3 Content Reviews

Wk3 Content

 

Learning Resources

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Required Resources

 

 

 

  • Course Text: Child, Family, School, Community: Socialization and Support
    • Chapter 5, “Ecology of Nonparental Child Care” (pp. 156–170, read up to “Nonparent Child Care and Socialization”; pp. 177–181, read from “Socialization Practices as They Relate to Nonparental Child-Care Ideologies”)
    • Chapter 6, “Ecology of the School” (pp. 186–187; pp. 190–195, read from “Diversity and Equity” to “Chronosystem Influences on Schools”; pp. 203–211, read from “Mesosystem Influences on Schools”)
    • Chapter 7, “Ecology of Teaching” (pp. 216–234, read up to “Macrosystem Influences on Teaching”; pp. 243–246)
    • Review Chapter 4 (pp. 144–149)

 

 

 

Resources for Action Plan 3

 

 

 

  • Web Site: Prevent Child Abuse America

    http://www.preventchildabuse.org/index.php

  • Article: Child Welfare Information Gateway. (2008). Supporting parents and preventing child maltreatment. In D. Koralek, Caregivers of young children: Preventing and responding to child maltreatment. Retrieved from http://www.childwelfare.gov/pubs/usermanuals/caregive/caregiveg.cfm

  • Booklet: Baker, L. L., & Cunningham, A. J. (2004). Helping children thrive: Supporting woman abuse survivors as mothers. London, Ontario: Centre for Children & Families in the Justice System. Retrieved from http://www.lfcc.on.ca/HCT_SWASM.pdf

    Review the “For Service Providers” sections (see the Index for pages). 

  • Article: Prevent Child Abuse America. (2005). Promoting effective and nurturing parenting. Chicago, IL: Author. Retrieved fromhttp://www.preventchildabuse.org/advocacy/downloads/child_effect_parent.pdf

  • Booklet: NAEYC. (2008). Building circles, breaking cycles—Preventing child abuse and neglect: The early childhood educator’s role. Washington, DC: Author.

 

 

 

Optional Resources

 

 

 

  • Web Article: Harvard Family Research Project: Family Involvement in Early Childhood Education

    http://www.hfrp.org/family-involvement/publications-resources/family-involvement-in-early-childhood-education

  • Web Article: Caring for Children of Color: The Child Care Patterns of White, Black, and Hispanic Children under 5

    http://www.urban.org/UploadedPDF/311285_OP-72.pdf

  • Web Article: Child Abuse and Neglect Fact Sheet

    http://cdf.convio.net/site/DocServer/factsheet0805.pdf?docID=397

 

 

 

 

 

Content Review

Directions:

  • Respond to each item. Each response should be concise and between 2–3 paragraphs in length.
  • Use MS Word to write your responses, and submit your answers to all three questions in one Word document.
  • Copy and paste each question within the document, so that your Instructor can see which question you are responding to.
  1. High-quality early childhood care and education is related to many positive outcomes for children. Review pages 156–160 in the course text. Identify three ways in which organizations such as the National Association for the Education of Young Children (NAEYC) and/or the National Association for Family Child Care (NAFCC) work to positively impact quality child care and education. Describe one way that individual early childhood professionals can also work to positively impact the lives of young children and their families.

  2. Schools have a definite role the socialization process. Explain the difference between the concepts of cultural assimilation and cultural pluralism. Why is the concept of bilingual/multicultural educationan example of cultural pluralism?

  3. Identify and explain key responsibilities of early childhood classroom teachers with regard to children who have disabilities, the IEP process, and their work in inclusive settings. Explain the role of the early childhood classroom teacher in each of these areas, identifying and explaining examples of the key responsibilities of early childhood educators.

 

 

 

 

 

WK4 CNT

Learning Resources

 

Required Resources

 

  • Course Text: Child, Family, School, Community: Socialization and Support
    • Chapter 11, “Emotional and Cognitive Socialization Outcomes” (pp. 376–3 96)
    • Chapter 12, “Social and Behavioral Socialization Outcomes” (pp. 400–411, read up to “What theories explain the development of altruistic behavior?”; pp. 416–434, read from “Morals” to “Mass Media”; pp. 427, read from “Gender Roles” to “What are the major theories of gender-role development?”; pp. 430–436, read from “Influences on Gender-Role Development”)
    • Review Chapter 3 (pp. 81–86, review from “Divorce and the Law” to “Kin Custody”)
  • Article: Katz, L. (1995). How can we strengthen children’s self-esteem? Retrieved fromhttp://www.kidsource.com/kidsource/content2/strengthen_children_self.html

 

Resources for Action Plan 4

 

  • Web Article: The Effect of Divorce on Children: What Makes a Difference

    http://www.extension.purdue.edu/providerparent/Family-Child%20Relationships/EffectDivorce.htm

  • Web Article: Children’s Reactions to Divorce—Ages and Stages

    http://www.extension.purdue.edu/providerparent/Family-Child%20Relationships/ChildrensReactions.htm

  • Web Article: The Effects of Divorce on Children

    http://www.ces.ncsu.edu/depts/fcs/pdfs/fcs471.pdf

  • Article: Desrochers, J. E. (2004). Divorce: A parents’ guide for supporting children. Bethesda, MD: National Association of School Psychologists. Retrieved fromhttp://www.nasponline.org/resources/parenting/divorce_ho.aspx
  • Article: American Academy of Child and Adolescent Psychiatry. (2008). Facts for families: Children and divorce [Fact sheet]. Retrieved from http://www.aacap.org/page.ww?section=Facts for Families&name=Children and Divorce
  • Web Article: Providers Talking with Parents about Divorce

    http://www.extension.purdue.edu/providerparent/Parent-Provider%20Relationships/ProvidersTalking.htm

 

Optional Resources

 

  • Web Article: Kids Count Essay: Helping Our Most Vulnerable Families Overcome Barriers to Work and Achieve Financial Success

    http://www.eric.ed.gov/PDFS/ED485938.pdf

  • Web Article: How Not to Talk to Your Kids: The Inverse Power of Praise

    http://nymag.com/news/features/27840/

Content Review

 

Directions:

  • Respond to each item. Each response should be concise and between 2–3 paragraphs in length.
  • Use MS Word to write your responses, and submit your answers to all three questions in one Word document.
  • Copy and paste each question within the document, so that your Instructor can see which question you are responding to.

