MANUAL

RESEARCH PROJECT
B.Ed (1.5 Year / 2.5 Year)
Course Code: 8613
Teacher name: Sir Zulfiqar Ali
Name: Marium Zulfiqar
Roll No. ca632586
Registration No. 20phd00366
Semester: spring 2021
Region: Gujranwala ,Hafizabad
Theme: children’s socio economic development
Sub-Theme: “Resolving conflict”
Topic: “Developing self-control for resolving conflict among students through
good behavior at primary level “
DECLARATION
(To be filled and signed by the student and retained by the Controller of Examination)

I MARIUM ZULFIQAR Daughter / Son of ZULFIQAR KHAN

Roll No. CA632586 Registration No.20phd00366 a student of B.Ed Program (1.5 Year / 2.5

Year) at Allama Iqbal Open University do hereby declare that the research project entitled

_“Developing self-control for resolving conflict among students through good behavior at

primary level “submitted by me in partial fulfillment of B.Ed (1.5 Year / 2.5 Year) program

is my original work and has not been submitted or published earlier. I also solemnly declare

that it shall not, in future, be submitted for obtaining any other degree from this or any other

university or institution.

I also understand the zero tolerance policy against plagiarism of the university and the

HEC and if my work is found to be plagiarized or copied from someone other’s work at any

stage, even after the award of the degree, the work may be cancelled and the degree confiscated.

(Signature of the Student) Marium zulfiqar

Date:25-10-2021 MARIUM ZULFIQAR

(Day-Month-Year) (Name of the Student)
Name of the School (where the action research was conducted):

GOVT HIGH SCHOOL ,ZAKHIRA BARANWALA ,DISTRICT HAFIZABAD.

Overall background of the participants of the project; area / school: (socio-economic status,

occupation / profession – earning trends of majority of the parents, literacy rate, academic

quality, and any other special trait of the community where the school is situated)
Theme: children’s socio economic development

Sub-theme: “Resolving conflict”

Topic: “Developing self-control for resolving conflict among

students through good behavior at primary level “

1:Why did you select this specific sub-theme and topic? Relate it to

your experience / problem in your classroom / institution.

I am passionate about the topic and want others to understand something about it

.I choose this topic to understand about the mental health of the students at

primary level. Because it’s almost the first stage of the students of their learning

process. So I want to understand that how we can control their mental health and

regulate their behavior in good way. Being able to manage and regulate needs,

desires and emotions are thus vital to performing well academically and sticking

to school tasks. Self-regulatory skills also predict reduced stress and increased

wellbeing. found that people with more self-control feel happier and are gladder

about their life. Self-control is a basic skill which enables individuals to be happy

and successful, and it can and needs to be improved through education. One of

the objectives of maintaining discipline in a classroom is to facilitate students in

developing self-control, and the opinions of teachers may be taken into account

regarding this. Moreover, teachers have a crucial role in helping conflicts between
immediately rewarding activities and more enduringly valued goals abound in the

lives of school-age children. Such conflicts call upon children to exercise self-

control, a competence that depends in part on the mastery of metacognitive,

prospective strategies. The process model of self-control organizes these

strategies into five families corresponding to sequential phases in the process by

which undesired and desired impulses lose or gather force over time. Situation

selection and situation modification strategies involve choosing or changing

physical or social circumstances. Attentional deployment and cognitive change

strategies involve altering whether and how objective features of the situation are

mentally represented. Finally, response modulation strategies involve the direct

suppression or enhancement of impulses. The process model of self-control

predicts that strategies deployed earlier in the process of impulse generation and

regulation generally will be more effective than those deployed later. Implications

of this self-control perspective for school-age children are considered, Students

to develop these skills. The aim of our work is to assess how Pakistani primary

school teachers can help students acquire these skills.

2: What was your discussion with your colleague / friend / senior

teacher or supervisor regarding the problem?

