Blog:Emotinal, Cognitive and Social


Blog:Emotinal, Cognitive and Social

“My Child”

The blog for this month is about how we understand what is happening in the schools with our children.  And what material do they use to advise, instruct and guide the children academically, socially, and emotionally.   This the Abstract of that research.  Please I will break down, again it is another book I  have published with  but not released and


                My Child

published 209 author Esmeralda Gonzalez (Master Theses)

The following literature review along with my creative independent project discusses self-esteem and self-concept topics; that involve emotional, social and cognitive characteristic that a child must learn in order to grow up as a happy individual at home and in school and how we teachers, and parents can promote it in our their daily lives, school, community and society.

In short: Parents must promote and talk to their kids about self-esteem and self-concept topics: involving the social, emotional and cognitive skills when developing to be a person  “learning from their homes how to be happy learning attitudes”.

What I have found out when researching the topic is that there are currently are too many programs, books, and materials for teachers to help students with emotional, social and cognitive skills (how to learn, how to cooperate and how to learn about their mood and attitudes that can keep them from potential learning their academics). Counselors and teachers use self-esteem and self-concept lessons, materials and programs, theater and role play as strategies to help students learn how to put forth self-motivation and self-effort in their work, developing self-efficacy and intrinsic motivation towards their work. Such programs as tutoring and peer-mentoring also help students build their critical-thinking abilities and self-confidence in their learning and in asking questions in the classroom becoming active participants rather than spectators.

In short: The programs that schools use are via counselors and teachers help students put forth self-motivation and self-effort in their work.  By using materials and role played by students or teachers; chirography that models appropriate way on how to conducts oneself in and out of school.  The pillars of conduct, are role modeled by the educators, staff and teachers, administrators, teachers, and parents at all and out of the house ideally.

A good educator’s mission is to teach students to reach their potential—higher level of learning and thinking, how to analyzing, and evaluating (Bloom Taxonomy).

When teachers Take time to do some reflection as taught in their programs, on how they can improve their students’ skills when teaching academic strategies in learning the curriculum information…

And for this to happen, we teachers (parents) must cater to the child’s self-esteem and self-concept; emotionally, socially and cognitively. One of the ways this can happen is by using one to one communication and or technologies; computers, tablets… that have programs, and materials on self-esteem and self-concept installed in computers as part of the curriculum needed for a child’s development if they plan to succeed in the 21st century.  Value and Characters building traits when working by oneself or in teams.

In short: A good teacher is aware of these programs and the benefits they serve and needs.  She or he can reflect and come back the next day and implement strategies to reinforce a students social, emotional, and cognitive potential as to help her deliver the lesson of the day with the student  understanding ,cooperation and put forth their effort.  And supervised by an adult.

Good school districts will invest in curriculum, programs and hire professionals school social works with Masters in the field…  that are specialized in guiding students emotionally, socially and cognitively and they can do this in the way of activities and games in a fun way. The two district I worked in the had top of line computers laboratories that would guide the students cognitively.  Reading books from the library the books appropriately chosen on these topics can inspire and help with the emotional and social aspect of child development.

In short:  Districts are  (must) investing in qualified professionals and equipment to help with the task…  computers, ipad and tablets, and other programs that help students learn their academics; how to learn, work other students and be somewhat emotionally fit to succeed in and out of school.  

I also did informal surveys on principals and counselors, asking them what types of materials were available for students to help build self-esteem and self-concept other than school library school books. And as a result of questions asked,  counselors in the elementary schools, in Southern California Unified School District, would point to their shelves full of materials—books, videos, games, and audio books to show how they handled the central idea along with using one to one dialogue. I immediately understood that there were all kinds of books to choose from on self-esteem and self-concept topics, this included the books the students read at grade level; reading is soaring and learning to fly cognitively and emotionally. These were then narrowed down to topics such as responsibility, integrity, respect, tolerance, caring, honesty, study habits, how to learn, etc.… The definition of self-esteem and self-concept, according to the literature review can vary.

