindfulness to decrease aggression and increase emotional regulation within the perpetrator. Perspective taking guides an older child to see situations from more than one point of view, in attempts of gaining empathy and an understanding of issues that others may be facing can increase self awareness . This approach lets a child interpret how their actions affect others therefore giving opportunity for them to change their behaviors in the moment.

I am a senior here at Pacific University majoring in Psychology. This class helped me understand how much influences children's development. This information will help me in my future career working in a school setting.

I am currently a senior at Pacific University and will be graduating in the spring with a BS in psychology! Before taking this class, my perspective of development was slightly more focused on the physical aspects without much thought to emotional side of things. I have learned to account for all cognitive, physical and emotional facets in development for own my future work with children in occupational therapy.

I am a junior at Pacific University majoring in Psychology, with hopes of working as a guidance counselor in a school setting in the future. This class has helped me to understand the role different influences can have in development.