Chapter 2: Children and the Worlds They Inhabit  Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
Globalization <ul><li>Officially undefined </li></ul><ul><li>Refers to the shrinking of the world via technology </li></ul...
Culture <ul><li>Different cultures promote independence or interdependence </li></ul><ul><li>What factors contribute to th...
Microsystems <ul><li>Religion </li></ul><ul><li>Peers </li></ul><ul><li>Activities </li></ul><ul><li>The immediate environ...
Mesosystem <ul><li>Reflects interconnections between: </li></ul><ul><ul><li>School and Home </li></ul></ul><ul><ul><li>Hom...
Exosystem <ul><li>Influences beyond the home </li></ul><ul><ul><li>Extended family </li></ul></ul><ul><ul><li>Neighbors </...
Macrosystem <ul><li>Influences of the greater culture on the individual </li></ul><ul><li>What would constitute an example...
Chronosystem <ul><li>Is comprised of the connections among one’s: </li></ul><ul><ul><li>Microsystem </li></ul></ul><ul><ul...
Components of the Developmental Niche <ul><li>The physical and social setting in which the child lives </li></ul><ul><li>T...
Introducing Difficult Topics to Children <ul><li>Follow these guidelines: </li></ul><ul><ul><li>Find out the policies of y...
Acute Stressors <ul><li>One-time stressors: </li></ul><ul><ul><li>Broken arm </li></ul></ul><ul><ul><li>Parent leaves on t...
Chronic Stressors <ul><li>Continuing or persistent stressors: </li></ul><ul><ul><li>Divorce </li></ul></ul><ul><ul><li>New...
The Stress Response <ul><li>Allows us to: </li></ul><ul><ul><li>Mobilize our energy </li></ul></ul><ul><ul><li>Focus our a...
Mandated Reporter <ul><li>As an educator, you must REPORT suspected physical, sexual, or emotional abuse. </li></ul><ul><l...
Preventing ILLNESS <ul><li>Institute a program of hand-washing </li></ul><ul><ul><li>Before and after meals </li></ul></ul...
Aspects of the Anti-Bias Curriculum <ul><li>Show people engaging in non-stereotypical activities </li></ul><ul><li>Choose ...
Gender Equity <ul><li>The idea that girls and boys both receive comparable educational opportunities </li></ul><ul><li>How...
Accommodating Children with Disabilities <ul><li>Full Inclusion: Children receive all instruction in the regular classroom...
Elements of Racism <ul><li>Covert or Overt remarks or thoughts </li></ul><ul><li>Visible actions based on one’s attitudes ...
Developmental Interaction Approach (DIA) <ul><li>Allows children to think freely </li></ul><ul><li>Draws upon their own in...
Making Your Voice Heard <ul><li>Speak up at staff meetings </li></ul><ul><li>Participate in community programs </li></ul><...
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Chapter 2: Children and the Worlds They Inhabit

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Early Childhood Education: Learning Together
by Virginia Casper and Rachel Theilheimer
(c)2009 McGraw-Hill Publishing

Published in: Education
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Chapter 2: Children and the Worlds They Inhabit