(Provide your discussion with your colleague or supervisor for better understanding of

the problem and alternate solutions)

Self-control is a basic skill which enables individuals to be happy and successful,

and it can and needs to be improved through education. One of the objectives of

maintaining discipline in a classroom is to facilitate students in developing self-

control, and the opinions of teachers may be taken into account regarding this.

Moreover, teachers have a crucial role in helping students to develop these skills.

The aim of our work is to assess how Pakistani primary school teachers can help

students acquire these skills. The research was conducted using data from primary

school teachers from schools in Hafizabad,zakhira baranwala school. Here’s how

you can help kids—your students and your own children—build skills that are

critical for regulating their emotions and behavior.

The first five years of life are a period of significant brain development, but some

regions of the brain mature more slowly than others. The prefrontal cortex, which

is the home base of executive function, is one such region, which explains why

impulse and emotional control can be difficult for young children. Still, aspects

of executive function, including the ability to focus attention and working

memory and to self-regulate actions, can be improved with explicit teaching,

support, and practice, even among preschoolers. And there is good reason for

parents and early childhood educators to work with young children to help them

develop these abilities. Several major longitudinal studies show that preschoolers

who exhibit self-regulatory behaviors go on to experience more success in school

and are more likely to avoid risky behaviors in adolescence than their peers who

have a hard time with self-control.

Many children make big gains in their ability to take charge of their behavior and

emotions between the ages of 3 and 7. Adults can help preschoolers make the

most of their developing brains by serving as “cognitive coaches,” driving home

the message that kids can become better listeners, learn to focus their attention,

persist in learning tasks, and interact in more positive ways with peers if they

think about and aim to control their actions.

Talk clearly, simply, and often about behaviors that matter. “Reading time is quiet

time.” “Take turns with favorite toys.” “Now is the time to listen and follow

directions.” “Being helpful can make you and others feel happy.” Keep rules and

expectations simple, and remind children often when it’s time to follow them.

Young children may not be able to tell time, but they do become accustomed to

the cadence of a regular schedule. When they know that story time will be

followed by outdoor play, active children may be more able to sit quietly while

their teacher reads. Acknowledge that young children have limited attention spans

by alternating learning activities that require quiet, focused attention with

opportunities for independent play and learning activities that include movement.

The ability to focus attention on learning tasks is a crucial executive function for

future school success. Newborns are drawn to the stimulus that is most noticeable

in their environment. In the course of normal development, infants begin focusing

their attention on specific stimuli emphasized by parents and other caregivers.

Toddlers and preschoolers at times have seemingly endless attention for activities

they enjoy—building with blocks, creating art, or participating in favorite

playground games. The challenge is presenting other learning activities in ways

that elicit that same level of engagement—reading with emotion and enthusiasm,

developing playful, hands-on lesson activities, and providing individual attention

and support to get and keep children involved.

Computer games and concentration-style card games can help young

children develop their working memory. More active games like Red Light Green

Light and Freeze, in which children dance while music plays and freeze when it

stops, require participants to exert self-control. During music time, the teacher

can guide students to play rhythm instruments or kazoos faster or slower in time

with a beat he or she establishes. A wide variety of games and activities give

children opportunities to take charge of their bodies, voices, and minds—and they

think they’re just having fun.

Another form of gaining self-control is learning to take others’ feelings and

welfare into account. By doing so, children interact in more positive ways with

peers. Prosocial behavior is defined as voluntary interactions with the aim of

helping others. An essential attribute in its own right, prosocial competence also

correlates with academic and social-emotional skills. Parents and early childhood

educators can encourage young children to adopt prosocial behaviors by setting

clear expectations frequently for sharing and helping others, by modeling those

actions themselves, and by giving each child individual, positive attention.

Emphasize the message that when we help others, we feel happy—and so do they.

Of course, like all of us, young children have their ups and downs. Positive

attention from caring adults when they’re feeling sad or angry can help young

children begin to understand that they can take charge of their feelings.

