EGP 326 Final

Assertiveness vs. Aggression

Assertiveness: 1) enhances interpersonal communication 2) self-focused, not other-focused 3) uses i-messages 4) doesn't blame or attack Aggressiveness: inhibits or discourages interpersonal communication

Family Strength

Identifies and builds on positive attributes in family functioning

Supporting ELLS and Their Families - Key Facts about ELLS

1) ELLS are the fastest-growing student population in the country, growing 60% in the last decade 2) 10% of all public school students are English as a Second Language learner (ESL). But less than 1% of public school teachers are ESL instructors 3) 70% of Bilingual Learners speak Spanish

Mesosystem

1) Encompasses the interaction of the different microsystems (school and home) which the child finds themselves in 2) One concept provides a way of thinking about social networks 3) Is like a ping pong match. You need a connection between both players and if one player walks away, you can't play or you don't have that connection. 4) The connection could be between the school and family (parent-teacher conference)

Structured

1) Leadership sometimes shared 2) Somewhat democratic discipline 3) Roles stable 4) Change when demanded 5) Balanced

Flexible

1) Shared leadership 2) Democratic discipline 3) Role-sharing change 4) Change when necessary balanced

LGBT Support Practices

1) be an ally A) an ally is an individual who speaks out and stands up for a person or group that is targeted and discriminated against B) support students who come out to you 2) Pursue professional development or seek LGBTQ organizations 3) Stand up against homophobia 4) microaggression 5) respond to anti-LGBT language and behaviors 6) teach activities

Cultural Expectations and Gender Roles

1) in society means how we're expected to act, speak, dress, groom, and conduct ourselves based upon our assigned sex 2) play a big part in low income households

Child Health (Effects of Poverty on Children)

1) Children growing up in poverty don't get the food and nutrition they need to develop properly 2) Children living in food insecure households and communities may suffer from inadequate nutrition which can contribute to physical health problems (diabetes, obesity) as well as mental health issues (EX: You don't have enough money to get healthy foods like things from Whole Foods but have enough to give your children happy meals from Mcdonald's,) which will lead to obesity (EX: A child that gets a lot of sugar will be hyper and if they're hyper in class, they might get labeled as having ADHD) 3) Children who live in poverty typically have low levels of access to health care services and other social supports group (Dental, vision)

Microsystem

1) Comprises the home, school or daycare, peer group, and community environment of the children 2) Closest and most immediate environment in which a child lives (Ex: If a child cries, the microsystem is the first to react, meaning it could be the parent, sibling, or guardian. If the child is outside of the home, the microsystem could be the school, police department, grocery store, etc)

Values

1) Core of a culture is formed by value 2) Are what makes diverse cultures unique Passed on generation after generation by your ancestors (EX: Cows in India. 80% of the population practice Hinduism. Cows are venerated and shouldn't be sacrificed)

Children in Poverty by Race and Ethnicity

1) American indian: 33% 2) Asian and Pacific Islander: 11% 3) Black or African American: 33% 4) Hispanic or Latino: 26% 5) Non-hispanic White: 11% 6) Two or more races: 19% 7) TOTAL: 18%

Family Life Cycle

1) An approach to understanding families that considers how families typically change over time 2) Horizontal stressors: Stress-producing events that occur over time (Ex: Developmental transitions (marriage, transition to parenthood, empty nest), unpredictable events (chronic illness or sudden disability and unemployment) historic events (hurricane disasters, war, economic influences)) 3) Vertical stressors: stress-producing events that are embedded in particular families' patterns of relating (EX: poverty, oppression, addictions, domestic violence, family myths and secrets, loss of leisure time, genetic influences)

Symbols

1) Are words, gestures, pictures or objects that carry a particular meaning which is only recognized by those who share a particular culture 2) New ones easily develop, old ones disappear (EX: Memes, Statue of Liberty, "We the People" Cross/star of David)

Working with Challenging Parents

1) As teachers it is difficult to actively listen to complaints without becoming defensive 2) Remain professional and listen to the parent's perspective 3) Try to understand the parent has a genuine concern and create mutual agreement in solving it 4) Being an active listener, you are not judging rather listening with an open mindset

Rigid

1) Authoritarian leadership 2) Strict discipline 3) Roles in seldom change 4) unbalanced

Learn about the Child, Family, and Community

1) Be curious to learn about the student and family cultural background 2) Familiarize yourself with the community in which they live 3) Home visits

Implementing Funds of Knowledge into the Classroom

1) Be curious to learn about the student and family cultural background 2) Home visit (visit child's home to meet parents, understand the environment they live in and see if you can help) 3) Open house (meet with parents, show them what you do in the class) Invite parents/caregivers into your class to share their expertise 4) Morning meetings 5) Create culturally relevant experiences based on what you learned

Discrimination

1) Behavior 2) When people are treated differently due to real or perceived characteristics resulting in unfair advantage or disadvantage (Ex: Punishing a black kid more than a white kid (because you think black kids are more violent).)

