Child, Family, And Community Quiz

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What is Family-Center Approach? A.It's when parents and teachers works together. Example- makes it easier for a child to develop and learn. B. Parenting Communicating school-to-home and home-to-school. C. Volunteering D. Collaborating with the community

Appreciate Play A.By toddlerhood children who have a chance to explore objects show greater perception and knowledge of those objects and that they can do. For example, according to very young children have much greater understanding of cause and effect than most people realize. Labeled of parallel play as described and named by Parten is in the sandbox when two 2-year-olds sit side by side, each shoveling sand and talking, but not paying obvious attention to each other. B.Creativity is the freest form of self-expression. There is nothing more satisfying and fulfilling for children than to be able to express themselves openly and without judgment. The ability to be creative, to create something from personal feelings and experiences, can reflect and nurture children's emotional health. The experiences children have during their first years of life can significantly enhance the development of their creativity. C.All children need to be truly creative is the freedom to commit themselves completely to the effort and make whatever activity they are doing their own. What's important in any creative act is the process of self-expression. Creative experiences can help children express and cope with their feelings. A child's creative activity can help teachers to learn more about what the child may be thinking or feeling. Creativity also fosters mental growth in children by providing opportunities for trying out new ideas, and new ways of thinking and problem-solving. Creative activities help acknowledge and celebrate children's uniqueness and diversity as well as offer excellent opportunities to personalize our teaching and focus on each child. D.Children need plenty of opportunities for creative play and creative thinking. Start by providing activities that are based on the children's interests and ideas. This means learning how to listen intently to what children are saying. It is very helpful to tape record and transcribe children's conversations as well as take notes and review them with your co-teachers. Be sure to offer children a wide range of creative materials and experiences. Being creative is more than drawing or painting. There's also photography, music, field trips, working with wire, clay, paper, wood, water or shadows. The possibilities are endless. It's important to provide children lots of time to explore materials and pursue their ideas. This includes time to think about how to plan, design, construct, experiment and revise project ideas. Don't forget to build in time to talk these ideas over with other people - both teachers and children

Autonomy A.means discovery of self. "auto" an average of discovery is about 15 months old. B.Developed a 32-item, paper-and-pencil measure with 4 subscales combined to provide an overall orientation. It is shown that the responses from 68 teachers had a good range and were internally consistent and temporally stable. Further, the measure was found to be externally valid in that teachers of Grades 4-6 who were more autonomy oriented on the measure were rated as such by their students C.The children of the autonomy-oriented teachers were more intrinsically motivated and had higher self-esteem than children of more control-oriented teachers. (12 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved) D. Autonomy means a lot more than simply growing up. It's also having the self-confidence to do certain things and become independent, the ability to act and think for yourself.

Benefits of Family-Centered Education Programs of Teachers A. Teacher learn new and effective teaching and guidance strategies. B. Gone are the days for many of old extended family where somebody was home or close by to give support or lend a hand to family members who needed it. C. A family-centered program can become like an extended family to those who desire such a thing. D. When families are not part of their children's education, they have to just hope that what the program provides for their children is the same as what they want.

Envolves w/ change and time. A.What included in culture .values .Belifs .Traditions .Coustoms .Religon .Language .Geographical location .Family size .Race ethnicity .Education B.Nine in ten people with a mental health problem experience stigma and discrimination. We think this is unfair. C.There are lots of things you can do to help us spread the word about Time to Change, to get people talking about mental health, and support friends, family or colleagues. D. Ken Blanchard and Scott Blanchard 08.01.13 7:00 AM In working with organizations over the years, we've observed a leadership pattern that sabotages change. It occurs when senior leaders, who have been thinking, exploring, and debating about a particular change for a while, finally announce plans for a new initiative. Forgetting that others in the organization haven't been a part of the discussions and are not as familiar with all of the reasons for the change, leaders are surprised by the amount of resistance the new change generates.

Helping Children Adjust A. Saying good-bye may bring tears and protests, but it's the open, honest way of helping the child understand what's happening. It is be hard to explain that to families, but it's worth it. Why? B.They're so intrigued with the new setting that they forget their fears. C.Other Children cling gets to know the place and people. D.One program has a room for the use of parent whose children hesitate to leave them

How Family-Centered approaches A. How so understanding the child in context, as per Bronfenbrenner's theory, brings up some important questions. How can early interventionists, social workers, teachers, or child care providers work to support a child without working with the family and the community? Obviously they can't especially when the family is one that has multiple issues going on, all of which affect the children in the family. Why is it that so many education systems don't do what the three examples just described do? B. Family-centered practice focuses on working with the family unit to strengthen family capacity and ensure the best possible outcomes for children. The family-centered principles of family empowerment and participation, focusing on strengths, and community-based support can be used in a variety of settings across child welfare and in other service systems. Family-centered practices can prevent child abuse and neglect as well as provide children with safety, stability, and continued well-being. C.These resources address and provide examples of how a family-centered approach can be used across the child welfare service continuum. Preventing child abuse and neglect Responding to child abuse and neglect Supporting and preserving families Out-of-home care Permanency Adoption D. Institute for Community Collaborative Studies & Strategies (2011) Provides an integrated family assessment tool for case management and outcomes evaluation in county-based service networks and Tribal programs in California.

How Poddrddiveness A. ."Mine" (bring in an extra toy) (emphasise sharring) -Ways to help young children .Developmentally appropriate Enviornments having right kind of objects, have enough objects .Play -(oprotunity to play alone/or together) but not too much. .Choices .Setting limits- guideing them, demonstrate in -Put it in a positive discription(''winsper quite vocies walking feet") B. 2. Having or manifesting a desire to control or dominate another, especially in order to limit that person's relationships with others: a possessive parent. 3. Grammar Of, relating to, or being a noun or pronoun case that indicates possession. C. jealously opposed to the personal independence of, or to any influence other than one's own upon, a child, spouse, etc. D. desirous of possessing, especially excessively so: Young children are so possessive they will not allow others to play with their toys; a possessive lover.

John Bowlby A. ((relays on mama) if they have their mama then they feel secure. .secure bas and exploration .Attachment creates the felling that motivates the action of care. B.ohn Bowlby (1907 - 1990) was a psychoanalyst (like Freud) and believed that mental health and behavioral problems could be attributed to early childhood. C.Bowlby's evolutionary theory of attachment suggests that children come into the world biologically pre-programmed to form attachments with others, because this will help them to survive. D. Bowlby was very much influenced by ethological theory in general, but especially by Lorenz's (1935) study of imprinting. Lorenz showed that attachment was innate (in young ducklings) and therefore has a survival value.

Maslow's Hierarchy of needs You have to meet these needs to give your full potential A. His the theory rests on the idea that basic needs must be met for growth to occur. .Self actualization .Self esteem : how you feel about yourself, do you support your child/nigborhood. .Sense of beloning : Are you showing attention, famliy photos you're involved in their lives B.Maslow (1943) stated that people are motivated to achieve certain needs, and that some needs take precedence over others. When one need is fulfilled a person seeks to fulfill the next one, and so on. C. The earliest and most widespread version of Maslow's (1943, 1954) hierarchy of needs includes five motivational needs, often depicted as hierarchical levels within a pyramid. D.This five stage model can be divided into basic (or deficiency) needs (e.g. physiological, safety) and growth needs (e.g. love, and esteem) which relate to fulfilling our human potential (self-actualization). The deficiency, or basic needs are said to motivate people when they are unmet. Also, the need to fulfil such needs will become stronger the longer the duration they are denied. For example, the longer a person goes without food the more hungry they will become. One must satisfy lower level deficit needs before progressing on to meet higher level growth needs. When a deficit need has been satisfied it will go away. However growth needs continue to be felt and may even become stronger once they have been engaged. Once these growth needs have been reasonably satisfied, one may be able to reach the highest level called self-ac

Negativity A. The first sign of developing autonomy he begins to see himself as an individual separate from his mother. He finds power in his difference and he uses it. Also toddlers like to say no so much because they hear the word all the time. And if adults use the word no as the primary means of managing behavior, the first no's of their children may be imitations of adults B.Is when the lips shut and turns aside. His meaning is clear, Without a word spoken, this is the beginning of ''No!'' C. The theory says that the child can now begin to see himself as an individual spearate from his mother like peas, he hates them. D. If his father wants to take him for a ride, he balks.

Self-Actualization A.realization or fulfillment of one's falens and potential. B.the realization or fulfillment of one's talents and potentialities, especially considered as a drive or need present in everyone. C.Abraham Maslow is the leading figure in the tradition of humanistic psychology and the modern Positive Psychology movement owes a huge debt to his theories. His 'Hierarchy of Needs' remains widely recognized and used. D. Nonetheless, the layperson knows surprisingly little about the pinnacle Maslow wants us to aspire to- Self-Actualization. Who is this Self-Actualized person, and what characteristics does s/he have? Maslow's portrait is detailed and complex.

Seperation anxiety A. Gref, anxiety from being seperated, B.Tearful, tantrum-filled goodbyes are common during a child's earliest years. Around the first birthday, many kids develop separation anxiety, getting upset when a parent tries to leave them with someone else. C.Though separation anxiety is a perfectly normal part of childhood development, it can be unsettling. D. Understanding what your child is going through and having a few coping strategies can help both of you get through it.

