The Child in the Family and the Community

by Gonzalez-Mena, Janet

• ISBN13: 9780130922519
• ISBN10: 013092251X
• Edition: 3rd
• Format: Paperback
• Copyright: 2002-01-01
• Publisher: Pearson College Div

Summary

Recognizing that socialization is one of the most important aspects of child development, this lively and engaging book examines socialization issues of young children during child rearing, in child care facilities, and in the early education system within a developmental context. Child development as it relates to a child's first eight years, to a healthy family, and to a multicultural community is presented to readers through personal stories, vignettes, pictures, and a wealth of examples. For anyone with a personal or professional interest in early childhood development and education.

Table of Contents

PART 1 The Child: Socialization in a Developmental Context	1	(94)
Attachment	4	(22)
Attachment and Trust	6	(3)
How Attachment Occurs	9	(2)
Signs of Attachment	11	(1)
Obstacles to Attachment	12	(3)
Learning to Cope with Feelings of Loss	15	(2)
Varying Attachment Patterns	17	(2)
Attachment and Infant Mortality	19	(1)
Judging Attachment in a Cross-Cultural Situation	20	(1)
Child Care and Attachment	21	(1)
Quality Care is Vital to Attachment	22	(1)
Summary	23	(1)
For Discussion	23	(1)
References	24	(1)
Further Reading	25	(1)
Autonomy	26	(22)
Toddlers and Autonomy	28	(1)
Signs of Developing Autonomy	28	(7)
Negativity	28	(1)
Exploration	29	(1)
Self-Help Skills	30	(3)
A Sense of Possession	33	(2)
Dealing with Issues of Power and Control	35	(7)
Set Up a Developmentally Appropriate Environment	36	(1)
Appreciate Play	36	(1)
Encourage Self-Help Skills	37	(1)
Give Choices	38	(1)
Provide Control	39	(1)
Set Limits	40	(2)
Coping with Loss and Separation	42	(3)
Taking Separation in Small Steps	42	(1)
Entering Child Care	42	(3)
Summary	45	(1)
For Discussion	45	(1)
References	46	(1)
Further Reading	46	(2)
Initiative	48	(24)
What Initiative Looks Like in a 4-Year-Old	50	(1)
Analyzing Initiative in a 4-Year-Old	51	(2)
Developmental Conflicts	53	(1)
Autonomy versus Shame and Doubt	53	(1)
Initiative versus Guilt	53	(1)
Imagination and Fantasy	54	(1)
The Value of Play of All Sorts	55	(1)
How the Environment Contributes to a Sense of Initiative	56	(3)
``Dimensions'' of Play Environments	58	(1)
How Adults Contribute to Children's Initiative	59	(1)
The Shy Child	60	(1)
A Look at Aggression	61	(3)
Causes of Aggression	61	(3)
Teaching Young Children Problem-Solving Skills	64	(2)
Empowering the Preschool-Age Child	66	(2)
Summary	68	(1)
For Discussion	69	(1)
References	70	(1)
Further Reading	70	(2)
Self-Esteem	72	(23)
Portrait of a Person with High Self-esteem	74	(1)
Definition of Self-esteem	75	(1)
Dimensions of Self-esteem	76	(2)
Significance	76	(1)
Competence	77	(1)
Power	78	(1)
Virtue	78	(1)
The Role of Beliefs and Expectations in Self-Esteem	78	(1)
Where Does Self-Esteem Come From?	79	(2)
Promoting Self-Esteem	81	(3)
Give More Honest Feedback and Encouragement Than Praise	81	(1)
Give Children Opportunities to Experience Success	81	(3)
Children Learn from Failure	84	(1)
Celebrating Differences: An Antibias Approach	85	(6)
Bias Is Bad for People	86	(2)
Cultural Differences and Self-Esteem	88	(3)
Summary	91	(1)
For Discussion	91	(1)
References	92	(1)
Further Reading	92	(3)
PART 2 The Family: Socialization for High Self-Esteem in Healthy Families	95	(166)
Goals, Values, and Culture	102	(24)
Relationship of Goals and Values to Child-Rearing Practices	104	(1)
Cultural Differences in Goals and Values	104	(2)
Contrasting Cultural Patterns	106	(1)
When Parents and/or Caregivers or Teachers Have Conflicting Goals and Values	107	(2)
What to Do When Conflicts Arise	109	(7)
Build Relationships	113	(1)
Know Yourself	114	(1)
Work to Bring Differences Out in the Open	114	(1)
Discuss Differences	114	(1)
Become an Effective Cross-Cultural Communicator	114	(1)
Problem-Solve	115	(1)
Commit Yourself to Education	115	(1)
Helping Children Understand and Value Cultural Pluralism	116	(1)
Teaching Morals and Values to Children	116	(1)
Teaching Morals by Helping Children Examine Their Decision-Making Process	117	(1)
Teaching Morals by Promoting Prosocial Development	118	(3)
Summary	121	(1)
For Discussion	121	(1)
References	122	(1)
Further Reading	122	(4)
Child Care: An Extension of the Family	126	(22)
Child Care as a Child-Rearing Environment	128	(2)
Affordability and Availability	130	(3)
Status and Salaries	131	(2)
The State of Child Care in America Today	133	(1)
Looking at Quality	134	(1)
Adult-Child Interactions in Child Care and Early Education Settings	135	(1)
Including Everybody	136	(2)
Questions Concerning Continuity Between Child Care and Home	138	(3)
Parent-Provider Relations	141	(4)
Roadblocks to Mutual Appreciation, Respect, and Support	142	(3)
Summary	145	(1)
For Discussion	145	(1)
References	146	(1)
Further Reading	146	(2)
Disciplining for High Self-Esteem	148	(18)
Defining the Word Discipline	150	(1)
Problems with Using Punishment to Teach Young Children	151	(2)
