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Societal influences on children and families

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  • 1. The Socialization of Children Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 2-1
  • 2. SOCIALIZATION Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 2-2
  • 3. FOUR SOCIALIZING AGENTS • • • • Family School Peer group Media Family School Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 2-3 Peer Group Media
  • 4. THE FAMILY All families belong to “subcultures” and networks that reflect: • Social class • Ethnic group • Kinship All of these influence the way children are socialized. Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 2-4
  • 5. THE FAMILY (CONT.) • Families organize around… • Occupation or interests • “Meaning” circles: religion, spiritual social justice • Focus: school / work / survival • Status Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 2-5
  • 6. THE FAMILY (CONT.) Bias is everywhere, it hurts everyone, even those who perpetuate it. The first step is to become aware of privilege as an aspect of bias • Privilege: invisible / unearned assets • Classism: may be hard to see • Racism: individual / institutionalized Do you see yourself as privileged because of your race and/or ethnicity? Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 2-6
  • 7. SCHOOLS AS SOCIALIZING AGENTS • Continuity from preschool to kindergarten (or lack thereof) • Classroom behavioral expectations • Capacity to respond to diversity • Inequity in schools Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 2-7
  • 8. PREPARATION FOR SCHOOL • Children enter school with a wide range of skills, background knowledge and life experiences • Schools aim to socialize children • Goals for children different according to how they are “identified” or “tracked” Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 2-8
  • 9. CHILDREN WHO ARE READY… • Feel good about themselves • Gain knowledge from their mistakes • Can communicate • Can weigh alternatives and make sound choices • Can concentrate and focus • What other qualities can you add? Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 2-9
  • 10. PEER GROUP AS SOCIALIZING AGENT • Pairs threesomes small groups • Choices are affected by gender and proximity • “Group mind” – behavior contagion • Informal learning from peers • Imagination increases with pretend play Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 2-10
  • 11. MEDIA AS A SOCIALIZING AGENT • • • • • • Advertising Print media Radio Computers / video games Movies Television Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 2-11
  • 12. TELEVISION AND YOUNG CHILDREN • Do not expose infants to television • Examine your own television habits • Reduce risk of addiction by avoiding exposure altogether • Watch with children • Do not let TV viewing take place of active play
  • 13. COMMERCIAL ADVERTISING • Developmental researchers agree that exposure to media influences children. • Commercial interests often disagree with this research. • In 1999, $12 billion was spent on advertising aimed at children. Do you see a disconnect? Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 2-13
  • 14. VIOLENCE FACTS • Average child has seen 8,000 murders and 100,000 acts of violence during childhood • Eight of ten programs contain violence • Prime-time programs average five violent act an hour • Saturday morning cartoons average 20 acts per hour Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 2-14
  • 15. EFFECTS OF VIOLENT PROGRAMS Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 2-15
  • 16. LONG TERM LEGACY Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 2-16
  • 17. RESOURCES ABOUT MEDIA • Campaign for a Commercial-Free Childhood (CCFC) • Effects of TV on Children • American Psychologist Association Website about Violence and Media • TV and Children Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 2-17