Set Limits A. Setting limits and enforcing them is a part of this long-term process with the goal of food community members and productive citizens. Setting limits and enforcing them empowers children by giving them freedom within those limits. B. Setting limits and enforcing them is part of this long-term enforcing them empowers children by giving them freedom within those limits. C. You can think of limits as a fence around a pasture. D. Without the fence his freedom would have to be limited by a rope, by vigilance, or by training- none of which gives the freedom of the fence.

Signs Of Developing Autonomy A.The "terrible twos" got their name for a reason, and surely it has something to do with autonomy. Although toddlers sometimes get a bad rap for being bossy or sassy, it's normal for children this age to begin asserting their independence. Parenting a toddler requires a delicate balance between encouraging independence and teaching safe and appropriate boundaries. B.Toddlers love to use their developing motor skills to explore everything they can. They're curious creatures who tend to enjoy watching people and feeling anything they can reach. Your toddler's slow pace, coupled with his desire to stop and touch everything, will likely try your patience at times, but it's best to let him explore. "Instead of discouraging them from getting into everything, give them opportunities to explore safely," suggests Kimberly House, a licensed clinical social worker in Lincoln, Maine, who has expertise in child development. A ball, sidewalk chalk, and a nature walk will delight his senses and satisfy his curiosity (at least temporarily). Allow your little detective plenty of time to inspect leaves, investigate caterpillars and examine rocks. C.Although it can be frustrating to deal with a toddler's defiance, it's normal for him to use his growing verbal skills to assert himself. Toddlers often enjoy seeing what happens when they say no or when they tell an adult to go or move. "Respond to their opposition calmly but firmly," recommends House. "Provide a warning to give your child a chance to make a good choice. If he still chooses not to do what you say, follow through with a consequence," she says. D.Toddlers love to try doing things on their own, especially caring for themselves. They will often say, "I do it!" as adults attempt to help them dress or spread peanut butter on a cracker. When it's safe to do so, allow your child to attempt some tasks on his own. If he struggles, offer to help by saying, "Let's do this together." Give your child simple tasks to do on his own that can make him feel like a big kid. Ask him to carry his dish to the sink, put away his shoes or carry a non-breakable grocery item to make him feel more independent.

Temperament Attachment What is Attachment A. Temperament Attachment Attachment, is the process of creating a close and lasting relationship. What is Attachment B. What would a mismatch look like? If an active and intense mother with a high energy level finds herself with a slow, calm, mild baby, even though the baby is perfectly fine. C. IF this high-energy mother is not aware of what she is doing, she may overstimulate her baby. D. She has to learn to read the signs that the baby has had enough.

Temperament and Attachment A. Temperament can affect attachment in a negative or positive way depending on the match between infant and adult . Parent are the teachers.it's up to the parent to understand and respond rather than trying to change the baby. B. Temperament Attachment in either a negative or positive way,depending on the temperamental match between the infant and adult, whether parent or infant care teacher. C. Temperament is built in and can be detected early in a child's life. D. Determined, temperament becomes obvious as infants show differing levels of activity, emotionality, and sociability that tend to remain the same over time.

Temperment A.It's genetic, something you are born with. Its a person unique way to responding to their world. B.a person's or animal's nature, especially as it permanently affects their behavior. C.he adjustment of intervals in tuning a piano or other musical instrument so as to fit the scale for use in different keys; in equal temperament, the octave consists of twelve equal semitones. D. (old physiology) the combination of the four cardinal humors, the relative proportions of which were supposed to determine physical and mental constitution.

Toileting A.toilet learnig (independence) signs of readiness, physical, cognitive and emotional peeing/pooping muscle,is it ready. toilet training (interdependence) reading biological cues catching elimination Toileting toddlers is another area where values of independence and interdependence can collide. Just as no culture produces adults who are unable to feed themselves, no matter how late they start. B.assist or supervise (someone, especially an infant or invalid) in using a toilet. C.assist or supervise (someone, especially an infant or invalid) in using a toilet. D.Depending on a patient's condition, his/her toileting needs may need to be met differently. This could be by assisting the patient to walk to a toilet, to a bedside commode, onto a bedpan, or to provide a male patient with a urinal. A more dependent or incontinent patient may have his/her toileting needs met solely through the use of adult diapers. Other options are incontinence pads and urinary catheters.

What Challenges to Creating Partnerships with Families A.It's hard sometimes to be responsive when you think you know more then the family does. Obviously professionals have funds of knowledge from their training, professional education, and experience that most families don't have.Families also have funds of knowledge that professionals don't have. B.We have relationships with many people in our lives, for example with family, friends and neighbours, however we do not always develop partnerships with all of them. Relationships turn into partnerships when the people involved share a common goal, for example supporting the mental health and wellbeing of children, and share the responsibility for reaching that goal. Partnerships start with positive relationships and involve C.everyone being equal and contributing in different ways f each person being valued and respected for what they think even if there are differences f listening and talking to each other f making an effort to understand and trust other people's points-of-view D.Within early childhood services, families and staff may be in different stages of building partnerships. Some families and staff may have a relationship, but not yet developed a partnership. Some may be in the process of building a partnership. Others will have built and maintained partnerships over a long period of time and know each other quite well. Families may choose to be involved with their early childhood service at different levels. Whether a family and service shares a relationship or a partnership, they are able to work together to support children. Building partnerships takes time and ongoing effort and everyone needs to keep working at it; taking small steps works best. Families and staff who build partnerships experience more satisfaction when they interact with one another. Children benefit from this positive environment as it helps promote their mental health and wellbeing.

What Whole Child Lens A.This issue becomes important when you realize that this book focuses heavily on the social-emotional aspects of development, even though school readiness and cognitive development are in the spotlight at present as more and more children are failing in school- even middle-class ones. School readiness is, of course, a concern for everybody, but professionals with a child development background often come at it from a different angle than some other professionals and families by recognizing that social-emotional development is vitally tired to cognitive development. B.Otherwise known as the Human Ecology Theory, the Ecological Systems theory states that human development is influenced by the different types of environmental systems. Formulated by famous psychologist Urie Bronfenbrenner, this theory helps us understand why we may behave differently when we compare our behavior in the presence of our family and our behavior when we are in school or at work. C.The bioecological model is a theoretical model of gene-environment interactions in human development. This model, first proposed by Urie Bronfenbrenner and Stephen J. Ceci,[1] in 1994, is an extension of Bronfenbrenner's original theoretical model of human development, called ecological systems theory. Bronfenbrenner developed the bioecological model after recognizing that the individual was overlooked in other theories of human development, which were largely focused on the context of development (e.g., the environment). D. The bioecological model of human development can be applied to both children and maturing adults, and is thus a lifespan approach to development. The framework emphasizes the importance of understanding bidirectional influences between individuals' development and their surrounding environmental contexts.In the bioecological model, in contrast to his earlier models, Bronfenbrenner also includes time (known as the chronosystem in his model) as an important component in the way that people and environments change. The bioecological model proposed a new method of conducting research which was heavily influential in developmental psychology and is still considered relevant today.

What is Toileting A. toilet learning (independence) .Signs of readiness -Physical, cognitive, and emotional peeing/ pooping muscle, is it ready. willing to do it, wanting to do it. .toilet training (interdependence) -reading biological cues -''catching'' elimination B.Stage 1: Toilet Play - C. pretends to toilet, usually with clothes on - D.observes others going to the bathroom

Why Mutual Benefits A. One benefit for both teachers and parents is that of self-knowledge about their own culture- the beliefs and values that come form their roots and group memebership. In her book The Cultural Nature of Human Development, has advice about how to expand awareness of one's own culture as well as understand the patterns behind the thought and behavior of other cultures. The community also gains when families and ECE programs work together. B. Mutual Benefit has been insuring autos, homes, and businesses in PA and MD for more than a century, creating an insurance experience that has benefited five generations of families and business owners. C. he intertwined circles of our logo represent that experience...the strong, interdependent, invaluable relationship that is formed when a financially sound mutual insurance company, experienced independent insurance agents, and wise consumers choose to pool their resources and mutually share in facing the risks of everyday life. D. Our logo is our policyholders' symbol of security, a symbol of our promise to help build and protect their economic well-being. Won't you let our experience benefit you

Working with Families Around Issues Of Identity Development A. This phrase echoes in many work- shops and classes for infant/ toddler professionals. Support- ing parents of infants and tod- dlers can be especially challeng- ing because they may feel guilty about leaving their child, and many parents are new to child care B.E has focused on helping professionals build strong relationships with families for more than 25 years. From its work, here are some strategies that teach- ers find useful in creating respectful and productive partnerships with families. C.Asking questions to get additional information and wondering aloud are two of the easiest ways to give ourselves a moment to stop before reacting or responding. Wondering encourages an attitude of genuine interest and curiosity, opening us up to learning from families D.Active listening means giving our undivided attention when someone seeks us out for conversation. Rather than using only our hearing, active listening requires the use of our intellect, feelings, and physical responses to attain information about an interaction. The four steps in active listening follow

approchability A. can they meet new people. Their personality. B.capable of being approached; accessible C. (of a person) easy to meet, know, talk with, etc D.Was not his unwonted self-defence itself admission of new enlightenment and approachability ?