 

  1. Children develop attitudes through interactions with and feedback from the people in their environments. Ultimately, these attitudes impact the development of values. Review the various influences on attitude development explained on pages 377–380 of your course text. Choose four of these influences and discuss how each might contribute to the development of prejudice.

  2. Review the section on self-regulation on pages 400–401 in your text. Consider the factors that influence a young child’s ability to self-regulate. Why is self-regulation important to children’s success in school and in life? What changes in today’s world might support or diminish fostering this vital ability in children? Explain your point of view.

  3. Peers, school, media, and community are some of the influences on children’s conception of gender roles. Pages 430–436 in your text explain the depth and breadth of these influences. Choose two influences that are of most interest to you, and explain how each influence can lead to stereotyped behavior, or “sex typing.” For each influence, identify ways that you as a professional can advocate for more gender-neutral behavior or against sex typing.

 

 

WK5 CNT

 

 

 

 

Learning Resources

 

 

 

Required Resources

 

 

 

  • Course Text: Child, Family, School, Community: Socialization and Support
    • Chapter 10, “Ecology of the Community” (pp. 334–367)
  • Web Sites: 

    • Sticking Up for Early Childhood Programs

      http://sparkaction.org/node/332

    • Early Childhood Advocacy Toolkit

      http://www.state.ia.us/earlychildhood/EC_resources/advocacy/advocacy_toolkit.html

    • Organizing Your Advocacy Efforts

      http://www.state.ia.us/earlychildhood/docs/Part7REVISED.pdf

    • Tools and Resources

      http://www.ounceofprevention.org/advocacy/advocacy-tools.php

 

 

 

Resources for Action Plan 5

Note: You may decide to develop your Action Plan for a different issue other than child care or poverty, in which case you will need to find resources about your topic of concern.

 

 

 

  • Article: Children’s Defense Fund. (n.d.). Quality child care helps parents work and children learn. Retrieved January 6, 2009, from http://cdf.convio.net/site/DocServer/quality_child_care.pdf?docID=794

  • Article: Children’s Defense Fund. (2005). Child care basics. Retrieved fromhttp://cdf.convio.net/site/DocServer/child_care_basics_2005.pdf?docID=282 

  • Web Article: State Fact Sheets on Early Childhood Development, Children’s Defense Fund

    http://www.childrensdefense.org/child-research-data-publications/data/state-data-repository/children-in-the-states-factsheets.html

  • Web Article: Child Welfare League of America: 2008 State Fact Sheets

    http://www.cwla.org/advocacy/statefactsheets/statefactsheets08.htm

  • Article: Children’s Defense Fund. (2005). Defining poverty and why it matters for children. Retrieved from http://cdf.convio.net/site/DocServer/definingpoverty.pdf?docID=390 

  • Web Site: Kids Count Data Center: Data by State

    http://datacenter.kidscount.org/data/bystate/Default.aspx

  • Web Article: Military Projects at Zero to Three

    http://www.zerotothree.org/about-us/funded-projects/military-families/

  • Web Article: Children and Families of Military Personnel

    http://www.healthychild.net/TheMedicineChest.php?article_id=424

  • Web Article: Talk, Listen, Connect: Deployments, Homecomings, Changes

    http://www.sesamestreet.org/parents/topicsandactivities/toolkits/tlc

 

 

 

Optional Resources

 

 

 

  • Web Article: Zero to Three: Helping Young Children Succeed: Strategies to Promote Early Childhood Social and Emotional Development

    http://www.zerotothree.org/site/DocServer/helping_young_children_succeed_final.pdf?docID=1725&AddInterest=1157

  • Web Article: Who’s Missing at the Table? Leadership Opportunities and Barriers for Teachers and Providers

    http://www.ccw.org/storage/ccworkforce/documents/publications/whosmissing.pdf

  • Web Article: NAEYC Advocacy Toolkit

    http://www.naeyc.org/files/naeyc/file/policy/toolkit.pdf

  • Web Article: Transforming Schools Through Community Organizing: A Research Review

    http://www.hfrp.org/content/download/1190/48694/file/transform_community_organize.pdf

 

 

Directions:

  • Respond to each item. Each response should be concise and between 2–3 paragraphs in length.
  • Use MS Word to write your responses, and submit your answers to all three questions in one Word document.
  • Copy and paste each question within the document, so that your Instructor can see which question you are responding to.

 

  1. After reviewing pages 334–343 in your course text, summarize how children’s socializing experiences relate to the physical, economic, social, and personal conditions of the community in which they live.

  2. Communities can offer families vital prevention, support, and rehabilitation services. Review pages 346–352 in your text. Choose one example from each of these areas and explain why each is integral to healthy child and family development.

  3. It can be said that caring communities “improve the opportunities for every young person, regardless of circumstances, to become a healthy, secure, educated, economically self-sufficient, and productive adult” (Berns, 2013, p. 352). From your perspective as a future early childhood professional, identify and explain three ways that a caring community can meet the needs of young children and their families, including those with the greatest needs 

 

 

 

 

 

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