Guidelines for Disciplining Young Children	153	(11)
Discipline as Preventing Unacceptable Behavior	153	(5)
Discipline as Responding to Unacceptable Behavior	158	(6)
Summary	164	(1)
For Discussion	164	(1)
References	164	(1)
Further Reading	165	(1)
Accepting Feelings	166	(22)
What Are Feelings?	169	(2)
All Feelings Are Positive	170	(1)
Learning Feelings	171	(7)
Social Referencing	172	(1)
Cultural Scripts	173	(2)
The Importance of Accepting Feelings	175	(1)
Teaching Children Healthy Expressions of Feelings	176	(2)
Teaching Children to Cope with Feelings	178	(6)
Developing Self-Calming Skills	178	(2)
Coping by Playing Pretend	180	(1)
Coping with Simultaneous Feelings	180	(1)
Coping with Anger	181	(1)
Coping with Fear	182	(2)
Summary	184	(1)
For Discussion	185	(1)
References	185	(1)
Further Reading	185	(3)
Problem Solving	188	(18)
Problem Solving When Needs Conflict	190	(2)
The Direct Order and Its Disadvantages	190	(1)
The Fear-Inducing Approach and Its Disadvantages	190	(1)
Issues Around Obedience	191	(1)
Suffering Silently	191	(1)
Suffering Openly	191	(1)
Parenting Approaches	192	(1)
The Authoritarian Approach	192	(1)
The Permissive Approach	192	(1)
The Authoritative Approach	193	(1)
The Problem-Solving Process	193	(7)
Problem Solving When the Child Has a Problem	194	(2)
Problem Solving When the Adult Has the Problem	196	(3)
Using the RERUN Process: An Example	199	(1)
Problem Solving and Cognitive Development	200	(1)
Child-Initiated Problems	200	(1)
Adult-Initiated Problems	201	(1)
Summary of Steps of Problem Solving	201	(3)
Summary	204	(1)
For Discussion	204	(1)
References	204	(1)
Further Reading	204	(2)
Strokes and Affirmations: A Path to Self-Esteem	206	(20)
What Are Strokes?	208	(2)
Using Positive Strokes to Change Behavior	210	(1)
What Are Affirmations?	211	(6)
Affirmations Can Create Self-Fulfilling Prophecies	212	(2)
Children's Response to Affirmations and Strokes	214	(3)
Relation of Adult Self-Esteem to Building Self-Esteem in Children	217	(2)
Changing Negative Messages to Positive Ones	217	(2)
Self-Stroking	219	(1)
Learning New Skills	220	(3)
Tips for Getting Yourself Nurtured	222	(1)
Summary	223	(1)
For Discussion	224	(1)
References	224	(1)
Further Reading	224	(2)
Modeling and Teaching Sex Roles	226	(16)
Why Think About Teaching Sex Roles?	228	(1)
The Women of Today	228	(1)
Sex Equity and Child Rearing	229	(3)
Toys and Sex Roles	229	(2)
The Power of Language	231	(1)
Using Modeling to Teach	232	(1)
Differential Socialization	232	(4)
Differential Treatment from Parents	234	(1)
Differential Treatment in Preschool	234	(1)
Differential Treatment from Elementary School	235	(1)
The Role of Biology in Creating Differences Between Boys and Girls	236	(1)
Guidelines for Parents and Early Childhood Educators	237	(2)
Summary	239	(1)
For Discussion	239	(1)
References	239	(1)
Further Reading	239	(3)
Stress and Success in Family Life	242	(19)
Successful Families	244	(1)
Traits of Successful Families	245	(7)
Sara's Family	246	(1)
Roberto's Family	247	(1)
Hai's Family	248	(1)
Michael's Family	248	(1)
Courtney's Family	249	(1)
The Jackson Family	250	(2)
What Do the Six Families Have in Common?	252	(1)
Stress Isn't Necessarily Bad	252	(2)
What We Can Learn from Studies of Resilient Children	254	(1)
Helping All Children Become Resilient Children	255	(3)
Summary	258	(1)
For Discussion	258	(1)
References	259	(1)
Further Reading	259	(2)
PART 3 The Community: Socialization in the Community Context	261	(60)
Community Resources	264	(18)
Social Networks	266	(3)
Developing a Broad Base of Support	267	(1)
Forms Social Networks May Take	268	(1)
Community Institutions That Serve Families	268	(1)
Families Using Community Resources	269	(6)
Sara's Family	269	(2)
Roberto's Family	271	(1)
Hai's Family	272	(1)
Michael's Family	272	(1)
Courtney's Family	273	(1)
The Jackson Family	274	(1)
Connections to the Community	275	(3)
A Summary of Community Resources	275	(2)
Availability of Community Resources	277	(1)
Summary	278	(1)
For Discussion	279	(1)
References	279	(1)
Further Reading	279	(3)
Socializing Agents	282	(22)
Socialization and the Family	284	(5)
The Issue of Bias	285	(4)
Schools as Socializing Agents	289	(6)
Getting into Kindergarten	290	(3)
Classroom Behavior	293	(1)
Responding to Diversity	294	(1)
Inequity and Schools	295	(1)
The Peer Group as an Agent of Socialization	295	(2)
Functions of the Peer Group	297	(1)
The Media as an Influence on Socialization	297	(5)
Commercial Advertising	299	(1)
Violence	300	(2)
Summary	302	(1)
For Discussion	302	(1)
References	302	(1)
Further Reading	302	(2)
Social Policy Issues	304	(17)
Who Is Responsible for America's Children?	306	(3)
Children and Equal Opportunity	308	(1)
Ready to Learn: A Goal for All of America's Children	309	(4)
Head Start	310	(1)
Child Care	310	(3)
Economic Development	313	(1)
Adequate Health Services and Nutrition for All	313	(2)
Taking a Preventive Approach	315	(1)
Advocacy	316	(1)
Summary	317	(1)
For Discussion	318	(1)
References	318	(1)
Further Reading	318	(3)
Index	321

