For this lesson, you will be sharing the content in the powerpoint presentation entitled Parental Readiness. Once the information has been presented, you will then give the students 2 assignment options. Option 1: Interview two groups of parents. 1 couple who has small children and 1 couple who has children that are teenagers or out of the home. Option 2: Create a presentation highlighting each student's priorities on parenting. This presentation is titled "The type of Parent I Hope to be."This Lesson Aligns with Utah State Standards for Child Development: Strand 1, Standard 1
Over the years researchers have found the necessity to develop theories of behavior that are specific to family settings. These theories have been developed by people with a variety of areas of emphasis, from family therapists to gerontologists to child development specialists. In this chapter we will briefly discuss six such theories: Bioecological Model, Family Systems, Functionalism, Conflict Theory, Symbolic Interactionism, and Psychological Perspectives.
Early Childhood Education / ECE-102 Child, Family and Community
Examines the developing child in a societal context focusing on the interrelationship of family, school, and community and emphasizing historical and socio cultural factors. The processes of socialization and identity development will be highlighted, showing the importance of respectful, reciprocal relationships that support and empower families.
Generic/Non-COC version (a derivative):
In Word: https://drive.google.com/file/d/1B4Y2EEp7HoECRBh_vXP3BCrg84QYOnjD/view?usp=sharing
In PDF: https://drive.google.com/file/d/11EETGrZW8__4DYWI_78e89Ru9S4OvM13/view?usp=sharing
The attribution for this derivative is: "Child, Family, and Community" by Rebecca Laff and Wendy Ruiz, College of the Canyons is licensed under CC BY 4.0 / A derivative from the original work
The COC version:
The Word version (to be easily edited) of the book can be found at https://drive.google.com/file/d/13xMpfZloGnrZyPQVOHvSIYwVYsH_24gX/view?usp=sharing
The PDF version of the book can be found at https://drive.google.com/file/d/1jOkejB_wKLZYpDaaUJpfRceQ01LA9Fth/view?usp=sharing
The three case studies written for this project reflect training needs in crucial parts of the child welfare system. They may be used individually or together, and each includes an introduction that highlights the area of child welfare practice that governs the situation, and a variety of classroom exercises. An effort was made to be ethnically sensitive by emphasizing language and cultural diversity differences in family lifestyles as expressed in parenting and disciplinary styles and varying cultural norms and values. The authors strongly recommend the use of collaborative teaching with guest speakers from local departments of Social Service, substance abuse programs, etc., to supplement the case studies. (93 pages)Brewer, L. K., Roditti, M., & Marcus, A. (1996).
This is an update of the 2001 curriculum: Frame, L., Berrick, J. D., Sogar, C., Berzin, S. C., & Pearlman, J. CalWORKS and Child Welfare: Case Management for Public Child Welfare Workers. This newly revised curriculum is designed to help students understand the relationship between family economic well-being and parenting and to raise students’ awareness of the important role poverty can play in interfering with parents’ best efforts to raise their children well. Under extreme circumstances, family poverty can place children at significant risk – these are the families who may come to the attention of child welfare agencies. (215 pages)Berrick, J. D., Helalian, H. S., Frame, L., Fabella, D., Lee, K., & Karpilow, K. (2010).
This lesson is meant to be a guide for Nebraska Family and Consumer Sciences teachers who may teach the following courses Human Development, Human Growth & Development, Child Development, Parenting, Interpersonal Relationships, Relationships, Family Living, Teen Living or Daily Living courses. Any additional readings and/or topics not included in the lesson plan should be marked N/A.
In this course, you are going to learn;a) Possible cause(s) of communication difficulties with your child,b) How visuals can help you and your child with effective communication, andc) Tips for effective use of visuals and communication with your child
Developmental psychology concerns itself with the changes (psychological and otherwise) that occur as a result of our physical and mental maturation. This course proceeds from prenatal development through adolescent and adult development. Upon successful completion of this course, the student will be able to: Discuss the interaction between and the roles of nature and nurture in lifespan development.; Describe the basic development of the human nervous system; Explain the developmental processes associated with the five senses; Describe the important developmental milestones and age expectations associated with motor skills, social skills, cognitive ability, sensory awareness, and the use of language; Discuss the important theories of cognitive development, including those of Piaget, Vygotsky, the information-processing approach, and the intelligence perspective; Discuss and contrast the nativist, behavioral-cognitive, functionalist, and learning stage theories of language development; Describe the developmental process of language, from cooing and babbling to mature language; Explain the important theoretical issues in the study of the development of personality; Discuss the most influential theories of personality development, including those of Freud, Erikson, Klein and Mahler, Bowlby, and Ainsworth; Explain Kohlberg's theory of moral development, including the perspectives of its critics; Describe the physical and cognitive changes associated with adolescent development; Explain the significance of the differences in maturation rates between individuals; Discuss the major issues of development in adulthood, including marriage and divorce, parenting, and mid-/later-life physical and cognitive changes. (Psychology 302a)
A different look at various "modern" parenting styles that we see within our society & the impact they have on children across the lifespan.
