EDHD 230 Fall 2013 Review Guide for Exam 2 Families Family Structure Nuclear extended families o Nuclear Family husband and wife and their children o Extended Family relatives of nuclear family o Networks of support who do you turn to for support when your family isn t an option Formal and informal networks of support o Personal network the people you interact with more regularly friends neighbors o Formal networks doctors social services person network cant provide the next classmates step is formal Be able to identify factors that influence or change the family structure Family Functions Divorce Single parenting Step families Joint custody Kin custody Dual earner families Cohabiting parents Adopted children Same sex families Interethnic and Interfaith families Be able to explain the five family functions birth control reproductive assistance education has shifted to schools state mandated changes in gender roles responsibilities of children 1 Reproduction 2 Socialization and education requirements authority patterns 4 Economic support Industrialization 5 Nurturance and emotional support 3 Assignment of social roles Understand how historical changes have influenced family functions Families and Culture Describe the characteristics of collectivist and individualist orientations advances in medicine Collectivism o Orientation cooperative and interdependent o Authority hierarchical o Relationships harmonious and cooperative o Communication context specific and indirect o Learning through observation and imitation o Values sharing and helping interactions with others group loyalty Individualism US western cultures o Orientation cooperative and independent o Authority egalitarian o Relationships reciprocal and competitive o Communication direct and free of context o Learning through direct instruction o Values decision making achievement individually personal choice Parents Understand How we define parenting o One way to define it process of making a series of decisions about how to Your baby cries Your child does poorly in school socialize a child o Both in short term o Long term society What do you do to assist your child in becoming an effective member of Universal aspects of parenting Generally in all societies parents aim to Ensure physical health and safety Prepare child to develop behaviors to support self economically Prepare child to develop behaviors that adhere to cultural values Concept of form vs Function Form parenting cognition or practice Function meaning or purpose of practice Across cultures some parenting practices might differ in either form or function Parenting Styles Describe Baumrind s 4 parenting styles Permissive o high in terms of acceptance low in terms of control and demands o child outcomes Authoritative o High in terms of acceptance high in terms of demands and control o Child outcomes impulsiveness aggression low self reliance self control failure to explore High self reliance Content Cooperative Explore with self control Uninvolved o Low in terms of acceptance low in terms of demands and control o Child outcomes Low self esteem Poor self control Cognitive social emotional and behavioral deficits Authoritarian o Low in terms of acceptance high in terms of demands and control o Child outcomes Discontent With drawn Fearful Mistrustful Child outcomes associate with the parenting styles Parenting Influences on Socialization How do parents contribute to self regulation Self Regulation o Best Outcomes Parents who make reasonable demands promote sense of autonomy and responsibility o Poorer Self Regulation Strict of lenient parenting doesn t result in self regulation o Theses outcomes are specific to American culture What is competence Being able to adapt in ones environment o Socially responsible o Independent o Friendly o Cooperative o Dominant o Achievement oriented o Purposeful By preschool children show differences in competence o Attention seeking in social settings o Reliance on relationships with adults o Relationships with peers o Ability to plan How do parents promote competence Be flexible and responsive Provide safe and stimulating home environments Limit interactions but be available when needed Engage children by asking questions helping with activities responding to discoveries Maintain firm consistent and age appropriate discipline Appropriate Parenting What is appropriate Centered on child s needs rather than parents Developmentally appropriate reasonable expectations Understanding normal growth patterns Understanding why children misbelieve Provides basic care and models self control Sensitivity to Childs strengths limitations and needs Distinguish between guidance and discipline Uses range of acceptable disciplinary practices o Guidance is preventive instruction modeling reinforcement o Discipline is corrective punishment correction extinction Goodness of fit Irregular body functions Childs temperament influences best parenting practices Easy children Positive mood Regularity in body functions Adaptable Low to moderate reactivity Adapt well to various styles of child rearing Difficult children Negative mood Slow to adapt withdraw in new situations Need consistency patience and objectivity Parents need to be able to anticipate and manage behavior Slow to warm up Children Slow to adapt after initial withdrawal Low activity levels Low reactivity Need moderate encouragement and patience Parents need to let them adjust at there own pace Intense reactions Schools Socialization goals of school Interpersonal understanding Citizenship participation Enculturation awareness of values beliefs norms traditions and understanding those of other cultures Moral and ethic character Be able to provide explain examples of how macrosystems of Political Ideology and Economics influence educational policies Political ideology Democracy equal right and equal opportunity All children should have equal opportunity for education 1990 Educational excellence for all children act o school readiness and improved graduation rate o assess competencies in the 4th 8th and 12th grade o aims for American students first in the world in science and math 2001 No child left behind o increase accountability for states districts and schools o greater choice in schools for parents and students o flexibility for states and districts in how to use federal education funding o emphasizes reading language math and science present common core state standards initiative o high standards
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