A Sense of Possession A.n psychology, ownership is the feeling that something is yours. Psychological ownership is distinct from legal ownership:one may feel that one's cubicle at work is theirs and no one else's (i.e. psychological ownership), but legal ownership of the cubicle is actually conferred to the organization. B.A sense of possession is important to note that now all cultures object-oriented to the same extent and that not all regard personal possessions as important. In a culture that does prize personal possessions. C.People can feel ownership about a variety of things: products, workspaces, ideas, and roles.[6] An example of ownership is the feeling that a product that you developed is YOURS and no one else's. At its core, ownership is about possession, stewardship, and the need to have control over something. Ownership is distinctly related to psychological concepts such as organizational identification and organizationa D.elongingness to an organization and using the organization to define oneself.[7] An example of organizational identification could be proudly stating for which organization you work in a casual conversation with a new acquaintance. Organizational commitment is defined as accepting the organization's goals, exerting effort, and a desire to maintain membership.[8] An example of organizational commitment could be deciding to stay at an organization despite receiving an attractive job offer from another organization. Psychological ownership answers the question, 'What is mine?' Organizational identification answers the question, 'Who am I?' Organizational commitment answers the question, 'Should I stay?'[1]

Accepting Feelings: A.It's just too painful, IF that's your problem, it's important to recognize how your own unresolved issues may be influenicing. B.Is when a strong feelings are a part of the good-byes, it's important to acknowledge and accept the feelings rather than distracting the child from them. C.Separation experiences remain with us- especially the unexpressed and unresolved feelings. D.Far better to put the child's feelings into words: ''You're upset that your mother left you''.

Attachment (Erikson.Bowibly, Ainsworth A. The theories of John Bowlby and Erik Erikson reveal parallels that, together, offer opportunities to examine attachment-linked working models (secure base representations) as contexts of identity formation. Although the theories are grounded in fundamentally different assumptions, each offers concepts that can enrich the application of the other. B. The basis of Socialization .Synchronous interactions .Meeting needs .Trust and Security anxiety .Temperment .Obstacles C. One's attachment history serves as a foundation for identity formation. We argue that identity formation is less an individual accomplishment than a co-construction of an individual with significant others. Hence, attachment histories affect not only one's approach to identity formation but also one's contributions to the identity formation of others. D. Our review promotes theory building that bridges Bowlby and Erikson and offers new hypotheses.

Broadening Perspectives A. You wouldn't be able to see the complete picture, so you ultimately wouldn't know where any piece correctly goes. You wouldn't stand a chance. B. If you were tasked with putting a 100-piece puzzle together with only being able to see two of the pieces at a time and without a full picture of the completed puzzle, do you think you could do it? C. In the business world your job is a lot like putting a puzzle together using only two random pieces at a time. Fortunately, in the corporate world, you have other people helping you with their pieces as well. D. But you're missing the picture if you stick to just the pieces you've been given to work with.

Coping With Loss And Separation* A.The infant who has learned to sleep alone may well become the toddler who, because new fears arise, balks at going to bed and staying there. B.Parents and childcare teachers plus other professionals who recognize this fact will be more understanding when children develop sleeping problems at home or react with difficulty to sleeping away from home. Even though a toddler copes very well with separation and independence during walking periods, she may resist sleep because she must give up the control she has. C.Even though a toddler copes very well with separation and independence during waking periods, she may resist sleep because she must give up the control she has. D. Lack of control can be very scary because it means that coping mechanisms don't work in the same way as they do during waking periods.

Encourage Self-Help Skills A.Self-help skills for toddlers fall into four main categories: washing, eating, dressing, and toileting. Hand washing. Make it a habit for children to wash hands before eating and after diapering, toileting, or nose wiping. Make sure soap, paper towels, and a trash can are within a child's reach. B.When independence is a priority independence as a threat to interdependence. independence is a priority, teaching self-help skills as a way of empowerment start in infancy as the adult includes the child as a full partner in caregiving routines. . C.Children have a drive to be independent and do things on their own. This is a healthy part of normal child development. As children grow, they learn to do more and more tasks. D.Child care providers can help young children become independent by allowing and encouraging them to take responsibility for themselves whenever possible. It can be faster and less messy to do things for children, but they learn so much from doing things for themselves. When children practice self-help skills such as feeding and dressing themselves, they practice their large and small motor skills, gain confidence in their ability to try new things and build their self-esteem and pride in their independence.

Exploration A. In fact, you can even see this phenomenon in attachment as providing a secure base to move out from. B.exploration starts in infancy, grows out of attachment and a sense of trust. EX. But it makes sense if you think of the attachment as providing a secure base to move out from. Toddlers explore with their hands-and use their others senses as well. Give something new, they'll bang it, smell it , try to pull it apart, maybe throw it, and quite often taste it. Toddlers are "doers'' but not ''producers.'' C. And increases as children move toward autonomy. D.But it makes sense if you think of the attachment as providing a secure base to move out from.

How History Of Family-Centered Care And Education A. B. We have research to back us up, some of it from a pioneer, John Bowlby and the a researcher noted for his attachment theory and his study of the harm resulting in separating children in hospitals from their parents. Head Start, mentioned earlier, was born in the Mississippi Freedom Schools and is still going strong today. Urie Bronfenbrenner, mentioned, was co-founder of Head Start. His Ecology of Human Development had a big influence on creating family-centered programs. The pioneer parent educator Ira. J Gordon and is created a program in Florida back in the 1960s involving parents of infants with the goal of improving child outcomes. C.Johns Hopkins University (2012) Provides an overview of the Family Spirit Program, an evidence-based and culturally tailored home visiting intervention delivered by Native American paraprofessionals as a core strategy to support young, vulnerable Native parents D. Discusses strategies for employing family-centered practices and for building partnerships while providing tips for handling client resistance. The paper includes sample questions for incorporating family-centered practices into safety management.

Mary Ainsworth A. Mary Dinsmore Salter Ainsworth (/ˈeɪnswɜːrθ/; December 1, 1913 - March 21, 1999)[1] was an American-Canadian developmental psychologist known for her work in early emotional attachment with the Strange Situation design, as well as her work in the development of attachment theory. B.Various forms of attachment (''The strange situation'') . Attachment seem in the behavior of infants. observing mother/ infant relationship observing distress, secure base, infant exploration. and mother and child and their reunion. was there distress and was there comfort. C.Ainsworth died at the age of eighty-five from a stroke.[2] A Review of General Psychology survey, published in 2002, ranked Ainsworth as the 97th most cited psychologist of the 20th century.[3] Many of Ainsworth's studies are "cornerstones" of modern day Theory of Attachment D. Mary D. Salter Ainsworth was born in Glendale, Ohio in 1913. She was the oldest of three daughters to Charles and Mary Salter. Her parents both graduated from Dickinson College. Ainsworth's father possessed a master's degree in history. Both of her parents highly valued education and expected their children to have excellent academic achievements.[6] In 1918, when Ainsworth was five years old, her father was transferred to a manufacturing firm in Toronto, Canada, where she spent the majority of her childhood. Ainsworth was a clever child who thirsted for knowledge. She began reading by the age of three, and the family would visit the library once a week.

Mesosystem layer A. Mesosystem The mesosystem moves us beyond the dyad or two-party relation B. a combination of home and school and environments. C. Mesosystems connect two or more systems in which child, parent and family live D. Mesosystems provide the connection between the structures of the child's microsystem.[10] For example, the connection between the child's teacher and his parents, between his church and his neighborhood, each represent mesosystems.

Self esteem A. confidence in one's own worth or abilities; self-respect. "assertiveness training for those with low self-esteem" B.how you feel about yourself C. Possessing little self-regard can lead people to become depressed, to fall short of their potential, or to tolerate abusive situations and relationships. Too much self-love, on the other hand, results in an off-putting sense of entitlement and an inability to learn from failures. (It can also be a sign of clinical narcissism.) D. Perhaps no other self-help topic has spawned so much advice and so many (often conflicting) theories. Here are our best insights on how to strike a balance between accurate self-knowledge and respect for who you are.

Stranger Anxiety A.Stranger anxiety is a form of distress that children experience when exposed to people unfamiliar to them. Symptoms may include: getting quiet and staring at the stranger, verbally protesting by cries or other vocalizations, and hiding behind a parent. Stranger anxiety is a typical part of the developmental sequence that most children experience. It can occur even if the child is with a caregiver or another person they trust B.Stranger Anxiety C.t peaks from 6 to 12 months[2] [3] but may recur afterwards until the age of 24 months.[4] As a child gets older, stranger anxiety can be a problem as they begin to socialize. Children may become hesitant to play with unfamiliar children.[1] Foster children are especially at risk, particularly if they experienced neglect early in their life.[1] D.Stranger anxiety develops slowly, it does not just appear suddenly. It typically first starts to appear around 4 months of age with infants behaving differently with caregivers than with strangers. They become cautious when strangers are around. Around 7-8 months infants become more aware of their surroundings, so stranger anxiety is more frequent and clearly displayed. As a child's cognitive skills develop and improve, typically around 12 months, their stranger anxiety can become more intense. They display behaviors like running to their caregiver, grabbing at the caregiver's legs, or demanding to be picked up.