Acknowledge when children feel angry or left out, talk with them about their

emotions without being dismissive, and explore how they might cope with those

feelings in ways that make them feel better without hurting others.

Building their working memory can help young children make the leap from

prereader to reader and enhance their problem-solving abilities by enabling them

to hold key information in their minds as they calculate answers. Attending to

learning tasks, remembering and observing class rules, and engaging with

classmates in positive ways are other aspects of executive function that increase

the likelihood that children will flourish as they begin school and throughout their

years in the classroom

2:What did you find about the problem in the existing literature

(books / articles / websites)?

 (Explore books and online resources to know what and how has been already done

regarding this problem)

Given the importance of resolving self-control among students to resolving issues

in the context of classrooms, it is not surprising that a rich body of empirical

research has emerged examining how teachers support their students’ self-

regulation, as evidenced by literature reviews on classroom applications of

Resolving conflict. For example, Paris and Paris provide an incredibly

informative literature review that categorizes relevant research into two groups,

both of which focused on promoting Self-control in students. One group of

studies assumed a developmental view of self-control and sought to examine how

students self-regulate learning to meet personal goals. A second group of studies

examined the role of a transmission model in the acquisition of self-control .

These studies considered the effect of explicit instruction in the use of self-

regulated learning strategies. Such reviews have greatly advanced the field by

providing clear and explicit guidelines for promoting self-control in the

classroom. It was our aim to provide a literature review that offers a slightly

different perspective from existing reviews by considering the methodological

advancements recently used in this field of research, discussing various

theoretical frameworks guiding this research, and summarizing studies that

empirically examined self-control with both pre-service and in-service teachers.

This literature review aims to systematically consider each of these areas through

the following research questions:

 (1) What implications do the literature provide for supporting Self-

control among students at primary level in education programs?

(2) What implications do the literature provide for supporting resolving

conflict with different kinds of students?

(3) How is resolving conflict measured in research that examines self-

regulation in the classroom?

1. What were the major variables / construct of your project?

Give definitions / description from literature.

(What are the key terms in your topic or study? what do you mean of these terms? What

particular meaning you will attach to the term when used in this project?)

A case study is usually an in-depth description of a process, experience, or

structure at a single institution. In order to answer a combination of ‘what’ and

‘why’ questions, case studies generally involve a mix of quantitative (i.e.,

surveys, usage statistics, etc.) and qualitative (i.e., interviews, focus groups,

extant document analysis, etc.) data collection techniques. Most often, the

researcher will analyze quantitative data first and then use qualitative strategies

to look deeper into the meaning of the trends identified in the numerical data.

This was basically schoolwide research on primary level students .so I conducted

this research on students that how we can regulate the behavior of students on

primary level that how they can resolve their conflict .I took 100 students as a

sample in Zakhira Baranwala school during my research the staff of the student
cooperate with me in good behavior and helps me a lot about understanding of

my problem in research that how students conflict management through resolving

conflict among student. Self-control is a basic skill which enables individuals to

be happy and successful, and it can and needs to be improved through education.

One of the objectives of maintaining discipline in a classroom is to facilitate

students in developing self-control, and the opinions of teachers may be taken

into account regarding this. Moreover, teachers have a crucial role in helping

students to develop these skills. The aim of our work is to assess how Pakistani

primary school teachers can help students acquire these skills. The research was

conducted using data from primary school teachers from schools in

Hafizabad,zakhira baranwala school. Here’s how you can help kids—your

students and your own children—build skills that are critical for regulating their

emotions and behavior.