Bronfenbrenner's Bioecological Theory

1) Believed that a child's development is affected by he/her surrounding environment 2) 5 Environmental Levels that influence a child: a) First the child b) Microsystem c) Mesosystem d) Exosystem e) Macrosystem f) Chronosystem (time) 3) PPCT Design: A) Process: ongoing changes between the person and the context b) Person: individual c) Context: environmental system d) Time: represented by the chronosystem

Chronosystem

1) Changes over time 2) Consists of all the environmental changes that occur over the lifetime which influence development, including major life transitions and historical events (EX: Transition to a new school, parent's divorce, moving to a city)

Building School Partnerships with Diverse Families

1) Creating a Culturally Responsive Classroom (CRT) requires teachers to get to know your students and their families - According to Colombo (2006), teachers who have been successful with culturally and linguistically diverse students enjoyed talking about strategies for classroom instruction and connecting with families 2) To better engage families, a culturally responsive teacher must: - Learn about the child, family, and community - Develop trust - Establish two-way communication - Embrace a strengths-based perspective

Why is Culture important?

1) Cultural shapes behavior because it is learned 2) Cultural Influences: religion, history, regional, ethnic, education, language, economic - All affect values, practices, norms 3) Culture is part of a person's identity

New Paradigm (New Vision of Education - Paradigm Shift)

1) Culturally diverse (rich in spirit and unique) 2) Capable (high achievers, geniuses) 3) Self-Motivated (engaged) 4) Resilient (make it against the odds) 5) Focus on potential for success 6) ASSET MODEL: Based on the strengths of the child. Success is due to motivation

Takeaway about Culture

1) Culture is learned 2) Culture is characteristic of group 3) Culture is a set of rules for behaviors 4) Individuals are embedded to different degrees within a culture 5) Cultures borrow and share rules 6) Members of a cultural group may be proficient in cultural behavior but unable to describe the rule

What is Bias?

1) Daniel Kahenman (Nobel prize-winning psychologist) states that bias results from mental processes associated with the way our brains learn about the world - Our brains create positive or negative associations between groups of people or characteristics 2) Definition: prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair (EX: Black man = dangerous; white man = racist; asian = covid-19; black women = angry, aggressive; white woman = karen, rich)

Old Paradigm (New Vision of Education - Paradigm Shift)

1) Deprived (deficient) 2) Incapable (failures) 3) Unmotivated (off task) 4) At-risk (beat due to circumstances) 5) Focus on potential for failure 6) DEFICIT MODEL: based on something missing in the child. The child is lacking something or is broken. (glass half empty) (EX: Child comes in the room that can't speak English so well. Teacher has a deficit model of thinking because they think that the child won't do so well and must be placed in lower groups.)

Child Development (Effects of Poverty on Children)

1) During the early years, malnutrition can result in failure to thrive and development problems 2) Poverty can hinder social and emotional development 3) Poverty is associated with lower levels of academic achievement and educational attainment for children

Culturally Mediated Instruction

1) Encourages multicultural viewpoints and allows for inclusion of knowledge that is relevant to the students 2) When it incorporates diverse way of knowing, understanding, and representing information 3) According to Nieto and Hollins, students become active participants in their learning which given the opportunity to learn and share different viewpoints based on their own cultural and social experiences 4) What you can do: - Create an environment that encourages and embraces culture - Research students' experiences with learning and teaching styles - Implement different ways for students to be successful

Poverty Level in Pennsylvania

1) For a family of four in 2014, the official poverty line was less than $24,230, and despite this low threshold, more than 765,000 Pennsylvanians live on far less, below half the poverty line 2) Nearly 1 out of 7 Pennsylvanians is living in poverty and for children, it's nearly 1 out of 5 3) As true nationally, poverty among minorities remains much higher than the overall poverty rate, with nearly 30% of African-Americans and 38.6% of African-American children in PA living in poverty

Temporary Assistance for Needy Families (TANF)