Lou is a young child presenting problem behaviors. At home, at school, or outdoors, Lou’s parents try different methods of correcting Lou’s behaviors, and evaluating their efficacy in the immediate, and longer, term.
The interactive program offers a rich simulation of situations parents and children in such circumstances might face. Whilst studiosly avoiding any suggestion of easily and universally applicable methods, the interactive program invites parents and professionals in training to reflect on the adequacy of their disciplinary and other child-rearing styles, and the impact of stress and fatigue on family functioning, related to environmental variables in their lives. The interactive program also proposes a series of « golden rules » parents and professionals in training can use as helpful guidelines and points of reference in promoting the welfare of their children and enhancing family functioning.
Use of the interactive program, which should always happen when their is professional supervision and accompaniment, by a parent, in a parental couple with or without the involvement of the child concerned, in a group of parents, or by a psychologist in training, contributes to improvement in child-rearing practices, the feeling of parental competence, co-parenting relationships, and communication with the child in question and other children who may be part of the family setting.
The interactive program’s playful and modern approach makes for an indispensable tool for psychologists and family educators working with young children with problem behavior, and their parents.
The interactive program may be used in four languages (English, French, German, and Spanish), and is accompanied by a manual in English and French describing the theoretical and empirical bases for the interactive program and its uses, as well as guidelines for using the video which are especially apt for professionals working in the educational guidance of parents and families.
Standard instructions regarding the training of students in the helping professions are also available on the interactive program. These instructions are aimed at professors in higher education in the domains of family psychology, family education, and cognitive-behavioral therapy. They permit psychologists and other professionals in training to understand how best to use the interactive program and focus its use in the broader context of their working relationships with one another and with families and children.
Lou est un jeune enfant présentant des difficultés de comportement. A la maison, à l’école ou en promenade, ses parents font des choix éducatifs et en évaluent l’efficacité immédiate et à long terme. Le programme interactif se présente comme un simulateur de situations éducatives. Sans jamais induire que l’éducation d’un enfant se réduirait à une recette universelle, il emmène parents et professionnels dans une réflexion à propos de l’adéquation des réponses éducatives en regard des comportements de l’enfant, de l’impact du stress et de la fatigue sur le fonctionnement familial, de l’importance des variables environnementales. Il propose un ensemble de « règles d’or » agissant comme des points de repère. Son utilisation par le psychologue en formation, le parent seul, en couple parental, avec ou sans leur(s) enfant(s), en groupe de parents, accompagné ou non d’un professionnel de la guidance, contribue par ailleurs à favoriser le travail thérapeutique portant sur la fonction parentale, la relation coparentale et la communication avec l’enfant. Son approche ludique en fait un outil indispensable aux psychologues et aux éducateurs familiaux travaillant auprès de jeunes enfants présentant des troubles du comportement et de leurs parents.
Le programme interactif est présenté en quatre langues (français, anglais, allemand et espagnol). Il est accompagné d’un manuel en français et en anglais donnant des indications sur ses fondements théoriques et des conseils d’utilisation à destination des professionnels de la guidance éducative.
Des consignes standardisées relatives à la formation des étudiants sont également disponibles . Elles sont destinées aux professeurs de l’enseignement supérieur et des universités dans les domaines de la psychologie de la famille, de l’éducation familiale et de la thérapie cognitivo-comportementale. Elles permettent d’orienter le travail des psychologues en formation à partir du programme interactif.
This book has been created for students and all individuals who work with children and families (e.g., educators, parents, caregivers, direct support workers, etc.) in diverse contexts. It is imperative to understand how and what factors may influence child outcomes across the lifespan. Therefore, key concepts related to parenting, child-rearing, care-giving, and parenting education are outlined in this textbook to provide historical, theoretical, and practical perspectives across vast settings and developmental domains.
Jinnie Spiegler, a parent and education activist, offers suggestions for parents who want to talk with their children about what happened in Newtown.
- Social Science
- Material Type:
- Teaching/Learning Strategy
- Morningside Center for Teaching Social Responsibility
- Provider Set:
- Teachable Moment
- Jinnie Spiegler
- Date Added:
In this Science NetLinks lesson, students are introduced to the basics of how a baby grows inside its mother until its birth. They then consider and discuss the birthing process. Then students are led into the third part of the lesson, which focuses on the early years of infancy. They are prompted to think about the kinds of basic needs infants have and the critical role adults play in ensuring a baby's healthy physical, emotional, and cognitive development.
This lesson is meant to be a guide for Nebraska Family and Consumer Sciences teachers who may teach the following courses Human Development, Human Growth & Development, Child Development, Parenting, Interpersonal Relationships, Relationships, Family Living, Teen Living or Daily Living courses. Any additional readings and/or topics not included in the lesson plan should be marked N/A