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Week #8

by: NotetakerS

Week #8 HDFS212

GPA 4.0

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Lecture #8
Children, Youth, and Family
L. Gipson-Tansil
Class Notes
25 ?




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This 3 page Class Notes was uploaded by NotetakerS on Wednesday December 16, 2015. The Class Notes belongs to HDFS212 at Michigan State University taught by L. Gipson-Tansil in Summer 2015. Since its upload, it has received 13 views. For similar materials see Children, Youth, and Family in HDFS at Michigan State University.

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Date Created: 12/16/15
Character  Building  in  Middle  Childhood James  Q.  Wilson  (1981) • Having  good  character  means  at  least  two  things:  Empathy  and  -clfntrol. • Empathy  (the  first  essential  virtue)  is  the  ability  to  take  into  account  the  rights,   needs,  and  feelings  of  others. • Self-­‐control  is  the  practice  of  deferred  gratification,  of  being  more  concerned   with  the  long-­‐term  impact  of  conduct  than  with  the  "here  and  now." The  Moral  Crisis • The  growth  of  crime • The  collapse  of  the  family • The  failure  of  education • The  loss  of  hope  for  the  future Children's  Importance  to  Society • Children  constitute  100%  of  the  future  human  and  social  capital  on  which  our   nation  must  depend. • Children  maintain  traditions  and  rituals,  and  they  transmit  societal  values. Whose  Responsibility  is  it? • The  government? • The  school? • The  family  (or  parent's)? • The  children  themselves? Virtues,  Not  Values • Our  complex  and  diverse  society  now  functions  under  competing  personal  and     group  value  systems,  rather  than  under  a  universal  set  of  moral  principles. • In  the  past,  the  public  policy  focused  more  on  recognizing  the  differences   between  groups  of  people  and  their  competing  value  systems. • The  common  bonds  between  all  peoples,  regardless  of  age,  race,  and  gender,   should  be  emphasized. • Virtues  grounded  in  universal  moral  absolutes,  represent  standards  of  behavior   that  are  fixed  and  firm  in  any  civilized  society. • Values  refer  to  a  system  of  individualized  beliefs  and  preferences. • Values  have  replaced  virtues  as  our  moral  beacons,  and  there  are  many   different  value  systems  present  in  our  culture. • Virtues  grounded  in  universal  moral  absolutes,  represent  standards  of  behavior   that  are  fixed  and  firm  in  any  civilized  society. • Values  refer  to  a  system  of  individualized  beliefs  and  preferences. • Values  have  replaced  virtues  as  our  moral  beacons,  and  there  are  many   different  value  systems  present  in  our  culture. Positive  Environment  for  Parent-­‐Child  Communication • Good  communication  helps  build  trust  and  respect  among  family  members,  and   helps  resolve  conflict. • All  children  benefit  from  a  foundation  of  unconditional  love,  which  parents  can   communicate  in  the  way  they  value,  respect,  and  listen  to  their  child. • Children's  feelings  can  be  channeled  positively,  and  they  are  more  likely  to   consider  and  accept  parents'  suggestions  if  parents  listen  to  and  and   communicate  with  them. Positive  Family  Problem-­‐Solving • To  help  children  overcome  behavior  problems,  a  proble-solving  model  is   preferable  to  a  punishment  model. • The  goal  is  to  help  children  change  negative  behavior  without  creating  the   negative  effects  that  traditional  punishment  models  can  produce. • For  example,  ask  children  to  brainstorm  about  fair  solutions  to  conflicts  with   friends,  family  members,  teachers,  and  others. Positive  School  Relationships • Children  in  middle  childhood  learn  in  a  variety  of  ways  in  a  variety  settings  (at   home,  at  school,  among  peers,  in  the  community). • They  learn  by  testing  limits,  reading  and  studying,  trial  and  error,  and  example. • The  school  setting  is  the  primary  place  children  learn  to  negotiate  and   cooperate  with  others. • Positive  school  relationships  enhance  a  child's  self -­‐esteem  and  help  him/her   feel    connected  to  school. Teaching  Responsibility • Parents  help  teach  their  children  responsibility  by  setting  a  good  example. • The  level  of  a  child's  responsibilities  should  be  based  on  the  child's  age,  level  of   maturity,  physical  abilities,  and  strengths. Teaching  Respect • Children  begin  to  learn  respect  when  they  realize  that  other  people  have  their   own  ideas,  thoughts,  feelings,  and  possessions  that  must  be  taken  into   consideration. • In  middle  childhood,  children  develop  the  ability  to  understand  the  needs  and   rights  of  others. • With  this  progression  in  cognitive  development,  children  learn  respect ○ By  having  the  concept  of  respect  explained  to  them own  ideas,  thoughts,  feelings,  and  possessions  that  must  be  taken  into   consideration. • In  middle  childhood,  children  develop  the  ability  to  understand  the  needs  and   rights  of  others. • With  this  progression  in  cognitive  development,  children  learn  respect ○ By  having  the  concept  of  respect  explained  to  them ○ By  watching  the  behavior  of  parents,  teachers,  and  others ○ By  receiving  praise  for  appropriate  behavior ○ By  having  inappropriate  behavior  pointed  out • Most  importantly,  a  child  who  is  treated  with  respect  learns  to  respect  others. Parenting  Tasks  in  this  Period  Include • Monitoring  and  guiding  children  from  a  distance  as  children  move  into  new   activities  on  their  own. • Interacting  in  a  warm,  accepting,  yet  firm  manner  when  children  are  present. • Strengthening  children's  abilities  to  monitor  their  own  behavior  and  develop   new  skills. • Structuring  the  home  environment  so  the  child  can  meet  school  responsibilities. Parenting  Tasks • Serving  as  an  advocate  for  the  child  in  activities  outside  the  home;  for  example,   with  schools,  with  sport  teams,  in  organized  activities. • Providing  opportunities  for  children  to  develop  new  skills  and  positive  identities. • Becoming  active  in  school  and  community  organizations  to  provide  positive   environments  for  children.


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