The first five years of life are a period of significant brain development, but some

regions of the brain mature more slowly than others. The prefrontal cortex, which

is the home base of executive function, is one such region, which explains why

impulse and emotional control can be difficult for young children.Still, aspects of

executive function, including the ability to focus attention and working memory

and to self-regulate actions, can be improved with explicit teaching, support, and

practice, even among preschoolers. And there is good reason for parents and early

childhood educators to work with young children to help them develop these
abilities. Several major longitudinal studies show that preschoolers who exhibit

self-regulatory behaviors go on to experience more success in school and are

more likely to avoid risky behaviors in adolescence than their peers who have a

hard time with self-control.

Many children make big gains in their ability to take charge of their behavior and

emotions between the ages of 3 and 7. Adults can help preschoolers make the

most of their developing brains by serving as “cognitive coaches,” driving home

the message that kids can become better listeners, learn to focus their attention,

persist in learning tasks, and interact in more positive ways with peers if they

think about and aim to control their actions.

2. What did you want to achieve in this research project?

(Objective / purpose of the study; what was the critical question that was tried to be

answered in this project

The purpose of this study was to discover the effectiveness of conflict resolution

training with third grade elementary school students. It was hypothesized that the

experimental group of students receiving the conflict resolution training would

learn the six steps of conflict resolution, and they would be able to apply conflict

resolution strategies to resolve conflicts with peers. This would be supported by

a significant increase in the ability to name the six steps of conflict resolution as

measured by pre and posttests. Students would also be able to name significantly

more steps after training than the control group, since the control group did not
receive any intervention. Additionally, the experimental group would

demonstrate higher-level responses in using negotiation and problem-solving

strategies when responding to a conflict scenario than prior to training as

evidenced by the pre and posttest scores. They would also score significantly

higher than the control group on this same measure. This would be evidenced by

a significant difference in the scores on the conflict scenario measure between the

two groups. Furthermore, the experimental group would know how to employ

conflict resolution strategies to resolve conflicts more constructively and

peacefully then the control group. Comparing the two groups for a main effect

would support this.

This rapid increase in health information requires that learners exert some degree

of self-control in learning to make an appropriate selection of what to learn about

healthy living. The objective of this study was to determine the students’ level of

self-control in learning for healthy living. A questionnaire adapted from the self-

control subscale of the Self-Directed Learning Readiness (SDLR) Scale

developed by Fisher, King, and Tague was used in determining the levels of self-

control in learning for healthy living among students in Enugu State College of

Education (Technical), Enugu, Nigeria. The study revealed that the students’

level of self-control was a little less than the recommended level. A significant

difference was found in the male and female students’ level of self-control in

learning for healthy living with the male students possessing a higher level of
self-control. Significant differences also occurred in the students’ level of self-

control in learning for healthy living when the students were classified based on

their courses of study. The students’ level of self-control in learning for healthy

living at the College of Education (Technical), Enugu, needs to be improved.

Educators at the college should employ self-control-enhancing strategies to

improve the level of self-control in learning among the students.

3. Who were the participants in your project?

(Give details of the individuals or groups who were focused in this project e.g. the early-

grade students whose handwriting in Urdu was not good or the students of class VIII

who did not have good communication skills)

COLLEAGUES

STUDENTS

PARENTS OF THE STUDENTS

STUDENTS: I took hundred students for my research work.During research I

notice these things, This was basically schoolwide research on primary level

students .so I conducted this research on students that how we can regulate the

behavior of students on primary level that how they can resolve their conflict .I

took 100 students as a sample in Zakhira Baranwala school during my research

the staff of the student cooperate with me in good behavior and helps me a lot

about understanding of my problem in research that how students conflict

management through resolving conflict among student. Self-control is a basic

skill which enables individuals to be happy and successful, and it can and needs
to be improved through education. One of the objectives of maintaining discipline

in a classroom is to facilitate students in developing self-control, and the opinions

of teachers may be taken into account regarding this. Moreover, teachers have a

crucial role in helping students to develop these skills. The aim of our work is to

assess how Pakistani primary school teachers can help students acquire these

skills. The research was conducted using data from primary school teachers from

schools in Hafizabad,zakhira baranwala school. Here’s how you can help kids—

your students and your own children—build skills that are critical for regulating

their emotions and behavior.

