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Into to parenting 210

by: Jenna Zagrodniczek

Into to parenting 210 CDFS 210

Jenna Zagrodniczek
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About this Document

These notes are whats on the exam.
Intro to parenting
Amy burt
Class Notes




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This 4 page Class Notes was uploaded by Jenna Zagrodniczek on Monday February 8, 2016. The Class Notes belongs to CDFS 210 at West Virginia University taught by Amy burt in Spring 2016. Since its upload, it has received 20 views. For similar materials see Intro to parenting in Child Development at West Virginia University.

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Date Created: 02/08/16
Chapters 1 and 3 Why become a parent -Preprogrammed to respond positively to babies -Increased societal encouragement (flourish, maturity) -Profound joys and satisfaction with children -Excited with child’s growth and development -Parents become more sensitive and caring = self growth -Parents have a sense of creativity and accomplishment -Meet moral and religious expectations -Greater security in times of sickness or old age Not having children -Loss of freedom, no time for other activities, increased work load -Worries about child’s health and well-being -Difficulties with discipline -Fear of disappointments in children or parenting -Concerns for child being cared for poorly Parents report more joys than problems when reflecting on parenting Parental duties Direct: -Food, clothing, shelter -Attachment and relationships -Medical and dental care -Behavioral= discipline, handling negative social situations -Moral and intellectual education -Prepare child for adulthood Indirect: -Advocate for child in the community -Support in schooling Role of the child -Impacts what parents do and the effects of parents actions on children -Basic needs (Brofenbrenner & Morris) -ongoing relationships with at least one adult; profound love, lifetime commitment -another supportive adult= support for the other caregiver + emotional attachment and support for child -stable and consistent interactions with caregivers and objects in environment -Individual qualities -Gender, temperament, physical health -Goodness of fit -Nature vs nurture -Long term attachment -Love for the child = special and irreplaceable -Biological vs adoptive, two parent vs one parent Importance Children to parents: -Basic needs for closeness -Sense of accomplishment -Maturity in life -New activities Children to society: -Traditions, rituals -Economic producers -Support aging members of society and have children of their own Role of the parent -Responsible caregiving -Past relationships and experience -Child’s best interests at heart Importance: -Develop successful contributors to society Role of Society -As society changes, roles and responsibilities change for the child and the parent -Expectations of parents: immunizations, medical care, education, discipline, law-abiding citizens -Expectations of child: follow parents rules and requests, 18 birthday becomes responsible for decisions -Expectations of society: free education to children 5-18, tax exemption to families for having children: credit for daycare expenses, financial support for poverty or disability Laws Surrounding Parenting -Custody: biology often the first consideration -Welfare and well being of children: health (public health programs for children) -Education: guaranteed K-12 -What children can and cannot do: Laws to protect: truancy, runaways, labor laws Adult Responses to Becoming a Parent -Heightened awareness of emotional issues -Motivate to change bad habits -Understand and integrate moments for parent’s childhood into their parenting -More knowledge and creativity in helping children learn and grow -A new found wonder and awe for life What influences Parents Style -Parents childhood experiences -models for how people relate to each other -If had a negative experience, the parenting technique can be changed -Media -Current information in areas of interest to parents History of parent child relationships -centuries of continuity for parenting -influenced by two factors: parents goals to help children survive and flourish, childrens needs Science to understand complex behaviors -Genetic, neurophysiological, psychological, and social factors in children’s development -how parents action impact their child’s development Theories view parents as providing… -Secure and emotional base of exploration and learning -Models of behavior -learning through positive and negative rewards -social interactions which encourage growth to achieve maximum potential -Cultural and traditions influence The family stress theory (ABC-X model) is formulated by Reuben Hill and is made to show the process of how a family handles and responds to stress. A is when the event occurs, B is the coping, C is the family's perception, and X is the level of stress experienced which depends on the family’s resources. This ABC-X model is helpful for parents because they can determine the best strategies to handle the stressful situation based on the level of stress caused from the event (Brooks, 97). Freud’s Theory of psychosexual development is based on what happens at childhood has lifelong effects on adults personalities. There’s 5 stages which are the oral stage, anal stage, phallic stage, latency, and genital stage. This theory is helpful for parents to understand their children and that they have internal needs that drive behavior. Since neither the parents nor children have control over their needs, the parents must understand them so that they are able to help and find accurate ways to handle impulses by being an authoritative guide and supporter for their child’s path to maturity (Brooks, 92-3). Social learning theorists discovered children learn still when there is no reward at all because they naturally observe people surrounding them and imitate them. Children are more likely to imitate those who show warmth, nurture and power. This helps parents because they understand their role in modeling important behaviors for their children and structure consequences to teach new behaviors. Also they need to watch out for negative behaviors that children will imitate or if they are not receiving enough attention, the child may seek it using negative behaviors (Brooks, 87).


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