More Related Content Similar to Societal influences on children and families Similar to Societal influences on children and families (20) Societal influences on children and families1. 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
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