COLLEAGUES; During my research work the staff of the school cooperating with

me .So I collect data also from my colleagues. They help me out about my topic

and also share their teaching experience with students. So finally I can conclude

their views in this research that it can more help out my research. Self-control is

a basic skill which enables individuals to be happy and successful, and it can and

needs to be improved through education. One of the objectives of maintaining

discipline in a classroom is to facilitate students in developing self-control, and

the opinions of teachers may be taken into account regarding this. Moreover,

teachers have a crucial role in helping students to develop these skills. The aim

of our work is to assess how Pakistani primary school teachers can help students

acquire these skills. The research was conducted using data from primary school

teachers from schools in Hafizabad,zakhira baranwala school. Here’s how you

can help kids—your students and your own children—build skills that are critical

for regulating their emotions and behavior.

The first five years of life are a period of significant brain development, but some

regions of the brain mature more slowly than others. The prefrontal cortex, which

is the home base of executive function, is one such region, which explains why

impulse and emotional control can be difficult for young children.Still, aspects of

executive function, including the ability to focus attention and working memory

and to self-regulate actions, can be improved with explicit teaching, support, and

practice, even among preschoolers. And there is good reason for parents and early

childhood educators to work with young children to help them develop these

abilities. Several major longitudinal studies show that preschoolers who exhibit

self-regulatory behaviors go on to experience more success in school and are

more likely to avoid risky behaviors in adolescence than their peers who have a

hard time with self-control.

Many children make big gains in their ability to take charge of their behavior and

emotions between the ages of 3 and 7. Adults can help preschoolers make the

most of their developing brains by serving as “cognitive coaches,” driving home

the message that kids can become better listeners, learn to focus their attention,

persist in learning tasks, and interact in more positive ways with peers if they

think about and aim to control their actions.

Talk clearly, simply, and often about behaviors that matter. “Reading time is quiet

time.” “Take turns with favorite toys.” “Now is the time to listen and follow

directions.” “Being helpful can make you and others feel happy.” Keep rules and

expectations simple, and remind children often when it’s time to follow

them.Young children may not be able to tell time, but they do become accustomed

to the cadence of a regular schedule. When they know that story time will be

followed by outdoor play, active children may be more able to sit quietly while

their teacher reads. Acknowledge that young children have limited attention spans

by alternating learning activities that require quiet, focused attention with

opportunities for independent play and learning activities that include movement.

The ability to focus attention on learning tasks is a crucial executive function for

future school success. Newborns are drawn to the stimulus that is most noticeable

in their environment. In the course of normal development, infants begin focusing

their attention on specific stimuli emphasized by parents and other caregivers.

Toddlers and preschoolers at times have seemingly endless attention for activities

they enjoy—building with blocks, creating art, or participating in favorite

playground games. The challenge is presenting other learning activities in ways

that elicit that same level of engagement—reading with emotion and enthusiasm,

developing playful, hands-on lesson activities, and providing individual attention

and support to get and keep children involved.

4. How did you try to solve the problem?

 (Narrate the process step-wise. Procedure of intervention and data collection)

I try my best to solve the problem in a good way during my research work. During

my research work the staff of the staff cooperate with me and encourage me. The

main issue was that I took 100 student as a sample in the class and its very difficult

to manage them .so Sir Asif who was class in charge in the class cooperate with

me .I conduct research on those students .Although those were students of

primary level .But they help a lot and I learn about their behavior and their

mentality and how they can resolve conflict during whole day .During my

research I learn these things. Many children make big gains in their ability to take

charge of their behavior and emotions between the ages of 3 and 7. Adults can

help preschoolers make the most of their developing brains by serving as

“cognitive coaches,” driving home the message that kids can become better

listeners, learn to focus their attention, persist in learning tasks, and interact in

more positive ways with peers if they think about and aim to control their actions.