Excerpts

This third edition ofThe Child in the Family and the Communityis still the same personal book, written to the reader from the author about the socialization of young children in child rearing, caring, and educational contexts. It focuses on developmental theory, but also on diverse perspectives. The style is different from most textbooks because of its emphasis on real-life experience and personal insight, in addition to academic discipline. The theory behind the practical emphasis is explained in terms of specific concrete examples. This text approaches learning by using constructivist theory and fits with Jean Piaget's ideas about learners attaching new knowledge to existing knowledge. In other words, readers are encouraged to reach into their own experience to make sense of new information in terms of what they already know. Because whatever we read is always filtered through our own subjective experience, this text acknowledges that fact and capitalizes on it. The author lets her voice come through as she tells personal stories and shares insights. Students are asked regularly to look at the issues, information, and examples the text presents in light of their own ideas, feelings, and experience. Examples given are designed to appeal to both traditional and nontraditional students by reflecting the demographics of the United States today. This book is based on twenty-eight years of experience teaching a course on socialization called "Child, Family, and Community" in early childhood departments in several community colleges and in the Child and Family Studies Program at Napa Valley College in northern California. It provides information that students need to work with and rear young children. It is written for early childhood students who plan to be teachers, caregivers, child care workers, family child care providers, or parents. General education students will also benefit. Trainers in the field will find -the book valuable for use in inservice training for teachers and child care workers; parent educators will find it useful as well. WHAT'S NEW IN THE THIRD EDITION The age range the text focuses on is now expanded from birth to 8 years of age in accordance with the definition of early childhood education. The first section shows a developmental sequence, with chapter 4 focusing more on kindergarten and primary children than in the past editions. The subject of play which had been mostly contained in chapter 3 about preschool children, has expanded beyond that chapter. Cognitive development as it relates to socialization as well as some information about brain research, is now included in this new edition. Because inclusion of children who have special needs has become more and more a focus in the field of early care and education, the needs of those children are addressed in greater detail in this edition. This information is important to students going into early childhood education because the field of special education and early education are working more closely together than ever before. The pedagogical material at the beginning and end of each chapter has been consolidated so it is not so daunting to the student. Teasers designed to pique the student's curiosity still open each chapter and discussion questions still end the chapters. The references and Further Reading sections are designed for the student who wants to go further into a subject. Of course, the new edition continues to focus on up-to-the minute issues, and gives an even broader coverage of topics than before. The extensive reference lists represent an expansive view of culture and gender issues, reflecting both recent and classic well-respected works in the field. This edition contains even more material on cultural perspectives, and racial, class, and gender issues, always emphasizing a multicultural/antibias approach for a pluralistic America. Perhaps the highest compliment paid to