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Psych of Early Childhood Chapter 3

by: Caoimhe Notetaker

Psych of Early Childhood Chapter 3 psyc3250

Marketplace > Tulane University > Psychlogy > psyc3250 > Psych of Early Childhood Chapter 3
Caoimhe Notetaker
GPA 3.7

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About this Document

Chapter 3 text notes
psychology of early childhood
Dr. Jung
Class Notes
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This 3 page Class Notes was uploaded by Caoimhe Notetaker on Wednesday March 30, 2016. The Class Notes belongs to psyc3250 at Tulane University taught by Dr. Jung in Spring 2016. Since its upload, it has received 16 views. For similar materials see psychology of early childhood in Psychlogy at Tulane University.


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Date Created: 03/30/16
Chapter 3: The Families 03/31/2016  Ecological systems theory—theoretical perspective  Ever-developing/ changing  Relationship= interactive and reciprocal  Avoids simplistic explanations  Acknowledges complex interaction that underlie behavior  Family= most important element in child’s life  Many forms o 6mil 10 mil= gay lesbian bi transgender families o Ethnic variation  White pop decrease  Hispanic pop increase (16.3%)  Different cultures and languages o Avoid generalizations o Only through genuine interest can a teacher get to know child and family  Poverty o 1/5 of US children live in poverty  Definition of poverty= 2 times less than what you actually need o Working poverty o 41% live in poverty in reality  Make sure children recognize themselves in curriculum don’t “other” ▯  Needs of family  Care taking  Set realistic goals for self and child and families  Erik Erikson- adulthood is a period of continued development  Empowerment  When families feel confident and competent in abilities as well as their roles as community members children benefit  View parents and teachers as equal’  Providing relevant education for families can have positive impact on helping them realize their importance and competence  Communication  Vital to providing a consistent and congruent experience for kids  Best way to get to know family- through individual interaction and contact o Informal contact  Talking at drop off and pick up o Formal contact  Conferences  Should never be impromptu  Home visits o Newsletters, memos, emails  Differentiated (languages) o Bulletin boards o Meetings/ group functions  Speakers  Small groups ▯ ▯ Understand different in family attitudes around autonomy and obedience ▯ Use child’s name accurately ▯ Value multilingual skills (promote home language) ▯ Include multicultural materials ▯ Inclusive atmosphere  Family engagement (more than just involvement) o Participate in decision making  Advocate for children o Two way communication o Collaboration/ exchange of knowledge o Enhanced learning- activities extend from school to home and community o Work with families to establish goals for child o Child care providers are dedicated, trained and supported in their desire to engage with families  Invite parents to participate o Skills/ hobby expertise to enhance curriculum o With maintenance and construction o As teachers aid  Benefits  Child  Pride, security  Families st  1 hand experience  Teacher  Extra hands and eyes o On advisory or policy board  Family Ed. o Enhance parent child relation and improve parenting competence ▯ ▯ ▯ ▯


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