This was basically schoolwide research on primary level students .so I conducted

this research on students that how we can regulate the behavior of students on

primary level that how they can resolve their conflict .I took 100 students as a

sample in Zakhira Baranwala school during my research the staff of the student

cooperate with me in good behavior and helps me a lot about understanding of

my problem in research that how students conflict management through resolving

conflict among student. Self-control is a basic skill which enables individuals to

be happy and successful, and it can and needs to be improved through education.

One of the objectives of maintaining discipline in a classroom is to facilitate

students in developing self-control, and the opinions of teachers may be taken

into account regarding this. Moreover, teachers have a crucial role in helping

students to develop these skills. The aim of our work is to assess how Pakistani

primary school teachers can help students acquire these skills. The research was

conducted using data from primary school teachers from schools in

Hafizabad,zakhira baranwala school. Here’s how you can help kids—your

students and your own children—build skills that are critical for regulating their

emotions and behavior.

The first five years of life are a period of significant brain development, but some

regions of the brain mature more slowly than others. The prefrontal cortex, which

is the home base of executive function, is one such region, which explains why

impulse and emotional control can be difficult for young children.Still, aspects of

executive function, including the ability to focus attention and working memory

and to self-regulate actions, can be improved with explicit teaching, support, and

practice, even among preschoolers. And there is good reason for parents and early

childhood educators to work with young children to help them develop these

abilities. Several major longitudinal studies show that preschoolers who exhibit

self-regulatory behaviors go on to experience more success in school and are

more likely to avoid risky behaviors in adolescence than their peers who have a

hard time with self-control.

5.What kind of instrument was used to collect the data? How was the

instrument developed?

(For example: observation, rating scale, interview, student work, portfolio, test, etc.)

Observation :

I observe students during their class timing and even also in playground. The thing which I

notice is that students are in good mood they cooperate with each other ,they listen and even

implement their ideas in effective way. But if they are angry they do not cooperate with each

other ,they fight and also did not done their work properly. I think their 1st learning place is the

lap of rheir mother .A good mother raise them in a good way ,but I single mistake in raising

them can bring a huge gap in their personality.

Rating scale:
I discuss with students how we can control our behavior during class room .During my thirty

days lecturer I feel little bit changes in their behaviour.During class work they help with each

other and listen to one another properly .They fight less and laugh more. I also give them task

to apply it with their family and friends also not only in school but also on their daily routine.

5. What were the findings and conclusion? (Provide instruments

and analysis as appendix)

Self-control is part of a group of skills that allow kids and adults to manage their

thoughts, actions, and emotions so they can get things done. Experts call this

group of skills executive function. Why is self-control important for students?

Being able to manage and regulate needs, desires and emotions are thus vital to

performing well academically and sticking to school tasks. Self-regulatory skills

also predict reduced stress and increased wellbeing. Self-control is a fundamental

part of learning in the classroom. If students can maintain focus and block out

potentially exciting but handicapping short term distractions, they can benefit

from sustained improvement in their knowledge. Give kids language to use that

shows self-control. Teach phrases like “I'll wait my turn,” “I can share it with

you,” and “I'd like it now, but I'll wait until later.” Sometimes just saying the

words can help put the brakes on impulsive behavior. Self-control is defined as

the ability to manage your actions, feelings and emotions. An example of self-

control is when you want the last cookie but you use your willpower to avoid

eating it because you know it isn't good for you. Self-control is the ability to

regulate and alter your responses in order to avoid undesirable behaviors, increase

desirable ones, and achieve long-term goals. Research has shown that possessing

self-control can be important for health and well-being. Self-control means being

able to express and cope with strong emotions in appropriate ways—for a toddler,

this may mean saying “I'm mad at you” instead of biting. Self-control also

involves thinking skills, as we decide which of our impulses to act on.

