Popular in Children, Youth, and Family
Popular in HDFS
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.
Reviews for Week #8
Report this Material
What is Karma?
Karma is the currency of StudySoup.
You can buy or earn more Karma at anytime and redeem it for class notes, study guides, flashcards, and more!
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.
Are you sure you want to buy this material for
You're already Subscribed!
Looks like you've already subscribed to StudySoup, you won't need to purchase another subscription to get this material. To access this material simply click 'View Full Document'