Temperament Attachment Thomas, Chess, and Birch A. The pioneers in temperament research, categorize babies as ''easy'' ''slow to worm'' and difficult.'' B. Who? They are pioneers in the temperament research, What? They categorize the babies as "easy '', ''slow to warm'', and difficult.''''Fearful'', Flexible'', ''Feisty'' How? helps parents and caregivers understand how temperament affects behavior and shapes personality. C. Their work helps today's parents and caregivers understand how temperament affects behavior and shapes personality. D. Lally and his colleagues in the WestEd Program for Infant-Toddler Care-givers renamed the categories ''Fearful'', Flexible'', and ''feisty''

Temperament CONTINUED Three major patterns A. Typically, the ea sy child is regular in biological rhythms, adaptable, approachable, and generally positive in mood of mild to medium intensity. Such a child is easy for caregivers. S/he is easily toilet trained, learns to sleep through the night, has regular feeding and nap routines, takes to most new situations and people pleasantly, usually adapts to change quickly, is generally cheerful and expresses her/his distress or frustration mildly. In fact, children with easy temperaments may show very deep feelings with only a single tear rolling down a check B.Easy or flexIble Difficult or fiestey Cautious or slow to warm. C.The feisty child is the opposite of the easy child. The child may be hard to get to sleep through the night, her or his feeding and nap schedules may change from day to d ay, and the child may be difficult to toilet train because of irregular bowel movements. The feisty child typically fusses or even cries loudly at anything new and usually adapts slowly. All too often this type of child expresses an unpleasant or disagre eable mood and, if frustrated, may even have a temper tantrum. In contrast to the easy child's reaction, an intense, noisy reaction by the feisty child may not signify a depth of feeling. Often the best way to handle such outbursts is just to wait them o ut. D. Caregivers who do not understand this type of temperament as normal sometime s feel resentment at the child for being so difficult to manage. They may scold, pressure or appease the child, which only reinforces her or his difficult temperament. Under standing, patience and consistency, on the other hand, will lead to a "goodness of fit," with a final positive adjustment to life's demands.

What Power and Control A.Power and control in abusive relationships (or coercive control or controlling behaviour) is the way that abusers exert physical, sexual and other forms of abuse to gain and maintain control over a victim. B.-Negativity .No saying .''Me do it.'' .Resisting (when you say use your wards, give them the words to say) C.P hysical and sexual assaults, or threats to commit them, are the most apparent forms of domestic violence and are usually the actions that allow others to become aware of the problem. However, regular use of other abusive behaviors by the batterer, when reinforced by one or more acts of physical violence, make up a larger system of abuse. Although physical as- saults may occur only once or occasionally, they instill threat of future violent attacks and allow the abuser to take control of the woman's life and circumstances D.T he Power & Control diagram is a particularly helpful tool in understanding the overall pattern of abusive and violent be- haviors, which are used by a batterer to establish and maintain control over his partner. Very often, one or more violent incidents are accompanied by an array of these other types of abuse. They are less easily identified, yet firmly establish a p at- tern of intimidation and control in the relationship.

What is Ecosystem layer A. Despite a growing awareness that the herbaceous layer serves a special role in maintaining the structure and function of forests, this stratum remains an underappreciated aspect of forest ecosystems. In this article I review and synthesize information concerning the herb layer's structure, composition, and dynamics to emphasize its role as an integral component of forest ecosystems. Because species diversity is highest in the herb layer among all forest strata, forest biodiversity is largely a function of the herb-layer community B. environment where child is not involved but external experience affects them (outter) : extendond family, public assistance, health services. For example parent work environment C. competitive interactions within the herb layer can determine the initial success of plants occupying higher strata, including the regeneration of dominant overstory tree species. Furthermore, the herb layer and the overstory can become linked through parallel responses to similar environmental gradients. These relationships between strata vary both spatially and temporally. D. These relationships between strata vary both spatially and temporally. Because the herb layer responds sensitively to disturbance across broad spatial and temporal scales, its dynamics can provide important information regarding the site characteristics of forests, including patterns of past land-use practices. Thus, the herb layer has a significance that belies its diminutive stature.

What is Family-Center Approach A. Family-centered practice is a way of working with families, both formally and informally, across service systems to enhance their capacity to care for and protect their children. It focuses on children's safety and needs within the context of their families and communities and builds on families' strengths to achieve optimal outcomes. Families are defined broadly to include birth, blended, kinship, and foster and adoptive families. B. It's when parents and teachers works together. Example- makes it easier for a child to develop and learn. C. Family-centered services are based upon the belief that the best place for children to grow up is in a family and the most effective way to ensure children's safety, permanency, and well-being is to provide services that engage, involve, strengthen, and support families. D. Key components of family-centered practice include: Working with the family unit to ensure the safety and well-being of all family members Strengthening the capacity of families to function effectively by focusing on solutions Engaging, empowering, and partnering with families throughout the decision- and goal-making processes Developing a relationship between parents and service providers characterized by mutual trust, respect, honesty, and open communication Providing individualized, culturally responsive, flexible, and relevant services for each family Linking families with collaborative, comprehensive, culturally relevant, community-based networks of supports and services

What is Family-Centered Defined A. It focuses on children's safety and needs within the context of their families and communities and builds on families' strengths to achieve optimal outcomes. Families are defined broadly to include birth, blended, kinship, and foster and adoptive families. B. What is a family-centered approach? A family-centered approach takes the individual child and the group of children out of the spotlight and instead focuses on the children within their families. In case of educational programs, that mean that parent involvement isn't something the teacher does in addition to the program fro child's education and socialization. Family-centered programs offer a variety of services in tune with what the parents as individuals and as a group need and want. C. Patient- and family-centered care is an approach to the planning, delivery, and evaluation of health care that is grounded in mutually beneficial partnerships among health care providers, patients , and families. It redefines the relationships in health care. D. Patient- and family-centered practitioners recognize the vital role that families play in ensuring the health and well-being of infants, children, adolescents, and family members of all ages. They acknowledge that emotional, social, and developmental support are integral components of health care. They promote the health and well-being of individuals and families and restore dignity and control to them.

What is Optimum attachment A. Attachment and separation: these elemental forces drive the behaviors and decisions that shape every stage of practice. Assessment, removal, placement, reunification, adoption—no aspect of child welfare social work is untouched by their influence. This article will describe these forces and provide suggestions for helping children and families understand and cope with them. B.It starts before the baby is born, continues after delivery when the baby and family ''bond'', and then follows a continuous progression from there. C.Attachment is the social and emotional relationship children develop with the significant people in their lives. An infant's first attachment is usually formed with its mother, although in some circumstances another adult can become the primary attachment figure. This may be a father, a grandparent, or an unrelated adult D. Attachment is a process made up of interactions between a child and his or her primary caregiver. This process begins at birth, helping the child develop intellectually, organize perceptions, think logically, develop a conscience, become self-reliant, develop coping mechanisms (for stress, frustration, fear, and worry), and form healthy and intimate relationships

What is Stage of autonomy? A.Autonomy versus shame and doubt is the second stage of Erik Erikson's stages of psychosocial development. This stage occurs between the ages of 18 months to approximately age two to three years. According to Erikson, children at this stage are focused on developing a greater sense of self-control B.The baby is now a toddler, and central task of his or her life is to become a separate independent. C.Autonomy versus shame and doubt is the second stage of Erik Erikson's stages of psychosocial development. This stage occurs between the ages of 18 months to approximately age two to three years. According to Erikson, children at this stage are focused on developing a greater sense of self-control. D. Let's take a closer look at some of the major events of this psychosocial stage of development.

Why Bronfenbrenner's Bioecological Model A. The bioecological model is a theoretical model of gene-environment interactions in human development. This model, first proposed by Urie Bronfenbrenner and Stephen J. Ceci, in 1994, is an extension of Bronfenbrenner's original theoretical model of human development, called ecological systems theory. B. It is a organization falls in line with the model that Urie Bronfenbrenner first laid out for us 1979. The organization of book relates to Bronfenbrenner's layers. Simply put, what Bronfenbrenner called a bioecological model of human development means theat every child is at the center of what can be visualized as concentric circles of contest set in an overarching system of time, which affects all the contest and changes them continuously. C. we undertake to present the ecological model of human development that has been introduced in a prior edition of this Handbook. The bioecological model is an evolving theoretical system for the scientific study of human development over time. The model presented in this chapter represents major theoretical innovations from the 1983 chapter in both form and content. The new model is not a paradigm shift, but rather represents a transition from a focus on the environment to a focus on proximal processes as engines of development. D. e begin with the defining properties of the model, which involves four principal components (process, person, context, and time), and the dynamic, interactive relationships among them. We then turn to the research designs required for testing the model. In doing so, we not only present the next stage in the evolution of an ecological theory of human development, but we also document the requirements for conducting developmental research in the discovery mode.