1) In 1996, President Bill Clinton fulfilled his promise to end "welfare as we know it" 2) Provides grant funds to states and territories to provide families with financial assistance and related support services (EX: childcare assistance, job preparation and work assistance) 3) In 1996, 68 families received cash assistance for every 100 in poverty. In 2016, only 23 families for every 100 families in poverty received 4) TANF cash assistance 5) TANF's reach declined significantly over time 6) Under TANF, states' cash assistance recipients are required to work a set number of hours per week and at least 50% of the all adults in the program must meet the work requirement. TANF also limits enrollment in the program to 5 years

Responsibilities of Parents

1) In the United states, most people believe that parents bear the financial obligation for their children's expenses, which include health care, child care, shelter, food, and clothing 2) provide care and nurturance for their children 3) related to their children's psychological well-being. Forming emotional attachments is crucial for children's healthy development in all domains. Attachment to parents is necessary for healthy physical, cognitive, social, and emotional development

Cultural Responsive Teaching: Background

1) Is a pedagogy that recognize the importance of including students' cultural reference all aspects of learning - Valuing and incorporating students' cultures in daily instruction 3) Pedagogy is the profession of teaching 4) Can change background knowledge so all students can relate

exocystem

1) Is comprised of organizational factors that relate to an individual's work, including the people, events, and things within an organization 2) Linkage between multiple settings BUT one may not indirectly affect the developing child 3) Not directly but how environment indirectly affects 4) A parent could have a good-paying job. The parent will provide the child with gifts, etc. and it affects the child. If the parent loses it, there won't be any more gifts (EX: Political, legal, educational, healthcare system)

Benefits of Funds of Knowledge

1) It encourages teachers to be more with their students and teachers learn more about their students' families 2) Encourages more creativity and hands-on experience for students to do in the classroom 3) Helps students to understand the teachings more because the teachers will be making connections from their prior learning

Jane Elliott's A Class Divided

1) Jane Elliott taught racism in her classroom by using eye color 2) She told her students one day that brown eyed people were better than blue-eyed people, and her students were once nice to each other but turned on each other 3) Brown-eyed people bullied blue-eyed students 4) The next day, she switched it with blue-eyed people being better than brown-eyed people and the same thing occurred: bullying

Chaos

1) Lack of leadership 2) Erratic discipline 3) Dramatic role shifts 4) Too much change unbalanced

Macrosystem

1) Largest and most distant collect of people and places that still has a significant influence on them (EX: values, religion, beliefs, and culture) 2) Focuses on cultural elements that affect a child's developments - Socioeconomic status - Wealth - Poverty - ethnicity 3) A child's macrosystem can be different from another child who lives in a third-world country (EX: A legislation that helped low-income families has ended. This system affects the SES of families)

Reshaping the Curriculum (Culturally Responsive Teaching)

1) Make the curriculum, relatable, meaningful and student-centered to the student's background and culture 2) Using students' personal experience develop new knowledge and skills 3) What can you do: - Use resources because the textbooks aren't always enough - Create learning activities that are more reflective of students' backgrounds - Develop integrated units around universal themes

One-way communication

1) Newsletters: helps parents stay informed about and connected to school events 2) Notes: can take a variety of forms and serve a variety of purposes. One form is the standard note sent to all parents in the school or class. It's useful for informing parents about occasions such as field trips, picture days, or about activities for which parents need to either give permission or send items to school. more personal notes include teacher-generated communications regarding a child's academic or behavioral progress

Different Types of Families

1) Nuclear 2) Extended 3) Adoptive 4) Single Parent 5) Childless 6) Stepfamilies 7) Same-sex 8) Cohabitation (raising kids without marriage) 9) Chosen family (you pick who you want to be your family...friends..)

Positive Perspectives on Parents and Families

1) Parents are important partners to students and teachers. They're the child's first teacher 2) Constant communication with parents is an important aspect of a child's educational progress 3) What you can do: - Seek to understand parents' concerns, expectations, and suggestion - Keep parents informed of the services offered by the school - Gain cross-cultural skills necessary for successful exchange and collaboration

Learning Within the Context of Culture

1) People from different cultures learn in different ways 2) A child coming into a classroom which the language and culture don't correspond to the school may be at disadvantage in the learning process 3) Students from minority cultures may try to assimilate into the majority culture by disavowing themselves from their cultural beliefs 4) What you can do: - Vary teaching strategies - Use effective communication to bridge cultural differences

Olson's Circumplex Model

1) Therapists and Scientists can identify families in key areas 2) Balanced families - Great communications skills and habits, more functional 3) Midrange families - Mixture of balanced and unbalanced styles 4) Extreme families - Families with unbalanced tendencies tend to have poor communication skills

Child Well-Being (effects of poverty on children)