I also found in the literature review on how some educators just preferred to leave self-esteem programs out of the classrooms and just focus on self-concept programs—cooperation, collaboration, and lesson content curriculum.


In short: When I asked about the topic to the school consular  just pointed to all the books and materials they had.  As the question continued, what did find out, is that there is a controversy on how the teacher feels about how much time to spend time on this topic.  Some just prefer to stick to the content and not touch the topic.  I f anything gets a professional social worker involved.

Yet another study conducted on self-esteem asked students their points of view on this topic and what  they thought on-topic and their reasoning. What research revealed is that the self-esteem which the teachers were trying to promote had nothing to do with what and how the teens perceived as having self-esteem or a self-image. For some kids, having friends was at the top of the list and schoolwork at the bottom of the list.

In short:  After researching the topic yet another study indicated that the students’ self-esteem had nothing to do with school learning their academics. They were more interested in wanting to make friends and that was atop of their list.

The self-esteem and concept is the academic image a student has about their learning.

And, if since  birth the child is  hearing, “Si se puede” that is “Yes, you can,”… the child strengthens his self-image about how they view themselves and how they learn information.

The evidence on the self-image is also when students are aware of their peers than to emulate them. Their peers become very important in their lives; this is part of social identification. This also occurs with their families. Their self-awareness of their surrounding is also instrumental in  develop self-confidence and sense of belonging.


In short: If the child hears  “you can” they will grow up with a strong sense of an image.  But if they hear  constant negative feedback  all the time the self-confidence and sense of belonging will suffer.  And this when and how their peers become extremely important.

Again they must-hear positive reinforcement-from their parents and from their family first. This how the child becomes positive and develops good attitudes about their own identity developing self-esteem that will help the child’s attitude when beginning to learn new information and socialize with peers.

The following are some of the benefits they had about self-esteem and self-concept. For the most part, self-esteem and self-concept materials seem to be accepted as an avenue to help guide students’ emotional, social and cognitive development; giving kids’ mindful thinking quotes.  With the intention of guiding students let them know they can do whatever they put their mind too.  And important to use the strategies on learning how to take seriously because their academic career is first in their priority if they want to be economically independent when they grow up.

In short: Everyone who surrounds themself with a child’s development must try to be as positive as possible, of cause being fair and realistic of the situtations.

Teacher learn some of the most popular strategies to assist with their students causing them to attend seminars and meeting having leave a substitute in their place.  And the strategies the teacher learns about these topics will  be put into practice.

In the other hand, I particularly like self-esteem and self-concept materials because I have seen children be inspired by stories they have read from books they have checked out in school library and materials and videos that have been used by their teacher and discuss in class lessons. They seem to relate to the characters and plots of the stories discussed in  lessons on empathy, tolerance, respect, integrity etc.

In short: The materials have beautiful stories that can inspire and put everyone to think and discussing the plots of the material being read is a way to own the information.  The games were also helpful, kids love to compete.  Computers and tablets where the children is  able to use to learn and apply  on how to become a better ” team player”, “cooperate” ,  etc, whatever the topic is being covered that week as emphasis a caring community and get along..


As a result, I have also done a creative independent project as well, I have written a book by the title of Emmy: Brooklyn to Puerto Rico to help motivate and inspire students, by the way of an example…It is about a little girl who discovers her many qualities—how she was responsible, how she liked helping with chores, how she got bullied and didn’t like school until she began to connect with her teachers and peers developing self-awareness.

Personally, I want students to have yet another character they can relate to and find themselves in the story lines of books they read. Emmy goes through social, emotional, and academic hardships, just like some of the students in schools where I have worked. I have also included other children’s books that also relate to the topic of social, emotional and cognitive issues in a child’s development.

In short: I wrote a book to add to the collection of helpful books to motivate young adults.  Emmy Brooklyn to Puerto Rico.   Books, puzzles, and games are used to engage students imagination.