Why The Benefits of Family-Centered Program for Children A.A benefit society, fraternal benefit society or fraternal benefit order is a society, an organization or a voluntary association formed to provide mutual aid, benefit, for instance insurance for relief from sundry difficulties. Such organizations may be formally organized with charters and established customs, or may arise ad hoc to meet unique needs of a particular time and place. Many major financial institutions existing today, particularly some insurance companies, mutual savings banks, and credit unions, trace their origins back to benefit societies, as can many modern fraternal organizations and fraternal orders which are now viewed as being primarily social; the modern legal system essentially requires all such organizations of appreciable size to incorporate as one of these forms or another to continue to exist on an ongoing basis. B. When parents and teachers works together they enhance children's emotional security, which facilitates development and makes is easier for them to development and learn. The children also benefit when their strengths and needs as individuals understood in their family context. There's as a result of the parent professional partnership or at least an understanding of and respect for cultural differences. Children's identity formation is enhanced when children don't have to experience uncomfortable feelings around the differences between what they learn at school and what they learn at school and what they learn at home. C.Benefit societies may be organized around a shared ethnic background, religion, occupation, geographical region or other basis. Benefits may include financial security and/or assistance for education, unemployment, birth of a baby, sickness and medical expenses, retirement and funerals. Often benefit societies provide a social or educational framework for members and their families to support each other and contribute to the wider community. D. Examples of benefit societies include trade unions, friendly societies, credit unions, self-help groups, landsmanshaftn, immigrant hometown societies, fraternal organizations built upton the models of fraternal orders such as the Freemasons and the Oddfellows, coworking communities, and many others. Peter Kropotkin posited early in the 20th century that mutual aid affiliations predate human culture and are as much a factor in evolution as is the "survival of the fittest" concept. A benefit society can be characterized by members having equivalent opportunity for a say in the organization members having potentially equivalent benefits aid going to those in need (strong helping the weak) a collection fund for payment of benefits educating others about a group's interest preserving cultural traditions mutual deference

persistance A.firm or obstinate continuance in a course of action in spite of difficulty or opposition. "companies must have patience and persistence, but the rewards are there" B.when you keep going and won't stop C.he continued or prolonged existence of something. "the persistence of huge environmental problems" D. the quality that allows someone to continue doing something or trying to do something even though it is difficult or opposed by other people

Developmental Differences Outside Support A. Some even cry out in pain when held or touched. Others who can't control their facial muscles may not smile or look interested in the same way typically developing babies do. B. A child with a hearing impairment may not respond to soft talking. In these case it is important for adults to look for the attachment. C. Outside support is needed to support parents, infants, and teachers. When attachment isn't occurring the between the parents and the child. D. Sometimes outside help is needed to support parents, infant care teachers, early educators, or family child care providers when attachment isn't occurring in spite of efforts to encourage a close connection.

C .

Culture A.the arts and other manifestations of human intellectual achievement regarded collectively. B.the cultivation of bacteria, tissue cells, etc., in an artificial medium containing nutrients C.A way of thinking believing and behaving. D. maintain (tissue cells, bacteria, etc.) in conditions suitable for growth.

Dealing With Issues Of Power And Control* A.Power and control are two of the most significant issues in any relationship. The more trouble the relationship is facing, the more these power and control issues will come to the surface. The better the relationship is working the less power and control issues will be a problem. B.A really functional "grown-up" relationship will be marked by the lack of emphasis on issues about power or control. Instead, both the partners will feel closely connected (linkage) while maintaining a strong sense of individuality and independence within the relationship. This is how relationships are meant to be. C.The behaviors discussed- saying, no exploring the world, learning self-help skill, What about the issues of power and control? D.None of the first four kinds of relationship described below, are recommended. But I have included these four as a kind of bench-mark and as a contrast with number five, the "grown-up" relationship. Many of us have experienced one of more of these first four kinds of relationship in the past and most of us hope to avoid them again in the future. But because they have been so fully accepted (traditionally) in the past it's worth looking at them in terms of two basic positions:

Give Choices* A. Help toddlers feel powerful by laying out options instead of giving a single directive. B.Get in that bathtub now!'' off an alternative such as,'' C.The way the child still feels empowered, and you are able to do what you perceive he needs to do. you're not being wishy-washy. And that the child will take a bath, but he has some choices about when, with what, and how he will enter the bathtub. D.After you get in, you can chose between the boats or the blocks to play with.''

Helping Children Cope A. Listen to your kids. Ask them about their feelings. Validate their concerns. B.When you can manage your own feelings, you can make disasters less traumatic for your kids. C. Some children are comforted and reassured by what's called a transition object-some kind of comfort device, such as a stuffed animal or a favorite blanket. D. Select an age group on the left to read parents' questions, and see how child psychologists would respond based on each developmental stage.

How Self Help Skills A.Self-feeding. The best way to build independent feeding skills is to learn the normal developmental stages of self-feeding. .. B. independent dressing and grooming. ... C. Feedling Toileting Dressing D. Hygiene and toileting . ... Helping with daily chores like table setting and picking up toys.

How The Benefits of Family-Centered Education Programs For Teachers A. Family-Centered Education Lesson Plans-Introduction Page 1 In 2002, California WIC agencies were involved in introducing a new type of group education session, called Family-Centered Education (FCE) . To field test this approach, a group of five WIC agencies designed and experimen ted with lesson plans and activities that engaged parents or other caregivers with children together in a group setting. Duri ng the statewide pilot phase completed in the fall of 2002, 18 agencies participated in training and delivery of family-centered gr oup education sessions in their local communities. These agencies presented lessons for families on gardening, "5 a day", and shoppi ng. They found that families enjoyed learning together and staff enjoyed the new way to teach. B.Family-centered education is most easily understood by considering three different types of education shown in the diagram on the next page. All three types are valuable, and all can be used effectively in WIC agencies. The first is parent-centered . With this model, the C. Teachers and early educators who understood the child within his or her family context can do a better job of supporting development and teaching that child as well as working with the group of children. It makes the job more satisfying as teachers watch children gain in trust and self-confidence. Teachers can learn new and effective teaching and guidance strategies as they observe parents and exchange information with them. D. WIC educator talks with the parent s and offers education at their level. Sometimes the children ma y attend, but they are often provided separate activities while their parents are in class (for example, coloring sheets or blocks to play with in a corner of the room.) These child-appropriate ac tivities keep the children occupied while their parents learn.

INDEPENDENCE A.Childhood friendships can be tumultuous relationships. Friendships are made and broken. Groups are formed, split, and even dissolved altogether. Bullies and/or leaders can be discarded if the rest of the group thinks they are too bossy or they no longer share the same interests. B.When a group of children on the playground breaks up into two separate camps, we rarely think of this as a declaration of independence, but in its own small way, it is exactly that. A group of children no longer wants to associate or fraternize with the other group and therefore wants to be free of that group's influence. C.a day celebrating the anniversary of national independence. D.Struggles for independence can be seen throughout history. Often groups of people or regions vying for independence are united by ethnicity, language, political theory, or any other human trait or idea. Independence is the complete freedom of control or influence from another party, be it a single individual, a group of people, or an organization.

Macrosystem layer A. The macrosystem is composed of cultural values, customs and laws.[10] It refers to the overall patterns of ideology and organization that characterize a given society or social group. Macrosystems can be used to describe the cultural or social context of various societal groups such as social classes, ethnic groups, or religious affiliates.[18] This layer is the outermost layer in the child's environment. The effects of larger principles defined by the macrosystem have a cascading influence throughout the interactions of all other layers. B. The macrosystem influences what, how, when and where we carry out our relations.[19] For example, a program like Women, Infants, and Children (WIC) may positively impact a young mother through health care, vitamins, and other educational resources. It may empower her life so that she, in turn, is more affective and caring with her newborn. C. ideologies, values, laws and customs beliefs. (largest): Rules, culture, society D. n this example, without an umbrella of beliefs, services, and support for families, children and their parents are open to great harm and deterioration.[21] In a sense, the macrosytem that surrounds us helps us to hold together the many threads of our lives.

Obstacles of Temperament A.Individual differences in human motivation and emotion that appear early in life, usually thought to be biological in origin. Temperament is sometimes considered the biological or physiological component of personality, which refers to the sum total of the physical, emotional, mental, spiritual, and social dimensions of an individual. Read more: http://www.healthofchildren.com/T/Temperament.html#ixzz4KGVieBSS B. C.Unwanted pregnacy Child having a disability Sick baby Dificult delevery Depressed mom D.Ancient Greek and Roman physicians invoked nature, claiming that the proportions of the various humors or fluids in the bodies influenced personality. They thought that there were four basic temperaments—sanguine (cheerful), choleric (irritable), melancholic (gloomy), and phlegmatic (apathetic)—which were determined by the predominance of blood, yellow bile, black bile, and phlegm respectively in the person's physical constitution. The ancient theory survives in the form of such expressions as "being in a bad (or good) humor.

Physical sensitvity A.fter I told my younger sister, Melissa, about my attention deficit hyperactivity disorder (ADHD) diagnosis, we reminisced about our childhood. B.If there were family arguments, we would think it was something little, but, for you, it was huge," said Melissa. "Something that I considered a minor spat, you felt was monumental and earth-shattering. C.clothing, lights, sound D.It wasn't until I was 48 that I recognized what caused me to be a drama queen: I was born with ADHD and hypersensitivity.

Safety needs A. Definition. Safety needs in Maslow's hierarchy refer to the need for security and protection. When we have our physiological needs for food and water met, our safety needs dominate our behavior. These needs have to do with our natural desire for a predictable, orderly world that is somewhat within our control B.Psychologist Abraham Maslow introduced the concept of a Hierarchy of Needs. His hierarchy proposes that people are motivated to fulfill basic needs before moving on to meet higher level growth needs. C. are you safe with in your own home D. Maslow's Hierarchy of Needs is most often displayed as a hierarchical pyramid with five levels. However, the most recent depictions of the hierarchical pyramid have seven or eight levels. But, no matter which pyramid you review, the lowest levels of the pyramid are made up of the most basic needs, while the more complex needs are located at the top of the pyramid. The four lower levels of all the pyramids are considered physiological or deficiency needs, while the top level(s) are considered growth needs. Maslow's believes that the lower level needs have to be satisfied before higher needs can influence behavior.