1) Those who experience extreme poverty make experience "toxic stress" 2) The effects of stress and social conditions of poverty increases the risk of children developing mental health and behavioral problems 3) ACE- Adverse Childhood Experience - Ages 0-17 - Relationship between early childhood trauma and health and well-being problems later in life: A) From birth: adverse childhood experiences B) Social, emotional, and cognitive impairment C) Adoption of health-risk behaviors D) Disease, disability and social problems E) To death: early death

Forge Trust

1) Trust is the foundation for all relationships 2) Developing trusting relationships with families occurs over time 3) If a parent trust their child's teacher = more willingness to support and work with the teacher 4) Strategy is to develop a series of interactions with the families 5) Phone calls 6) Emails 7) Conferences 8) Invite parents to the classroom

Vygotsky's Sociocultural Theory

1) Views human development as a socially mediated process in which children acquire their cultural values, beliefs, and problem-solving strategies with more knowledgeable members of society 2) Zone of Proximal Development (ZPD): the space between what a learner can do without assistance and what a learner can do with adult guidance or in collaboration with peers 3) Human development is based on culture and how it affects us

Best Practices for ELLS

1) Visual cues 2) Graphic organizers 3) Check for understanding 4) Provide word banks 5) Use manipulatives 6) Incorporate student culture 7) Activate prior knowledge 8) Provide examples or models 9) Provide reinforcement

Types of Cultures

1) Western Culture (Mainly America, Great Britain) 2) Eastern Culture (India, China) 3) Latin Culture (Central America, Mexico, South America) 4) Middle Eastern Culture (Most speak Arabic, celebrate Muslim) 5) African Culture (North African, Subsaharian)

Coleman's framework (social capital)

1) a student's home environment had more impact on test scores than any other factor, even school curriculum or student body characteristics 2) points to the importance of relationships among individuals and institutions 3) 3 types: obligations and expectations, norms accompanied by sanctions, information-flow capability

Cochran's Framework (Parent Empowerment)

1) because schools have such a central place in US society, they are a unique and constructive situation to encourage empowerment of parents, families, and communities 2) empowerment is a process through which people and communities grow toward more equitable, respectful interrelationships with themselves, and their environment. In order for relationships to become more equitable, the balance of power usually must change 3) attitudes that are fundamental with this framework include believing that: a) all parents want what is best for their children b) all parents want to be good parents c) parents are not only children's first, but also their most important teachers

Family Structure (How do People End up Living in Poverty)

1) can play a role too especially if you are a single parent, or a one-income family, number of children 2) In 2014, the overall poverty rate was 15%. Approximately 12% of all families in the United States were in poverty. Poverty rates by type of family ranged from 6% to 31%

Circumplex Model

1) demonstrates how all family members are interconnected 2) Cohesion - the level of involvement in each other's lives 3) Flexibility - ability to adjust to new and/or stressful situations communication - is essential to flexibility and cohesion

Components of Family Structure

1) division of labor: who is responsible for each family function? 2) rules of behavior: what are the expectations for social interaction? 3) Family Roles: what is the behavior expectation for each family role? 4) power hierarchy: adults have more power over children

Unemployment (How Do People End Up Living in Poverty?)

1) due to loss of job from downsizing, closures, furloughs, etc. Many have stopped looking/applying because they can't find anything 2) The "working poor" are people who spend 27 weeks or more in a year in the labor force either working or looking for work but whose incomes fall below the poverty level

Prejudice

1) feelings 2) Thoughts and/or opinions about certain peoples or groups that have no biases in reason or previous experience (Ex: Thinking that you don't like two men kissing)

4 ways to create opportunities for parent empowerment

1) focus on and incorporate parent strengths - help them find ways to use their strength to support their child's education 2) create a parent-teacher organization with equal voices - instead of "helping" with school projects, allow them to weigh in on school events or issues 3) recognize and remove to involvement - find ways to remove or lessen barriers that limit their engagement 4) develop strong parent-teacher partners - building two-way communications at the beginning of the school year

Never-Ending Cycle (How Do People End Up Living in Poverty)

1) for some means, they were born into poverty and don't have the means to escape 2) Most of our basic human needs can be met easily if we have enough money to do so 3) The cycle of poverty for generational impacted by poverty is centered around the lack of access to opportunity

Appreciation (6 characteristics of family strength)

1) helps motivate all members to continues to behavior positively toward one another 2) praising the accomplishments and strengths of family 3) receiving compliments as well as giving them 4) showing love in small ways everyday 5) helps motivate all members to continue to behave positively toward one another

