Test 2 Flashcards
Cradles of Child Development
Family: two or more people living together, related by factors such as birth, marriage, adoption, etc
Culture: the values, traditions, and symbol systems of a long-standing social group. Gives meaning to one’s daily activities.
Society: the relatively large and enduring collection of people who live in the same region and share govt. services, etc. Provides people with amenities and contact with others.
How do differences in family structures and family processes impact child development?
children of authoritative parents tend to be mature cheerful and confident
children of authoritarian parents tend to be withdrawn, aggressive and have low self esteem
children of permissive parents tend to be demanding disobedient and dependent
children of neglectful parents tend to have many difficulties
children with mothers and fathers may learn conflict resolution, or have problems with intimacy and depression
Family structures
The makeup of a family
-64.7% of American children live with two married parents
-4.5 % live with two unmarried parents
- 23.1% live with a single mother
- 3.7% live with a single father
- 3.9% live with another relative
Family processes
Parenting and Socilization: how the family operates and interacts with each other
How can teachers integrate understanding of diverse family structures in the classroom?
- Make activities inclusive of children from various backgrounds
- Foster a climate of acceptance for diverse family structures
- Include mothers, fathers, and grandparents at school
- Be supportive when children undergo a major family transition
- Remain patient while children adjust to new family structures
- Let children say what they want
- Anticipate children’s needs based on what you know about their families
- Extend an extra hand to students in foster care
- Advocate for evidence-based programs for children during family transitions
How can teachers build strong positive relationships with families from diverse family backgrounds?
- Make use of casual contacts (text)
-use a variety of communication methods - accommodate schedules
- encourage native ln language parent groups
- Be specific with how parents can get involved
- use parent expertise during the school year
- make written communication free of slang
- develop a classroom handbook
- use variety of ways to communicate with parents (translators)
Working with parents and families from lower socioeconomic groups
- Invest in children’s strengths
- Foster a sense of community+belonging
- Convey clear expectations for behavior
- Show the relevance of academic success to children’s future
- Introduce children to institutions in the community
- Communicate high expectations for future goals
-Support homeless children - Find good role models
- establish a warm, predictable environment
-encourage involvement in extracurriculars - Be a mentor
- Advocate for the improvement of schools
What is culture?
Culture includes all transmitted beliefs, behaviors, symbols, and tools that are shared among groups of people
1. Behavior: Observable ways in which people act—ex: language, communication patterns, mealtime practices, roles, and responsibilities.
2. Beliefs: thoughts about independence, autonomy, interdependence, achievement,respect, time, etc
3. Symbols: Art, dance, literature and music
4. Distinct Tools: cultures may have varying tools, such as technology
How do Latino parents value education?
latino parents focus on cooperation and repectful behvaior in school. They provide moral and emotional support by having high aspirations. They see the parents role in education as being providing the child with manners, and respetctul behavior.
What is ethnicity?
the way a person identifies themselves within a country from which they or their ancestors came from (ancestry)
What strategies were discussed by McDevitt to respond to cultural/ethnic differences?
- Look within ( for subconscious biases, expectations, etc)
- Reflect on your Childhood ( upbringing, privileges, and experiences)
- Watch for cultural funds of knowledge
- Foster respect for diverse groups ( accept that what you do and fail to do can perpetuate inequalities, confront inequalities)
- Recognize the existence of variation within groups and across individuals
- Adapt to the cultural beliefs and practices of children
- Use materials that represent all cultures in a competent light
- Expose students to successful modes from various ethnic groups
- Be neutral, inclusive, and respectful regarding religion
3 Key Lessons about understanding Latino families and how to involve parents in school partnerships
- Auerbach and Pollack
- Validate families cultures ( understand what families value and how they contribute to their child’s education)
- Keep it Small (small-scale outreach opportunities such as workshops with fewer people, phone calls, etc rather than large intimidating meetings)
- Nurture Parent Voice ( elicit parents’ perspectives to shape policies, and encourage ongoing dialogue with parents for mutual understanding)
What can teachers and schools do to engage immigrant refugee children and families with school?