Self-Help Skills A.Throw own bib in laundry hamper Clean face and hands with damp wash cloth (finish up with help) Stow own shoes away (with help/works well to have one assigned spot) Feed self a snack (cereal 0's, cubed soft fruits etc...) Hold a spoon and toothbrush to imitate parents/siblings Play alone for 10-30 minutes* B. Giving children a chance to practice self-care skills is a fantastic way to help them feel capable and increase their self-esteem. It helps create a great sense of autonomy, a drive to learn and grow. Self-care is also an opportunity for children to feel in charge of their body and know that they are trusted by their parents C.When children practice self-help skills such as feeding and dressing themselves, they practice their large and small motor skills, gain confidence in their ability to try new things and build their self-esteem and pride in their independence. There are four main types of self-help skills: Self-feeding.Sep 3, 2015 D.For some, the goal for children is learning to help others rather than helping oneself.

Sense of belonging A. A sense of belonging is a human need, just like the need for food and shelter. Feeling that you belong is most important in seeing value in life and in coping with intensely painful emotions. Some find belonging in a church, some with friends, some with family, and some on Twitter or other social media. B.Having a sense of belonging is a common experience. Belonging means acceptance as a member or part. Such a simple word for huge concept. A sense of belonging is a human need, just like the need for food and shelter. Feeling that you belong is most important in seeing value in life and in coping with intensely painful emotions. Some find belonging in a church, some with friends, some with family, and some on Twitter or other social media. C.are you snowing attention, family photos your's involved in their lives D.Some see themselves as connected only to one or two people. Others believe and feel a connection to all people the world over, to humanity. Some struggle to find a sense of belonging and their loneliness is physically painful for them.

Syncrony A. simultaneous action, development, or occurrence. B. synchronic treatment or study. C. responding to one another D. synchronic treatment or study.

Taking Separation in Small Steps* A.Taking these steps may questioned by some families who are not anxious fir children to learn to separate from them a young age; however, the reality of child care and other early education programs for very young children is that they will experience spearation. B.Be award of the dangers of giving children more to cope with then they can handle. C.Having a babysitter or being away from the person(s) they are attached to for short periods are other example of steps of separation. Taking these steps may be questioned b a young age; however, the reality of child care and other early education programs for very young children is they will experience separation. D. If parents feel a need to take an extended vacation away from their child, they should reaslize the possible effects of a prolonged separation during the toodler preiod.

What Autonomy A. Means self ''Auto'' B. An average age of discovery C. (2-3 years) Erikson D. is about 15 rougnly

What can care giver do to help lower separtion and stranger anxiety? A.Separation from someone we love can be painful both for children and parents, especially for those in a child care setting. Separation anxiety in children can come and go throughout their early years. Luckily there are some simple things you can do to reduce anxiety when leaving your child - at home or at child care B.Since your provider is a close partner with you and your spouse in the daily care and education of your child, take the time to invest in this relationship - it can be one of the most important ones in your family's life. Talk to your caregiver each morning and at the end of the day if possible. Let them know how your child's night went, what her mood is, and if there are any unusual issues. At the end of the day, find out what your child enjoyed doing and learn about what the highlights or struggles of the day were C.Respect feelings Use transition objects Partner w/parents be sensitive feel understanding D. Don't rush the separation. Your child will pick up on your stress and can become agitated. Sit with your child for a while so he can take in the activities and people in the room. When your child seems comfortable, let your caregiver take her. It's nice for her to be in a devoted caregiver's arms when you leave. Kiss and hug your child goodbye and then leave. Don't waver; that only becomes confusing to your infant. If your baby is crying when you leave, or even if he is not, don't hesitate to call your caregiver or center a little later to see how he is doing.

What is Family-Centered Programs for Families A. Elements of effective work with families include engaging families and youth; providing direct assistance with challenges the family is facing, including counseling, parent coaching, and modeling; and continuing to assess—with the family—their strengths, needs, and progress. B. Pennsylvania Child Welfare Training Program (2007) Teaches workers skills to use solution-focused strategies when working with families involved with the child welfare system. C. Families gain greater knowledge of resources from the professional in their children's program. D. Among the strategies that are critical for increasing the safety, permanency, and well-being of children and families involved with child welfare is tailoring services to unique needs by building upon strengths. As child welfare agency administrators and policy-makers continually strive to improve services and outcomes for children and families, establishing child welfare policies and practices that promote and facilitate an individualized, strengths-based approach is essential. Policy is crucial to sustaining strengths-based practices, because without it such practices may be inconsistently applied and diminish with staff turnover.

What is Looking at context through bioecologial theory A.How is a child's development affected by their social relationships and the world around them? Ecological systems theory provides one approach to answering this question. The ecological systems theory was developed by Urie Bronfenbrenner. B.Bronfenbrenner believed that a person's development was affected by everything in their surrounding environment. He divided the person's environment into five different levels: the microsystem, the mesosystem, the exosystem, the macrosystem, and the chronosystem. In this lesson, you will learn about these different environmental levels by meeting five-year-old Alex and examining the influences in his life. C.The history and foundations of family-centered care and education go way back. Something I Learned as a student in an early childhood class in 1967 stunk in my mind.'' Your client is not the child, but the family.'' D.Otherwise known as the Human Ecology Theory, the Ecological Systems theory states that human development is influenced by the different types of environmental systems. Formulated by famous psychologist Urie Bronfenbrenner, this theory helps us understand why we may behave differently when we compare our behavior in the presence of our family and our behavior when we are in school or at work.

What is Toddler A. a young child who is just beginning to walk. synonyms: small child, infant, tot, preschoolerB. C.Toddlerhood one to three is going through psychosocial development and toddler is a young child who is beginning to walk 1-3 years. D. There's no shortage of child development experts, but opinions about the definition of when a child shifts from infant to toddler vary. There's simply no consensus about what constitutes a toddler. That said, rough estimates about when toddlerhood begins abound and are widely accepted in the medical literature. Familiarize yourself with the debate about when toddlerhood starts and ends with this review of the term.

What is the Development Differences A.Babies who are born with development differences may not have the attachment behaviors that draw adults to them. B. For example, neurological issues can cause babies not to be cuddly, C.Babies who are born with developmental differences may not have attachment behaviors that draw adults to them. Ex. a baby with a visual impairment may not see and may not easily attach to parents. D. Some stiffen when held. Some even cry out in pain when held or touched.

Why Maslow's Hierarchy of Needs A. The bioecological model is a theoretical model of gene-environment interactions in human development. This model, first proposed by Urie Bronfenbrenner and Stephen J. Ceci, in 1994, is an extension of Bronfenbrenner's original theoretical model of human development, called ecological systems theory B. The bioecological model is a theoretical model of gene-environment interactions in human development. This model, first proposed by Urie Bronfenbrenner and Stephen J. Ceci,[1] in 1994, is an extension of Bronfenbrenner's original theoretical model of human development, called ecological systems theory. Bronfenbrenner developed the bioecological model after recognizing that the individual was overlooked in other theories of human development, which were largely focused on the context of development (e.g., the environment). C. His model provides important information for anyone concerned with working with young children and their, families, His theory rests on the idea that basic needs must be met for growth to occur. The most basic need of all are physiological and include air, food, water, and rest. A hungry child is motivated to get food and uses all available energy for that end, energy that well-fed children use for going on to meet higher needs. D. The bioecological model of human development can be applied to both children and maturing adults, and is thus a lifespan approach to development. The framework emphasizes the importance of understanding bidirectional influences between individuals' development and their surrounding environmental contexts.In the bioecological model, in contrast to his earlier models, Bronfenbrenner also includes time (known as the chronosystem in his model) as an important component in the way that people and environments change. The bioecological model proposed a new method of conducting research which was heavily influential in developmental psychology and is still considered relevant today.

adaptability A. Adaptability (Latin: adaptō "fit to, adjust") is a feature of a system or of a process. This word has been put to use as a specialised term in different disciplines and in business operations. Word definitions of adaptability as a specialised term differ little from dictionary definitions. B.able to adjust oneself readily to different conditions: C.changes in schedull,new situations. D.Part-time workers have less time to adjust to the job, so adaptability and quick learning skills are big pluses, for example.