Teachers Serves Families and Student

1) in tuition-based early childhood education programs, parents are consumers 2) to practice a family-based philosophy, early childhood teachers must begin to understand that they are serving both children and their families 3) the role of early childhood teachers and other staff members takes on several new perspectives when this idea is incorporated. It means that teachers will respect and understand that requests from family members are often made in the best interest of the child

Importance of Partnership and Family Involvement in Children's Education/Decision Making

1) initiation positive communication early has proven to yield encouraging results for students, parents, and teachers 2) teacher benefits- you can learn about students' needs and home environments through parents 3) parent benefits- schools give parents ideas on how to help and support their children at home 4) student benefits- increased motivation and better attitude and behavior

Spiritual Wellness (6 characteristics of family strength)

1) is described by many as some force that helps us reach beyond ourselves and become a part of something larger than ourselves 2) it gives families strength and purpose 3) helps families cope during times of trouble 4) helps family members maintain a positive outlook on life 5) provide guidelines for living

Receiving Criticism

1) it is important to have skills in accepting and responding to criticism 2) if you agree with the criticism, admit your mistake 3) let the person who voiced the criticism know that you agree with them and briefly state the reason for your behavior 4) indicate to them what you will do to change the situation or your behavior to prevent similar occurrences in the future

Indulgent (parenting style)

1) lenient 2) allow self-regulation 3) avoid confrontations 4) don't value external sources 5) exert few demands 6) use personal messages and reflection

Coping with Stress and Crisis (6 characteristics of family strength)

1) members of strong families are able to view crises as an opportunity to grow and learn 2) members unite and pull together when things get tough 3) strong families get outside help when needed 4) finding something positive in any situation

Commitment (6 characteristics of family strength)

1) members of strong families are devoted to the well-being and happiness of the other members. They value family unity 2) family comes first work responsibilities come second 3) traditions are established and cherished 4) bad times and/or events don't destroy relationship 5) priorities are established

Authoritative (parenting style)

1) monitor behavior 2) set clear expectations 3) assertive, standards, supportive 4) not restrictive or punitive

Uninvolved (parenting style)

1) not pathologically neglectful 2) little time/effort given

Authoritarian (parenting)

1) obedience-oriented 2) may be intrusive 3) expect compliance 4) restrictive, directive 5) punitive

Key Characteristics of Cultural Responsive Teaching

1) positive perspectives on parents and families 2) learning within the context of culture 3) student-centered instruction 4) culturally mediated instruction 5) reshaping the curriculum 6) communication of high expectations 7) teacher as facilitators

Implicit Bias

1) refers to the automatic and unconscious stereotypes that drives people to behave and make decisions in certain ways 2) Implicit biases can become an explicit bias (EX: "I didn't know I was being stereotypical" when looking at a picture of a group of kids and thinks that the black kid will be troublesome) (EX: Seeing a Muslim and thinking that they're dangerous (b/c of 9/11))

Culture

1) refers to the unique experiences and history of various ethnic groups 2) Is the characteristics and knowledge of a particular group of people encompassing language, religion, cuisine, music, arts, and social habits 3) According to De Rossi: culture is shared patterns of behaviors and interactions 4) A person can have more than one (ex: part of my family is Italian and the other is Irish) 5) is the systems of knowledge shared by a relatively large group of people 6) differences manifest themselves in different ways and different levels of depth (symbols, heroes, rituals, values) 7) Not everyone follows (EX: What we wear, how we wear it, our language, what was believe is right or wrong, how we greet others, and how we behave, etc.)

Family function

1) refers to way in which a family operates (interactions and relationships) 2) 7 common functions: economic, prestige and status, education, protection, religion, recreation, affection

Effective Communication (6 characteristics of family strength)

1) relationships are played out in the context of communication 2) attacking the problem, not the person 3) being open and honest, yet respective 4) listening carefully, without distraction 5) having an understanding attitude

Components of Childcare

1) responsive adult-child interaction, including positive strategies for guiding children's behavior 2) developmentally appropriate and effective curriculum that includes considerations for the academic integrity of curriculum selected 3) authentic assessment that provides information to caregivers for planning curriculum as well as to share children's development, progress, and concerns with children's families 4) family involvement in children's learning and development, both in and out of childcare 5) early education professionals who are well-prepared in child development and early childhood education 6) small group sizes and good ratios of adults to children in the classroom

Time Together (6 characteristics of family strength)

1) strong families spend time together with each other. Quality and Quantity are necessary for good relationship formation and maintenance 2) family memories are built around family activities 3) helps laminate isolation and loneliness 4) enhances the communication process