- Kugler and Price
- Build relationships with families (give them the power to feel welcomed)
-Break down the stigma ( use different vocabulary so that the cultural stigma to receive mental health help is reduced) - Partner with families, don’t just inform them ( empowers the parents, seen as equals and valuable members of the child’s education)
- Work with community, cultural, and religious leaders (brings the kid’s culture into the picture, shows respect)
- Recognize the trauma, and stress of the entire family
Cultural Differences to Look for in the Classroom
Individualism: encourages independence, self-assertion, competition, and expression of personal needs
Collectivism: promotes that people should be honorable and cooperative, obedient, and invested in the accomplishments of the group (in Japan, China, and Korea)
Behavior towards authority figures:
Values and Expectations:
Conceptions of Time:
Brofenbrenners Ecological Model
Microsystem: immediate settings and interactions from daily life, including immediate family, school, etc
Mesosystem: interconnections among systems, including the interaction between home and school
Exosystem: the social settings that don’t contain the child but have an effect on their experiences, including legal services, friends of family, etc
Macrosystem: Attitudes and ideologies of one’s culture. Broader cultural and societal influences such as values, laws, and customs
How does belief affect behavior?
Beliefs and behaviors are closely related, as common practices are grounded in beliefs on what is true, healthy, and appropriate. For example, European Americans have children sleep in separate rooms to foster independence, and Caribbean and Asian parents co-sleep to encourage bonding.
Examples of diffrent ethinc groups having shared patterns of behaviors, tools, beliefs and symbols
EX: African Americans tend to value assertiveness, independence, and self-confidence as well as having high expectations
Hispanics tend to be more interdependent, have a strong affiliation with family, and value empathy
Asian Americans tend to focus on family, connectedness, and harmony
What does an elementary classroom look like in terms of cultural diversity?
In the Fall of 2019, 56.6 million students attended elementary & secondary schools
-50.8 million in public
-5.8 million in private
Between 2000-2017
- white students decreased from 62% to 51%
- black students decreased from 15% to 14%
- Hispanic students increased from 16% to 25%
- Asian students increased from 3% to 5%
- native Americans, Alaska natives, and pacific islanders remained at or below 1%
What kind of teacher diversiy is refected in public schools?
- racial/ethnic diversity has increased, however, teacher and student diversity does not match
- 80-83% teachers are white
- 7-8% are black
- 6-9% are Hispanic
- 1-2% are Asian
Teacher Diversity
- public elementary and secondary schools with diverse student populations had more diverse teacher populations
- The percentage of minority teachers was highest at schools that had 90% + minority students and lowest at schools with 10%- minority students
Disparities in teacher behavior/society
Stereotypes: Conscious assumptions based on someone’s characteristics ex: A teacher assumes black students aren’t as academically capable as white students
Implicit bias: Relatively unconscious judgments made about someone because of a characteristic such as race. May be the foundation for stereotypes. ex: a teacher may punish black students more severely for doing the same thing as white students
Prejudice: Negative attitudes, feelings, and behaviors based on stereotyping
Discrimination: The unfair treatment of people sharing a certain characteristic
What strategies to use to learn about cultural/ethnic differences in the classroom?
(Strategies that teachers can use to enhance the involvement of different ethnic and cultural backgrounds in their child’s schooling)
- Parents complete an info sheet (traditions, holidays, foods, etc)
- Show and Tell
- Students share their home life with the class
- Ask students what they do for holidays
- Speak with members of the culture
- Learn about the culture and ways of greeting families
Challanges of Divorce
- Child may believe their behavior caused the divorce
- Depression and aggression may occur
Favorable adjustment in divorce is facilitated by…
- productive, positive relationship between parents
- affection is shown to children
- firm and consistent expectations
- listening to the child’s concerns
- encouraging contact with friends and family
