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ECDV 115 Communications I: Interpersonal Competencies

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ECDV 115 Communications I: Interpersonal Competencies

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ECDV 115 Communications I: Interpersonal Competencies

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Course Code: ECDV115
University: MacEwan University

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Country: Canada


Identity Formation and the Socialization Process Paper
Assignment Description
Demonstrate what you understand about identity formation and the socialization process.
Describe what you will do to be a positive influence on children’s developing identity.
You will be writing a paper that you can use to guide your daily practice indicating how you will ‘be present’, connect and extend learning.
You will write a paper that addresses the following:

What is identity formation? Why is it important for you, as an early learning educator, to understand identity and the socialization process?

Explain what will you do to create an environment of ‘powerful interactions

How you will ‘bepresent’?
How you will ‘connect’?
How you will ‘extend learning’?

Integrate a minimum of 4 of the following areas in your paper for ‘powerful interactions’:

Positive verbal communication
Non-verbal communication
Affirmations and descriptive language
Relationship building
Active listening

Concrete and specific examples that demonstrate the language you would use should be included.


Identity formation
The formation of identity is essential to understand own behaviors and attitudes, furthermore facilitate the socialization process and allow people to make powerful interactions through better learning, communication and development of relationships. The formation of identity is essential for understanding who the person actually is, their characteristics, self esteem, etc. The identity formation is based on perceptions of the people who describe own self and at the same time, reflect on their own identity according to the gender, race, sexual orientation culture, family, race, religion, etc (Dombro, Jablon & Stetson, 2011). The identity formation makes clear representation of the story of a person’s life along with association with other individuals and developing relationships with them such as parents, friends, relatives, colleagues, etc.
There are various influences on identity including the gender and cultural aspects. It has been seen that the children prior to entering into the elementary school often are guided by the educators to understand what it means to become a proper boy or girl and how to make progress with study and learning. The identity formation is facilitated with the process of self socialization and allowing them to label themselves to become stable (Blaustein & Kinniburgh, 2018). The use of environmental cues further could allow the children to gain relevant information that could represent being a boy or girl, while the gender schemas are also considered as useful all throughout. Identity formation is based on gender constancy that can be managed through playmates communicating, people behaviors, values, activities while the environment is essential for defining the gender roles and creating a healthy educational environment where interactions with the children are possible. The teachers should also guide the children in the right direction and make the boys understand about being more physical, exploratory, aggressive and independent while making the girls learn to become dependent, sociable and obedient, which are basically the general traits and behaviors of individuals while identifying themselves (Erozkan, 2013). The maintenance of a good culture can also reflect each others’ identity and origin and present about their behaviors and attitudes towards acting in responsible ways, in spite of being either male or female.
Ways of creating an environment of powerful interactions
The identity formation is important as an early learning educator, because it improves the self esteem and self dependence skills, which can further contribute to the management of social interactions and understanding the most important values, morals and beliefs in life too. The first step in Powerful Interaction is to be present, i.e., to understand how one is feeling and this will assist the learning educator to make adjustments for fitting with the child. During the second stage, the learning educator should act in such a manner that the child think that he or she had been valued by the educator, furthermore making the child feel more confident, safe and open to learning (Squires et al., 2014). The last stage is to manage extended learning where connection is established between the child and the educator to facilitate development of skills, knowledge and expertise to progress in their career.
A person would be able to be present when he or she should gain the interest to study and learn. The learning educator could enable story telling in the classrooms to make them anticipate something great and at the same time, life their morale and take up challenges responsibly. Te stories could make the children obtain relevant experience and shape those to make discoveries through discussions (Domitrovich t al., 2017).
The second step enables maintaining connection with the children and makes them understand that they are being valued by the educator. This could be an effective way to connect with the children and establish good relationships, furthermore make them feel more confident and secure to take up learning approaches and remain open to learning (Wilson, 2017). This is an effective approach to extend their knowledge and skills while their ability to make decisions and choices could be improved too.