So many games, and books and ways to help the student stay motivated with their cognitive development.  We learned that even though they are more interested in their friends’ schools and parents continue to invest in the best materials as to sport the self-esteem on how they see themselves completing school… The conclusion is the self and self-concept related how they see themselves when learning math, science, reading, writing etc… and how are they see themselves in relation to others, and how can the programs already in place can assist the students cognitive learning: are they team players or spectators?  Do they prefer to work alone or others: participators-work in teams… that is what this material discusses.

Please let us know if you found value in this information.



My Child





Chapter One

Problem Statement

Chapter Two:

Literature Review

Inferiority complex

The importance of Self Esteem and Self Concept                                                                                                               The difference between Self Esteem & Self Concept

Locus of Control

The Necessity to Motivate Students

Introverted, Extroverted Personality


Good Teachers must cater to Students Psychological Needs

Important Building Blocks for a Strong Sense of Self

Child’s Construction of knowledge


Chapter Three                                                                





Setting and Participant

Main Augment

  Chapter Four

Three informal case studies

Case Study One: Emotional

Case Study Two: Social

Case Study Three: Cognitive

Three books summaries on self-esteem and self-concept

Story one Ant Bully                                                          

Story two First Day of School                                                    

Story tree Goin’ Someplace Special                                        

Story four Emmy’s Silence                                                                                                         

Closing Pages





Author: admin

file:///C:/Users/Esmeralda/Desktop/Spanish%20biograph Esmeralda Gonzalez 5343 Terra Alta #1612 Paseo Los Sapos Escalon General San Salvador Telephone 909 2633881 Objective: Credential in science, math, and social science. Qualifications: 30 days Emergency Teacher Certification RICA, CSET and CBEST B.S. from Michigan State University Science and Technology; minor Medical Ethics Master’s in Education, Mild to Moderate Special Education; Cambridge College Adult Education Credential: Elementary and Secondary Basic Skills, Math and Science Provider CPR, infant and adult current certification Publisher: Emmy Brooklyn to Puerto Rico 2009 (Spanish and Engish) and The Child; how to motivate students to learn in the 21st century 2015. Professional Experience: I have experience working k-12 and adult education students. Implementing, Instructional materials that meet up to the common core standard curriculum. I have experience researching k-12 standard curriculum as to apply, adapt and accommodate to difference grade levels and age groups. I have a good command of writing and speaking skills. I am computer literate. I have good costumer relation skills. I have manager and supervised more than 150 students, aids, volunteers and staff at a time. I have good business and management skills. I am able to multi task. I’m computer literate. I believe in quality improvement and accountability skills. I am quick to learn. 2011-2014 Facilitator-Instructor and Recruiter: work with parents Parent Instituted for Quality Education: Recruiter and Facilitator Deputy Director Juan Dominquez 909 257-1006 2012-presenty: Rehired: Substitute Teacher 0-2years, 2-4years and k-12 RUSD 2009- Present Teacher PSAT/SAT: Writing, Math and Creative Writing, Rowland Adult Education Center Nogales Street California 91748 Telephone 626 965 2004-2009: Substitute K-12 Rowland Unified School District Nogales Street California 91748. Telephone: 626 965 2541 2006-2012: Substitute k-12, Baldwin Park USD, 3639 North Holy Ave. Baldwin Park, California, 9170. Telephone 626 962-3311. 2006-2009: Long Term Substitute Teacher k-12, Rowland USD, 1830 S. Nogales Street, Rowland Heights, California 91748. Telephone 626- 965-2541. 2005-2003: Substitute k-12, Moreno Valley USD, 25634 Alassandro Blvd. Moreno Valley , California 92553 . Telephone 951-571-7600. 2003-2002: Teacher 8th grade math and science, HLPUSD, 1030 Valinda Middle School La Puente, California. Telephone 626-933-4700. 2002-1999: Site Supervisors at Options Enrichment Program, 100 W Garvey Ave, North West Covina , California 91790 . Telephone 626-332-2253. Responsible of k-6 students and Designed Plan Lesson Plan using Howard Gardner Model Computer –literate (black-board experience). Reference letters upon request.