What Epstein's list? A. Babies who are born with developmental differences may not have attachment behaviors that draw adults to them. B. They are pioneers in the temperament research, C. When attachment isn't occurring the between the parents and the child. D. Decision make "Family, School" Collaborating with the community

Attachment Continued. A. ontinued attachment to parents has correlated with measures of ad- justment in both school and peer situations at least through the transition to college. The measurement of parental attachment has relied primarily on self-reports of the quality of the parental relationship in terms of support, encouragement, autonomy, and dependenc B.Bowlby's original theory and research relied more on reactions to separa- tion, which Berman cded "attachment distress" in adulcs. The present study exam- ined the psychometric properties of the Continued Attachment Scale-Parent version which measures cognitive and emotional responses to the perceived separation from parents. Data from 216 college students were collected on the scale as well as several scales selected to evaluate convergent and construct validities. The scale showed good reliability. Scores were highly correlated with attachment scale scores that measure sup- port, encouragement, and closeness C. Correlations with measures of emotional state and personality differed for men and women but generally suggested that the scale assesses a distincc domain of experience related to continued closensss to parents and to depres- sion. D. Erick Erikson .Psychosocial dilemma psychosocial (the soul / feelings and socail interaction trust vs. mistrust trust, a life long issue it depends on responsiveness to your needs

Culture cont. A. Culture (/ˈkʌltʃər/) is, in the words of E.B. Tylor,[undue weight? - discuss] "that complex whole which includes knowledge, belief, art, morals, law, custom and any other capabilities and habits acquired by man as a member of society."[1] Alternatively, in a contemporary variant, "Culture is defined as a social domain that emphasizes the practices, discourses, and material expressions, which, over time, express the continuities and discontinuities of social meaning of a life held in common."[ B.Cambridge English Dictionary states that culture is "the way of life, especially the general customs and beliefs, of a particular group of people at a particular time."[3] Terror Management Theory posits that culture is a series of activities and worldviews that provide humans with the basis for perceiving themselves as "person[s] of worth within the world of meaning"—raising themselves above the merely physical aspects of existence, in order to deny the animal insignificance and death that Homo Sapiens became aware of when they acquired a larger brain.[4][5] C. As a defining aspect of what it means to be human, culture is a central concept in anthropology, encompassing the range of phenomena that are transmitted through social learning in human societies. The word is used in a general sense as the evolved ability to categorize and represent experiences with symbols and to act imaginatively and creatively. This ability arose with the evolution of behavioral modernity in humans around 50,000 years ago.[citation needed] This capacity is often thought to be unique to humans, although some other species have demonstrated similar, though much less complex abilities for social learning. It is also used to denote the complex networks of practices and accumulated knowledge and ideas that is transmitted through social D. Building blocks of identity .Sense of security and belonging . Personal history handed down from one generation to the next.

Entering Child Care What about it? Why? A. Tetanus, diphtheria, and pertussis booster (Tdap) Measles, Mumps, and Rubella (MMR) Immunizations required to enter Kindergarten: Polio Diphtheria, Tetanus, and Pertussis (DTaP) Measles, Mumps, and Rubella (MMR) Hepatitis B Varicella (Chickenpox) B.California law requires all children enrolled in state schools, both public and private, to have certain doctor-recommended immunizations, or receive them when they enroll. C.Your mother suddenly decides to go back to work, and one day she drives you to a strange place and leaves you there for the entire day. D.The a separation such as going onto child care is on the horizon. It's best to prepare the child.

How Culture as a Lens A.How can firms understand and appreciate the cultural background of employees, partners, and customers without overemphasizing or stereotyping it? B.Multinational firms today value cultural diversity. To understand business partners and customers in other cultures, firms hire diverse managers who see the world through the lens of their respective cultures. While this appreciation of culture has been a comparative advantage for many companies, other firms have made costly mistakes with diversity programs by overemphasizing the cultural backgrounds of employees, partners, or customers. C.Culturally targeted employee programs or ad campaigns can offend their intended beneficiaries by conveying a stereotypic view that individuals are mere reflections of their culture-that individuals can never see beyond their cultural lenses. D. Culture is ever present through often unacknowledge. Culture always affects us, even though often it is invisible except when it bumps up against a different culture. Culture affects what we do, what we think, how we perceive, how close we stand to someone we meet. Cultural differences are an ongoing theme throughout this book.

How Sense of self A.Self-identities, especially those of young people, are dynamic or in flux. Children as young as four years old have a sense of self that is based on some salient attributes that the child considers important and is maintained over time, for example, "I am the strongest or fastest boy in my class" or "I am smart; I figure things out easily" or "I am good at helping people.". Identities are often imposed or at least encouraged by environmental or cultural forces. For example, if a child is routinely told, "You are really smart" the likelihood is increased that intelligence will figure prominently in the child's sense of identity. In contrast, when a child routinely hears, "You can't do anything right", then incompetence is likely to be central to his sense of self. B. Occupations (e.g., teacher, physician, plumber) Social relationships (e.g., husband/wife, friend, colleague) Familial relationships (e.g., brother/sister; son/daughter; mother/father) Quasi-occupations (e.g., helper, volunteer) Avocations (e.g., athlete, musician, artist, collector, helper, volunteer) Affiliations (e.g., Shriner, Yankee fan) Abilities/disabilities (e.g., smart person, funny person, shy person with a disability, "patient") Salient attributes (e.g., reliable, hard working, good looking, lazy, dishonest) Spirituality (e.g., child of God, Catholic, Buddist) C.Everybody has a sense of self or sense of personal identity. In fact most people have a number of important ways of thinking about themselves that are significant enough to be considered multiple senses of self. Our sense of self includes those roles, attributes, behaviors, and associations that we consider most important about ourselves. These sense-of-self associations can be based on any combination of the following D. I am myself"

How The Family Systems Theory Lens A.One such system is communication, and another is rules. B.But they all have some things in common and that is that they are governed by systems. C.The theory behind family systems theory is that families may be very different in many ways. D.How The Family Systems Theory Lens

INTERDEPENDENCE A.These have just been published as Tiger Writing: Art, Culture, and the interdependent Self. B.Inter- means "between," so interdependence is dependence between things. We often use interdependence to describe complex systems. Marriage creates a state of interdependence between spouses. If your dog provides you with love and happiness, and you provide your dog with food and walks (and love and happiness), then your relationship with your dog is one of interdependence. C.nterdependence is mutual dependence between things. If you study biology, you'll discover that there is a great deal of interdependence between plants and animals. D.Interdependence is mutual dependence between things. If you study biology, you'll discover that there is a great deal of interdependence between plants and animals. Inter- means "between," so interdependence is dependence between things. We often use interdependence to describe complex systems.

Maslow's Hierchy of Needs Meeting needs A. Self-actualization B. esteem C.safety physical D. Physical and emotionally (food, eater, clothes) (if im mad comfort me, pay stranger attention to come anxiety.

Microsystem Layer A. Microsystem The microsystem is the layer closest to the child and contains the structures with which the child has direct contact. The microsystem encompasses the relationships and interactions a child has with his or her immediate surroundings such as family, school, neighborhood, or childcare environments.[10] At the microsystem level, bi-directional influences are strongest and have the greatest impact on the child. However, interactions at outer levels can still impact the inner structures. This core environment stands as the child's venue for initially learning about the world. B. he family is the child's early microsystem for learning how to live. The caring relations between child and parents (or other caregivers) can help to influence a healthy personality.[13] For example, the attachment behaviors of parents offer children their first trust-building experience.[14 C. As the child's most intimate learning setting, it offers him or her a reference point for the world. The microsystem may provide the nurturing centerpiece for the child or become a haunting set of memories.[11] The real power in this initial set of interrelations with family for the child is what they experience in terms of developing trust and mutuality with their significant people. D. is made up of the environment where the child lives and moves Examples and are immediate family mom dad, siblings.( smallest) (Child, immediate family and neighborhood.)

Mood A. There is significant overlap with symptoms of ADHD, and many children with bipolar disorder also qualify for a diagnosis of ADHD. B.Major depressive disorder is a more extreme form of depression that can occur in children with ADHD and even more frequently among adults with ADHD. Dysthymic disorder and MDD typically develop several years after a child is diagnosed with ADHD and, if left untreated, may worsen over time. Bipolar disorder is a severe mood disorder that has only recently been recognized as occurring in children. Unlike adults who experience distinct periods of elation and significant depression, children with bipolar disorder present a more complex disturbance of extreme emotional instability, behavioral difficulties, and social problems. C. The mood disorders most likely to be experienced by children with ADHD include dysthymic disorder, major depressive disorder (MDD), and bipolar disorder. Dysthymic disorder can be characterized as a chronic low-grade depression, persistent irritability, and a state of demoralization, often with low self-esteem D.has to do with expression, (smiling, serious, sad face, ) ''low on mood''

Partnering With Families Of Toddles A.involved in the diagnosis, depression, and to acceptance of the disability. Acceptance of the diagnosis can take years, as frequent reminders of the disability cause families to reexperience the grief. B.during pregnancy, at birth (as baby Ella's parents did), or even later, when their child enters a child care program in a home or classroom setting. C.Finding out that our daughter Ella had Down syndrome was like being told that the baby we dreamed of had died and now we had a child we knew absolutely nothing about. D.here's no good way to tell you. Your baby has Down syndrome," said the pediatrician. My world instantly stopped, and I felt a black fog closing in. I couldn't move or breathe or speak.

Physical Sensitivy Patterns A.t also helps parents to guide their children in ways that respect a child's individual differences. By understanding temperament, we can work with others rather than trying to change them. It also helps to put a child's behavior in perspective, and anticipate and understand the child's reactions. B. And in our children is an important tool to understand behavior and meet people's needs. C.Temperament can be defined as a set of behavioral characteristics that seem to be inborn and generally persist throughout life. Being able to recognize temperament traits in ourselves, our friends and coworkers D.easy (flexible) high on moods,high on adaptability. Difficult (feisty) high on activity, persistance Slow to warm (fearful/ cautious) low on approachability

Physical needs A.Physiological needs are physical things needed for human survival and proper functioning of the human body. These needs fall under the first level of needs in psychologist Abraham Maslow's hierarchy of needs. B.Physiological needs are the requirements we all need individually for human survival. C.Image result for physiological needs Physiological Needs are the foundation of Maslow's hierarchy of needs and include survival needs such as the need for sleep, food, air, and reproduction. D.food, water, shelter clothing.