Education Level (How do People End up Living in Poverty)

1) such as secondary and post-secondary degrees often determines the type of job you have qualifications for as does experience in the field, lack specific skills 2) Census Bureau reports poverty rates of educational attainment for people aged 25 and older. In 2014, the overall poverty rate for people aged 25 and older was 12% 3) The poverty rates by work experience for that age group ranged from 5% to 29%

Applying Zone of Proximal Development in the Classroom

1) teachers instruct in small steps according to ti the tasks a child is already able to do independently (SCAFFOLDING) - First, identify student's prior knowledge - Next, build on this through scaffolding - Last- help students connect their new learning to their prior knowledge

Epstein's concept of overlapping spheres of influence and parental involvement

1) the key to a student's success are family, community, and school partnership 2) model of school-family-community partnership model 3) family-like school: school recognizes value of family 4) school-like families: doesn't look at children as just students but looks at them like they are their own children 5) community-minded families: the community is very involved with the schools and families. They create events for families to be involved 6) Family-School-community: not only is community meeting needs of child but so is the school and family; not seen often in school districts; the most important

Family with Disabilities

1) the news that a child has a disability can be a loss for parents 2) causes of stress in these families: the need to feel normal, lack of information about the child's condition, concern about what the future holds for their child, increased financial needs, lack of sufficient support systems, single parenthood 3) several programs are put in place for parents who have a child with a disability and can include: A) helping all children understand and relate to a child who is differently-abled B) helping parents teach their children how to respond to teasing or comments about their disability C) helping parents know what and how much to expect form their child's academic and social progress D) helping parents develop strategies to advocate for their children's optimal education E) helping parents to know how and when to foster independence in their children with disabilities

Stereotypes

1) thoughts 2) When certain attributes are assigned to a group of people who share a common characteristic (Ex: Nerds are wimps and weak, Jocks are all idiots) (Ex: People think that black people are loud, disruptive, or dangerous)

Head-Start

1)Founded in 1965 2) federal program that promotes the school readiness of children from birth to age five from low-income families 3) designed to help children who don't have the right resources that would help them get ready for school

Geographical Location (How do People End Up Living in Poverty)

1)often determines cost of living, taxes, affordable housing, or number of industry or jobs in the area. (Ex. Rural vs. urban vs. city) 2) The poverty rate also varies between metropolitan and non-metropolitan areas. In metropolitan areas, the poverty rate in 2015 was 13%, compared to 16.7% for non-metropolitan areas

What is a Family?

2) According to functionalist George Murdock, a family is defined as (in the late 1940s) "a social group characterized by common residence, economic co-operation, and reproduction. It includes adults of both sexes, at least two of whom maintain a socially approved sexual relationship and one or more children, own or adopted of the sexually cohabiting adults." 2) He only studied families with a mom, dad, and children. He did not study same-sex couples, single parents, or no children families 3) Families have changed nowadays so his definition is outdated 4) "Family" is a single word, with many different meanings 5) A family is a group of two or more persons related by birth, marriage, or adoption who live together; all such related persons are considered as members of one family (U.S. Census Bureau) 6) Main limitation: Most people do not define families in this fashion

Attachment and Socialization

forming emotional attachments is crucial for children's healthy development in all domains 1) physical development: brain development, physical health 2) cognitive development, skillful in problem solving, seeking maternal assistance when challenged, curious about new things 3) social development: leaders with peers, self-confidence, sympathetic to others, competent in peer interactions, well-liked by others, considerate 4) emotional development: ability to tolerate frustration, expression of positive emotions such as joy

4 main Points

- Focus on the fundamental roles of social interaction in the development of cognition: 1) Adults are an important source of cognitive development 2) Cognitive development stems from social interactions from guiding learning (ZPD) 3) Vygotsky places more emphasis on culture affecting cognitive development 4) Vygotsky places more emphasis on the role of language in cognitive development

zone of proximal development

- The difference between what a learner can do independently and what can be done with the help of a more experienced or knowledgeable teacher - Four Stages: 1) Stage 1: Assisted Performance 2) Stage 2: Unassisted Performance (Able to do a task but can get stuck, go back to stage 1) 3) Stage 3: Full Internalization (able to do it without support, has knowledge to do on own) 4) Stage 4: De-automatization (at a place where used to know a skill but has to be retaught it) - Learner can do unaided -> zone of proximal development (learner can do with guidance) -> learner cannot do

Disengaged (Cohesion - Circumplex Model)

1) "I" 2) Little closeness 3) Little loyalty 4) High independence 5) Unbalanced

Separated (Cohesion - Circumplex Model)

1) "I-we" 2) Low-moderate closeness 3) Some loyalty 4) interdependent (more independence) 5) balanced

Connected (Cohesion)

1) "I-we" 2) Moderate-high closeness 3) High loyalty 4) Interdependent (more dependence) 5) Balanced

What is Poverty?