The extended learning is the final step where strong communication is managed, which enhances the individual’s ability to communicate verbally and non-verbally as well as design their skills in such a manner to foster better learning and make progress.
Four major areas for powerful interactions
The four major areas for managing powerful interactions include labels’ usage, positive verbal communications, descriptive language and feedbacks and active listening. The positive verbal communications are establishing by sharing messages and information with the children so that they can respond positively and it is the first step to develop self esteem. It could create better physical awareness and enhance their general and specific capabilities to read, walk, learn and gain faith on the educator too (Murray 2017). They would learn the values and beliefs and become competent through consideration of their interests based on the conversations done.
The use of labels includes certain terms such as sweetie, pretty, cute, smart, gifted, tomboy, mean, etc. The labels are communicated with the children by the educator though communication, which can make the children perceive themselves, furthermore understand how to fulfill their roles and responsibilities appropriately (Massey, 2017). In case the children are negatively labeled, it can be a de-motivating factor, which can lower down their morale and make them feel less interested. The negative labels such as mean, helpless and other terms can be replaced with energetic, persistent, etc. to keep hem encouraged and interested while the strategies implemented should create more scopes and opportunities for the children to learn and study. The responses of theirs should be considered and acknowledging their feelings are also important for establishing good relationships and creating positive mindsets too (Cote & Levine, 2014).
The active listening enables gaining knowledge or learns various skills and knowledge from listening rather than just talking. It goes much beyond just listening, but also understanding the views and opinions of the individual who has been speaking, furthermore understanding the speakers’ thoughts and feelings in own words. This can allow the listener to set examples of what the speaker said and furthermore reflect upon the remarks or feedbacks provided by the speaker. The active listening procedure enables understanding the feelings of a person, reflecting upon his behavior, checking out the perception and then the learning educator can give the child sufficient amount of time to provide a suitable response (Curtis., 2012). The main purposes of managing active learning include gaining ownership of the issue; develop relationships with the children and reducing the chances of issues and problems that the child might experience.
Descriptive languages and affirmations mean allowing the children to understand that their activities are monitored and providing affirmation to facilitate positive behaviors. The broadcasting or play-by-play approaches are effective approaches to affirmation while it could make them feel more interested and secure through intrinsic motivation. Providing positive feedbacks to their activities could influence them to engage in participation and trust would develop between them and the learning educator (Dombro, Jablon & Stetson, 2011).   
Examples of demonstrating language that shall be used
Examples include appreciating the children for their work by praising their performances for something. These could be positive feedbacks provided and these include:
 “You have done quite better from last time”
“You have done so much for me dear”
“You are quite helpful dear and you have also picked up the blocks properly and stacked those on shelf”
The use of children’s names on songs has been effective for making them feel inetersted and special for developing a sense of trust between the educator and children. The examples are as follows:
Willaby Wallaby Woo
Good morning songs
Ickity Bickity Bumblebee
Blaustein, M. E., & Kinniburgh, K. M. (2018). Treating traumatic stress in children and adolescents: How to foster resilience through attachment, self-regulation, and competency. Guilford Publications.
Cote, J. E., & Levine, C. G. (2014). Identity, formation, agency, and culture: A social psychological synthesis. Psychology Press.
Curtis, D. (2012). Helping Children to See Themselves and Each Other. Really seeing children
Dombro,A.L., Jablon, J., & Stetson, C.(2011). Powerful interactions: how to connect with children to extend their learning. Washington,DC: NAEYC
Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social?emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child development, 88(2), 408-416.
Erozkan, A. (2013). The Effect of Communication Skills and Interpersonal Problem Solving Skills on Social Self-Efficacy. Educational Sciences: Theory and Practice, 13(2), 739-745.
Massey, K. (2017). The Power to Fight Bad Guys and Lift Heavy Things. Storytelling in the classroom Exchange.
Murray, G. (2012). Creating a Culture that Acknowledges the Power of Words. Intentional language exchange.
Squires, K. E., Lugo?Neris, M. J., Peña, E. D., Bedore, L. M., Bohman, T. M., & Gillam, R. B. (2014). Story retelling by bilingual children with language impairments and typically developing controls. International Journal of Language & Communication Disorders, 49(1), 60-74.
Wilson, A. (2017). Honoring the essential self. Exchange Press, Inc.

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