 6. Summary of the Project.

Self-control is a basic skill which enables individuals to be happy and successful,

and it can and needs to be improved through education. One of the objectives of

maintaining discipline in a classroom is to facilitate students in developing self-

control, and the opinions of teachers may be taken into account regarding this.

Moreover, teachers have a crucial role in helping students to develop these skills.

The aim of our work is to assess how Pakistani primary school teachers can help

students acquire these skills. The research was conducted using data from primary

school teachers from schools in Hafizabad,zakhira baranwala school. Here’s how

you can help kids—your students and your own children—build skills that are

critical for regulating their emotions and behavior.

The first five years of life are a period of significant brain development, but some

regions of the brain mature more slowly than others. The prefrontal cortex, which

is the home base of executive function, is one such region, which explains why

impulse and emotional control can be difficult for young children. Still, aspects

of executive function, including the ability to focus attention and working

memory and to self-regulate actions, can be improved with explicit teaching,

support, and practice, even among preschoolers. And there is good reason for

parents and early childhood educators to work with young children to help them

develop these abilities. Several major longitudinal studies show that preschoolers

who exhibit self-regulatory behaviors go on to experience more success in school

and are more likely to avoid risky behaviors in adolescence than their peers who

have a hard time with self-control.

Many children make big gains in their ability to take charge of their behavior and

emotions between the ages of 3 and 7. Adults can help preschoolers make the

most of their developing brains by serving as “cognitive coaches,” driving home

the message that kids can become better listeners, learn to focus their attention,

persist in learning tasks, and interact in more positive ways with peers if they

think about and aim to control their actions.

Talk clearly, simply, and often about behaviors that matter. “Reading time is quiet

time.” “Take turns with favorite toys.” “Now is the time to listen and follow

directions.” “Being helpful can make you and others feel happy.” Keep rules and

expectations simple, and remind children often when it’s time to follow them.

Young children may not be able to tell time, but they do become accustomed to

the cadence of a regular schedule. When they know that story time will be

followed by outdoor play, active children may be more able to sit quietly while

their teacher reads. Acknowledge that young children have limited attention spans

by alternating learning activities that require quiet, focused attention with

opportunities for independent play and learning activities that include movement.

The ability to focus attention on learning tasks is a crucial executive function for

future school success. Newborns are drawn to the stimulus that is most noticeable

in their environment. In the course of normal development, infants begin focusing

their attention on specific stimuli emphasized by parents and other caregivers.

Toddlers and preschoolers at times have seemingly endless attention for activities

they enjoy—building with blocks, creating art, or participating in favorite

playground games. The challenge is presenting other learning activities in ways

that elicit that same level of reading with emotion and enthusiasm, developing

playful, hands-on lesson activities, and providing individual attention and support

to get and keep children involved.

Computer games and concentration-style card games can help young children

develop their working memory. More active games like Red Light Green Light

and Freeze, in which children dance while music plays and freeze when it stops,

require participants to exert self-control. During music time, the teacher can guide

students to play rhythm instruments or kazoos faster or slower in time with a beat

he or she establishes. A wide variety of games and activities give children

opportunities to take charge of their bodies, voices, and minds—and they think

they’re just having fun.

Another form of gaining self-control is learning to take others’ feelings and

welfare into account. By doing so, children interact in more positive ways with

peers. Prosocial behavior is defined as voluntary interactions with the aim of

helping others. An essential attribute in its own right, prosocial competence also

correlates with academic and social-emotional skills. Parents and early childhood

educators can encourage young children to adopt prosocial behaviors by setting

clear expectations frequently for sharing and helping others, by modeling those

actions themselves, and by giving each child individual, positive attention.

Emphasize the message that when we help others, we feel happy—and so do they.

Of course, like all of us, young children have their ups and downs. Positive

attention from caring adults when they’re feeling sad or angry can help young

children begin to understand that they can take charge of their feelings.