1) "Individuals, families, and groups in the population can be said to be in poverty when they lack the resources to obtain the types of diet, participate in the activities, and have the living conditions and amenities which are customary or are at least widely encouraged and approved, in the societies in which they belong 2) Census Bureau uses a set of money income thresholds that vary by family size and composition to determine who is in poverty (EX: If a family's total income is less than the family's threshold, then that family and every individual in it is considered in poverty)

Enmeshed

1) "We" 2) Very high closeness 3) Very high loyalty 4) High dependency 5) Unbalanced

Communication

1) A "facilitating skill" one that has the potential to support families and couples to move to more functional levels of flexibility snd cohesion 2) Balanced level of flexibility and cohesion led to a higher measure of speaking, listening, self-disclosure, and respectfulness

Family Systems Theory

1) A theory of human behavior that views family as an emotion unit 2) Families affect their members' thoughts, feelings, and actions (emotional skin) 3) Family system focuses on the idea that when one person makes a choice, that choice affects others. The response of those affected, in turn, affects others in a continuous cycle

Transitions to Parenthood

1) Adjustment of an individual to new roles as a parent 2) Women are reported to be more likely to value their relationships with their babies 3) fathers are more likely to act as if their babies are things to show to others, and they see babies as being less competent than do mothers 4)Depression has been connected to relationship anxiety coupled with the major life change of transition to parenthood. Other factors that were related to depressive symptoms included mothers' negative reactions to the news that they were pregnant and mothers' perceptions of their infants as difficulties

Communication of Higher Expectation (Culturally Responsive Teaching)

1) All students need to receive the consistent message that they're expected to produce quality work 2) Teachers need to respect students as learners with different experiences and valuable knowledge 3) What can you do: - Communicate clear expectations - Create an environment in which there is genuine respect

Two-Way Communication

1) Planned conferences: must occur in a quiet place where information can be shared calmly and confidentially. Teachers should have notes, portfolios, and other necessary materials ready at the time of the conference 2) Unplanned conference: sometimes needs to be arranged quickly. Are likely to be held before or after school 3) Phone calls: Plan what you are going to say but do not script it. Some teachers call families at a prearranged time each week that is convenient for the family. Other teachers set a weekly time to make short calls as a follow-up related to concerns noted earlier in the week. 4) Journaling: both the teacher and family agree to and are committed to this type of communication and confidentiality is maintained. A reliable courier process has been established, such as use of children's backpacks or wire notebooks, and routine days have been planned for sending and returning journals 5) Emails: have someone else read it for tone if necessary 6) Home visits

Poverty and Young Children

1) Poverty affects material well-being but also affects relative status and opportunity for growth and development in society. 2) Poverty is greatest among young children and has more implications than material well-being alone 3) Young children of color are more likely than white children to experience poverty. They and their families also are more likely to experience social and structural discrimination, exclusion, marginalization that are hazardous to future development 4) Young children disproportionately live in areas with high overall child poverty rates 5) Location is particularly important to young children -- where young children live affects the social, educational, health, and safety supports they need for their growth and development. Young children of color disproportionately live in high poverty neighborhoods

Effects of Poverty on Families

1) Poverty can negatively impact families 2) Poverty creates considerable stress for families 3) Poverty can make it difficult for parents to maintain a work-life balance that allows them to spend time at home caring for their children 4) The stress of poverty can results in worse health outcomes

TANF Goals

1) Provide assistance to needy families so that each children can be cared for their own homes or homes of relatives 2) Reduce the dependency of needly parents by promoting job preparation, work and marriage 3) Prevent and reduce the incidence of out-of-wedlock pregnancies 4) Encourage the formation and maintenance of two-parent families

Cohesion

1) Refer to the balance between family members' independence and their togetherness 2) The nature of connections, boundaries, and shared interests within the family 3) Too much closeness - "enmeshment" (too much mushiness) - May be dependent on and reactive to, one another 4) Too much separateness-disengagement - Limited commitment to family interest, lack of emotional or practical assistance

Flexibility

1) Refers through examining the amount of change that is possible in leadership, role relations, and family rules 2) The ability to allow change when it's needed distinguishes functional from dysfunctional families 3) Too little flexibility - rigidity/inflexibility - Unable to shift or respond to change 4) too much flexibility- Chaos - Family members unable to create shared agreements that govern their actions

Explicit Bias

1) Refers to the attitude and beliefs we have about a person or group on a conscious level 2) Measure through self-reporting 3) Sometimes, these biases and their expression arise as the direct results of a perceived threat (EX: Karen sees a black man and immediately thinks he's a threat and calls the cops.)