  1. 1. Chapter 2: Children and the Worlds They Inhabit Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  2. 2. Globalization <ul><li>Officially undefined </li></ul><ul><li>Refers to the shrinking of the world via technology </li></ul><ul><li>How has Globalization affected you? </li></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  3. 3. Culture <ul><li>Different cultures promote independence or interdependence </li></ul><ul><li>What factors contribute to these differences? </li></ul><ul><li>Acculturation is the extent to which an individual adopts the beliefs and practices different from their own </li></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  4. 4. Microsystems <ul><li>Religion </li></ul><ul><li>Peers </li></ul><ul><li>Activities </li></ul><ul><li>The immediate environment </li></ul><ul><li>Family </li></ul><ul><li>School </li></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  5. 5. Mesosystem <ul><li>Reflects interconnections between: </li></ul><ul><ul><li>School and Home </li></ul></ul><ul><ul><li>Home and Religion </li></ul></ul><ul><ul><li>Religion and School </li></ul></ul><ul><ul><li>Family and Child </li></ul></ul><ul><ul><li>Etc. </li></ul></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  6. 6. Exosystem <ul><li>Influences beyond the home </li></ul><ul><ul><li>Extended family </li></ul></ul><ul><ul><li>Neighbors </li></ul></ul><ul><ul><li>Professional services </li></ul></ul><ul><ul><li>Mass Media </li></ul></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  7. 7. Macrosystem <ul><li>Influences of the greater culture on the individual </li></ul><ul><li>What would constitute an example of a Macrosystem influence? </li></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  8. 8. Chronosystem <ul><li>Is comprised of the connections among one’s: </li></ul><ul><ul><li>Microsystem </li></ul></ul><ul><ul><li>Mesosystem </li></ul></ul><ul><ul><li>Exosystem </li></ul></ul><ul><ul><li>Macrosystem </li></ul></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  9. 9. Components of the Developmental Niche <ul><li>The physical and social setting in which the child lives </li></ul><ul><li>The customs of childcare and child rearing </li></ul><ul><li>The psychology of the caretakers </li></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  10. 10. Introducing Difficult Topics to Children <ul><li>Follow these guidelines: </li></ul><ul><ul><li>Find out the policies of your school </li></ul></ul><ul><ul><li>Find your own comfort level </li></ul></ul><ul><ul><li>Talk with families </li></ul></ul><ul><ul><li>Find areas where children demonstrate interest </li></ul></ul><ul><ul><li>Advise both children and families that you will try to keep them safe </li></ul></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  11. 11. Acute Stressors <ul><li>One-time stressors: </li></ul><ul><ul><li>Broken arm </li></ul></ul><ul><ul><li>Parent leaves on trip </li></ul></ul><ul><ul><li>First field trip </li></ul></ul><ul><ul><li>Getting into a fight at school </li></ul></ul><ul><ul><li>List other potential acute stressors </li></ul></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  12. 12. Chronic Stressors <ul><li>Continuing or persistent stressors: </li></ul><ul><ul><li>Divorce </li></ul></ul><ul><ul><li>New teacher </li></ul></ul><ul><ul><li>Remarriage of a parent </li></ul></ul><ul><ul><li>Step-siblings </li></ul></ul><ul><ul><li>Bully at lunch </li></ul></ul><ul><ul><li>List other potential chronic stressors </li></ul></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  13. 13. The Stress Response <ul><li>Allows us to: </li></ul><ul><ul><li>Mobilize our energy </li></ul></ul><ul><ul><li>Focus our attention </li></ul></ul><ul><ul><li>Feel pain less intensely </li></ul></ul><ul><ul><li>Face challenges </li></ul></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  14. 14. Mandated Reporter <ul><li>As an educator, you must REPORT suspected physical, sexual, or emotional abuse. </li></ul><ul><li>As an educator, you must REPORT suspected neglect or a failure to meet the child’s basic needs. </li></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  15. 15. Preventing ILLNESS <ul><li>Institute a program of hand-washing </li></ul><ul><ul><li>Before and after meals </li></ul></ul><ul><ul><li>After using the restroom </li></ul></ul><ul><ul><li>When coming in from the outside </li></ul></ul><ul><ul><li>After a child blows his/her nose </li></ul></ul><ul><ul><li>After handling pets </li></ul></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  16. 16. Aspects of the Anti-Bias Curriculum <ul><li>Show people engaging in non-stereotypical activities </li></ul><ul><li>Choose language carefully </li></ul><ul><li>Address discomfort or misconception </li></ul><ul><li>Explore questions as they arise </li></ul><ul><li>Support children who are being excluded </li></ul><ul><li>Create opportunities that promote fairness in the community </li></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  17. 17. Gender Equity <ul><li>The idea that girls and boys both receive comparable educational opportunities </li></ul><ul><li>How can you promote Gender Equity in your classroom? </li></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  18. 18. Accommodating Children with Disabilities <ul><li>Full Inclusion: Children receive all instruction in the regular classroom </li></ul><ul><li>Partial Inclusion: The child’s needs are met by a combination of regular instruction and supplemental instruction </li></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  19. 19. Elements of Racism <ul><li>Covert or Overt remarks or thoughts </li></ul><ul><li>Visible actions based on one’s attitudes </li></ul><ul><li>An “Us” versus “Them” mentality </li></ul><ul><li>How can a teacher promote individual differences, while not promoting racism? </li></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  20. 20. Developmental Interaction Approach (DIA) <ul><li>Allows children to think freely </li></ul><ul><li>Draws upon their own interests </li></ul><ul><li>Links emotions with thoughts </li></ul><ul><li>Is active rather than passive </li></ul><ul><li>Allows for reflection of the experience </li></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  21. 21. Making Your Voice Heard <ul><li>Speak up at staff meetings </li></ul><ul><li>Participate in community programs </li></ul><ul><li>Meet with local politicians </li></ul><ul><li>Visit the state capital to discuss new issues </li></ul><ul><li>Maintain contact via email or phone calls </li></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

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