Acknowledge when children feel angry or left out, talk with them about their

emotions without being dismissive, and explore how they might cope with those

feelings in ways that make them feel better without hurting others.

Building their working memory can help young children make the leap from

prereader to reader and enhance their problem-solving abilities by enabling them

to hold key information in their minds as they calculate answers. Attending to

learning tasks, remembering and observing class rules, and engaging with

classmates in positive ways are other aspects of executive function that increase

the likelihood that children will flourish as they begin school and throughout their

years in the classroom

(What and how was the research conducted – main objective, process

and findings) How do you feel about this practice?

It was great experience of my life on working on this topic. Working with

students of primary level in Zakhira Baranwala school with cooperative staff. The
most important thing is that which change my mindset about human psychology.

There are many things which I learned from this experience and complete my

research work. Without these things I cannot find out good result. The first five

years of life are a period of significant brain development, but some regions of

the brain mature more slowly than others. The prefrontal cortex, which is the

home base of executive function, is one such region, which explains why impulse

and emotional control can be difficult for young children. Still, aspects of

executive function, including the ability to focus attention and working memory

and to self-regulate actions, can be improved with explicit teaching, support, and

practice, even among preschoolers. And there is good reason for parents and early

childhood educators to work with young children to help them develop these

abilities. Several major longitudinal studies show that preschoolers who exhibit

self-regulatory behaviors go on to experience more success in school and are

more likely to avoid risky behaviors in adolescence than their peers who have a

hard time with self-control.

What have you learnt? (self-reflection)

I learn not only one thing from this research project but many things learn at the

same time. It was good experience of life .The thing which I learn is that the

students behavior and how they deal during class room and their mood change

and its totally work according to their routine and based on things which totally

effect on them.
 • Monitoring involves keeping track of your thoughts, feelings and actions.

...

• Standards are guidelines that steer us toward desirable responses. ...

• Strength refers to the energy we need to control our impulses.

Being able to manage and regulate needs, desires and emotions are thus vital to

performing well academically and sticking to school tasks. Self-regulatory skills

also predict reduced stress and increased wellbeing.

• The things which I learn from the qualities of self-control behavior.

• The ability to control behaviors in order to avoid temptations and to

achieve goals.

• The ability to delay gratification and resist unwanted behaviors or urges.

A limited resource that can be depleted.

What has it added to your professional skills as a teacher?

This research work also added many skills to my professional work . I am now to

some extent being able to understand the psychology of human nature, especially

I can also deal with children of primary level. At the same time I learn that it’s

the basic point on which children raise if the base will be good building will also

be good if the start is not good the end definitely will be weak .

Research should be controlled-

It should be controlled because of the relation between two or more variables are

affected by each other (whether it is internal or external). If the research is not

controllable, then it will not be able to design a particular research report.

Research should be rigorous-

It should be rigorous because it helps to follow the procedures to find out the

answers related questions which are relevant and appropriate in nature. The

research information consists of two types of sciences such as physical and social

sciences. These two sciences are also varied from each other.

Research should be systematic-

Research should be systematic because if a researcher wants to do a perfect

research design or process then it will have to evaluate or obtained the necessary

information from the market in a systematic manner. It takes various steps to do

a perfect or systematic research process and all the steps of procedures are

interlinked to each other

Research should be valid-

It means the information which is collected by the researcher can be the correct

and verifiable by yourself (i.e, researcher himself). If our collected information

is fair or valid, then our research will also be ethical in nature.

Research should be empirical-

This means that any conclusion drawn is totally based upon ethical or hard

evidence gathered information collected from observations and real-life

experiences.

The foundation of knowledge-

Research is the foundation of knowledge for the purpose of knowledge and an

important source for providing guidelines or norms for solving different social,

business, or governmental problems. It is a variety of formal training which

enables us to understand the new developments in one’s field in an efficient way.

List the works you cited in your project (follow the APA manual –

6th Edition).

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