Provide Control* A.Provide Control toddlers need. B.Here are two scenes that illustrate that principle. C. Let's go back to Olivia and Jacob, the two-year-olds. D.Negativity . No saying .resisting .''Me do it''. ( when you say use your words, give them the words to stay

Self-Feeding A.Some adults have different priorities for toddles. B.At the Crawler stage, you may notice your baby is starting to use his jaw to mash food or has started the self-feeding practice of using a pincer grip. This pincer grip will allow him to begin using a spoon, and even making it into his mouth on occasion. It's a messy process—and more food may end up on his face, the floor or high chair than in his mouth—but that's okay. Because your Crawler is becoming more independent, he learns best by doing it himself. C.Children who aren't allowed to touch or to try things on their own get a message about their own capabilities. Crying, she reaches for her father: He picks her up and comfort he D.In particular, is not a priority for everybody. For some, the goal for children is learning to help others rather then helping oneself.

Seperation anxiety: A.Separation anxiety disorder (SAD), is a psychological condition in which an individual experiences excessive anxiety regarding separation from home or from people to whom the individual has a strong emotional attachment (e.g. a parent, caregiver, significant other or siblings). It is most common in infants and small children, typically between the ages of 6-7 months to 3 years. Separation anxiety is a natural part of the developmental process. Unlike SAD (indicated by excessive anxiety), normal separation anxiety indicates healthy advancements in a child's cognitive maturation and should not be considered a developing behavioral problem.[1] B.According to the American Psychology Association, separation anxiety disorder is an excessive display of fear and distress when faced with situations of separation from the home or from a specific attachment figure. The anxiety that is expressed is categorized as being atypical of the expected developmental level and age.[2] The severity of the symptoms ranges from anticipatory uneasiness to full-blown anxiety about separation.[3] C.SAD may cause significant negative effects within areas of social and emotional functioning, family life, and physical health of the disordered individual.[2] The duration of this problem must persist for at least four weeks and must present itself before a child is 18 years of age to be diagnosed as SAD in children, but can now be diagnosed in adults with a duration typically lasting 6 months in adults as specified by the. D.Congnitive development they are aware that you are gone. Usually (8- 10 moths ) old. You wont get away with it because its apart of attachment. (think of a bad break up.

Set Up a Development Appropriate Environment* A.Research has shown that children in developmentally appropriate programs are less stressed, less anxious about tests, better creative thinkers, and better communicators. However, children have a number of limitations depending on their developmental level. Educators must ensure that children are provided with an age appropriate, individually appropriate, and culturally appropriate environment. B.All of these factors work together to build a classroom that is developmentally appropriate - a place that is comfortable, safe, and secure. The developmentally appropriate classroom is a carefully planned room where children can initiate learning. It is a place that meets the needs of the children and provides materials that are age appropriate, individually appropriate, and culturally appropriate. C.Have you ever wondered what your classroom says about you and your students? What would an outsider's first impression be of your classroom? Is your room filled with engaging materials? Is your curriculum appropriate? Do you plan for transitions? Do you use positive guidance with the children? D.Think of a difference between a toddler versus spending an afternoon in shopping an after grocery store and a mall oran hour in her great aunt's living room, defined and set off from kitchen facilities ( if any), sleeping area, and diapering and toileting area.

What is The Benefits of Family-Centered Programs for Families A. B. C. D. Families today often feel isolated. A family-centered program can become like an extended family to those who desire such a thing. The Curtural Nature of Human Development, said. The goals of human development- what is regarded as mature or desirable very considerably'', it makes sense that the goals of the program match the goals of the families, or at least don't contradict them.

What is seeking autonomy? A. Toddler development can be broken down into a number of interrelated areas.[4] There is reasonable consensus about what these include: Physical: Refers to growth or an increase in size. Gross motor: Refers to the control of large muscles which enable walking, running, jumping and climbing. Fine motor: Refers to the ability to control small muscles; enabling the toddler to feed themselves, draw and manipulate objects. Vision: Refers to the ability to see near and far and interpret what is seen. Hearing and speech: Hearing is the ability to hear and receive information and listen (interpret). Speech is the ability to understand and learn language and use it to communicate effectively.[citation needed] Social: Refers to the ability to interact with the world through playing with others, taking turns and fantasy play. Although it is useful to chart defined periods of development, it is also necessary to recognize that development exists on a continuum, with considerable individual differences between children.[citation needed] There is a wide range of what may be considered 'normal' development. B.A toddler is a child between the ages of one and three. The toddler years are a time of great cognitive, emotional and social development. The word is derived from "to toddle", which means to walk unsteadily, like a child of this age.[citation needed] C.a young child who is just beginning to walk.A toddler is a child between the ages of one and three.[1][2] The toddler years are a time of great cognitive, emotional and social development. The word is derived from "to toddle", which means to walk unsteadily, like a child of this age.[citation needed] D. it most be a healthy, successful, productive member of the community. The most notable toddler behaviors are exploration, self-help skills, and sense of possession.

What is the socialization process? A. Socialization, also spelled socialisation, is a term used by sociologists, social psychologists, anthropologists, political scientists, and educationalists to refer to the lifelong process of inheriting and disseminating norms, customs, values and ideologies, providing an individual with the skills and habits necessary . B.Human infants are born without any culture. They must be transformed by their parents, teachers, and others into cultural and socially adept animals. The general process of acquiring culture is referred to as socialization click this icon to hear the preceding term pronounced. During socialization, we learn the language of the culture we are born into as well as the roles we are to play in life. For instance, girls learn how to be daughters, sisters, friends, wives, and mothers. In addition, they learn about the occupational roles that their society has in store for them. We also learn and usually adopt our culture's norms click this icon to hear the preceding term pronounced through the socialization process. Norms are the conceptions of appropriate and expected behavior that are held by most members of the society. While socialization refers to the general process of acquiring culture, anthropologists use the term enculturation click this icon to hear the preceding term pronounced for the process of being socialized to a particular culture. You were enculturated to your specific culture by your parents and the other people who raised you C. Socialization is important in the process of personality formation. While much of human personality is the result of our genes, the socialization process can mold it in particular directions by encouraging specific beliefs and attitudes as well as selectively providing experiences. This very likely accounts for much of the difference between the common personality types in one society in comparison to another. For instance, the Semai click this icon to hear the preceding term pronounced tribesmen of the central Malay Peninsula of Malaysia typically are gentle people who do not like violent, aggressive individuals. In fact, they avoid them whenever possible. In contrast, the Yanomamö click this icon to hear the preceding term pronounced Indians on the border area between Venezuela and Brazil usually train their boys to be tough and aggressive. The ideal Yanomamö man does not shrink from violence and strong emotions. In fact, he seeks them out. Likewise, Shiite Muslim men of Iran are expected at times to publicly express their religious faith through the emotionally powerful act of self-inflicted pain. D. The process of adapting to believes, values, behaviors, goals family.

Why Independence A. The definition of interdependence is people, animals, organizations or things depending on each another. B. Dependence of entities such as people or countries on each other. Over the year, the United States' interdependence on other countries for imports has grown to record levels. C. Interdependence is mutual dependence between things. If you study biology, you'll discover that there is a great deal of interdependence between plants and animals. Inter- means "between," so interdependence is dependence between things. We often use interdependence to describe complex systems. D. Vs. Inter-dependence doing it yourself or having someone else do it for you.

Why MULTIPLE LENSES THROUGH WHICH TO LOOK AT FAMILY-CENTERED APPROACHES A.The purpose of this standard is to provide di rection and guidance to the Child and Family Services (CFS) program regard ing supervision. This standa rd is intended to achieve statewide consistency in the development and application of CFS core services and shall be implemented in the context of all applicable laws, rules, and policies. The standard will also provide a measurement for program accountability. B.Supervisors are responsible for ensuring th e safety, permanency and well-being of children in state custody. In doing this, supe rvisors can have multiple roles, such as coach, mentor, evaluator, advocate, trainer, and manager. Family-centered practice shapes the way in which these roles are carri ed out within the agency. Family-centered practice supervisors work with supervisees to help them work with families to enhance their capacity to care for and protect children. C.Administrative supervision is supervision th at oversees the coordination of work among multiple supervisees to facilitate the eff ective completion of job responsibilities. Administrative supervision also attends to supervisees' adherence to agency policy and procedure. D. One of them Bronfenbrenner's bioecological theory, which includes culture as one aspect of context.Scholars who create and study development theories should always use a cross-cultural lens. That particular lens, the cuitural lens, was viewed as a challenge in the preceding section. Here i want to look at three more lenses through which to look at children in families and communities.

Why is Adoption an obstacle? A. The adoptive present another obstacle to boding at birth and early attachment. B. The adoptive parents may not have been a part of the birth or may not have had a period together immediately afterward. C. Attachment can proceed very well in spite of all these obstacles, as long as the relationship grows and flourishes, preferably in the first year- The earlier the better. D. Can present obstacle to bonding and attaching to the adoptive parents.

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