Embrace a Strengths-Based perspective

1) Reminder: Parents are the child's first teacher 2) Routinely ask parents to share their observations about their child (EX: What do you see as your child's greatest strengths or skills? Tell me about a time when your child demonstrating these skills/Is there anything else you can tell me about your child that you think would help me support his/her learning? What are some fears or concerns that you have about your child going into a new school year?)

Family Elasticity and Resilience

1) Resilience: Property of the family system that enables it to maintain its established patterns of functioning after being challenged and confronted by risk factors 2) buoyancy: ability to recover quickly from a misfortune, trauma, or transitional event causing or calling for changes in the family's patterns of functioning 3) adaptation: family has the ability to bounce back or recover after dealing with a crises (to make fit or suitable) 4) adjustment: family continues to perform necessary functions even as they are encountering with various risks (to change in order to fit)

Establish two way communication

1) Similar to trust, communication is another foundation that builds strong relationships between the parents and the teacher 2) In Building Culturally Responsive Family-School Relationship (Leibfort and Clark. 2012) - Listen attentively - Summarize the conversation - Ask questions - Provide constructive feedback

Variations of Family Structure

1) Structure refers family membership 2) nuclear family: any two or more persons of the same or adjoining generation related by blood, marriage, or adopting sharing a common resident 3) other types of families: single parent family, single sex family, adopted family, extended family, step family, foster family

Funds of Knowledge

1) Taking what you know and using it to contribute towards something (learning) 2) Developed by Velez-Ibanez and Greenberg (1992) 3) Refers to knowledge that is learned at home through students' interactions with other individuals 4) brings intellectual, cultural, and linguistic resources from students' home lives into the classroom, strengthening the home/school connections (EX: Where the children live, where their parents work, religion values beliefs, family members, language spoken at home, food they eat, traditions, holidays) 5) Informal-Not necessarily something that's learned in school 6) Experiential- learned by doing something 7) Cultural: learned from places you've lived or played 8) People-based: valuable knowledge from people you know, well or even just in passing

Developmental Contextualism

1) Theoretical approach to understanding human development that considers both a strong biological foundation and family as the central social institution 2) Doesn't emphasize nature or nurture as more essential but rather supports the interaction of nature with nurture as central to understanding influences on human development

Heroes

Are persons, past or present, real or fictitious, who possess characteristics that are highly prized in a culture (EX: Chadwick Boseman aka Black Panther, Tom Holland (Or Tobey Maguire or Andrew Garfield) aka Spiderman) (EX: Jesus, EX: George Washington, MLK Jr)

High Quality Childcare

Childcare that local families can pay for and meets this criteria: 1) child-centered curriculum 2) well-trained teachers 3) planned family involvement

Rituals

Collective activities, sometimes imaginary in reaching desired objectives (Ex: Ways of greetings, paying respect to others, or religious) (EX: Lighting candles in Shabbot, praying, saying pledge of allegiance in school)

Bias in the Classroom

Teachers can hold assumptions about student's learning behaviors and their capabilities for academic success which are tied to students' identities and/or backgrounds, and these assumptions can hinder student growth (EX: May expect students who speak with certain accents to be poor) writers/speakers/learners (EX: May assume students from certain backgrounds or social groups have differing intellectual disabilities (thinking Asian students are the smartest)) (EX: May treat students with physical disabilities)

Attachment

the psychological, and probably biological, process by which parents and children create emotional bonds with one another

Birth Order

the sequence in which children are born or adopted into families; can affect sibling relationships: 1) older siblings teach new concepts and language skills to younger siblings 2) a balance of conflict and nurturance between or among siblings helps children to understand others' emotions and viewpoints as well as how to resolve conflict 3) older siblings influence their parents' expectations for younger children 4) when older siblings do well in school and with peers, parents use more positive parenting strategies with younger children 5) poor emotional and behavioral functioning may occur when children perceive that siblings receive more warmth from parents than they do 6) low self-esteem in children is related to perceptions of unfair treatment from parents

What are Contextualist Theories?

theories that demonstrate relationships among children, families, and communities that are crucial to effective families involvement in early childhood education - Bronfenbrenner's Bioecological Theory - Vygotsky's Sociocultural theory - Family System Theory