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Slides from Class on Thursday, 11/1 (Topic 4)
 

Slides from Class on Thursday, 11/1 (Topic 4)

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    Slides from Class on Thursday, 11/1 (Topic 4) Slides from Class on Thursday, 11/1 (Topic 4) Presentation Transcript

    • TOPIC 4: CHILDREN IN RELATIONSHIPS Examining how our understanding ofchildren influences the ways we interact and relate to them
    • Bill Cosby on “The Grown-Ups.”
    • Bill Cosby on “The Grown-Ups.”
    • Expanding Perspectives on ADULT-CHILD RELATIONSHIPS
    • (A RECAP FROM LAST TIME)
    • What do EXPERTS say? What do ADULTS do?What do CHILDREN need?
    • What do CHILDREN need? What do ADULTS do? What do EXPERTS say?
    • What are some of the dominantcultural repertoires within our culture of parenting?
    • BIASES IN ADULT / CHILD INTERACTIONS Become a dominant set of cultural repertoires Exist in schools, health care,counseling, media, culture in general... (Lareau, 2003)
    • (What biases or culturalpressures do you recognize in the following film trailers?)
    • TRAILERS FOR... Friends with KidsThe Odd Life of Timothy GreenWe Need to Talk about Kevin
    • CURRENT BIASES(in mainstream American culture): Talking with children Developing educational interests Taking an active role in schooling ReasoningProblem-solving through negotiation
    • Moving Toward...BETTER UNDERSTANDING Adult-Child Interactions
    • 4 STYLES 3 PHILOSOPHIESAuthoritarian TraditionalistAuthoritative Maximizing Options Permissive Present- Uninvolved Oriented
    • PARENTING Warm CoolSTYLES: Strong Authoritative Authoritarian Boundaries Loose Permissive Uninvolved Boundaries
    • AUTHORITARIAN Interactions Have Clear Boundaries Relationship Lacks WarmthAdult Controls Child through Fear (e.g., punishment)
    • PERMISSIVE Interactions Lack Boundaries Relationship Involves WarmthAdult does not typically attempt to control child
    • AUTHORITATIVE Interactions Have Clear BoundariesRelationship Involves WarmthAdult Controls Child through Status (e.g., authority)
    • UNINVOLVEDInteractions Lack BoundariesRelationship Lacks WarmthAdult typically neglects child
    • We can also examine...PHILOSOPHIES /ORIENTATIONS OF PARENTING
    • PARENTING PHILOSOPHIESTraditionalist – Emphasizes Recreating Family History and Culture in Adults Maximizing Options — Emphasizes Utilizing Resources to Improve Child’s Chances as an AdultPresent-Oriented — Emphasizes Meeting Children’s Immediate Needs
    • Some ways how...SOCIO-ECONOMIC CLASS CAN INFLUENCE AND DISTINGUISHPARENTING PHILOSOPHIES (From Annette Lareau’s “Unequal Childhoods”, 2003)
    • CLASS BACKGROUNDS & PARENTING Middle/Upper-Middle Class Parents Maximize Options Foster Discussion Promote Relative Equality Control Children’s Time
    • CLASS BACKGROUNDS & PARENTING Working/Lower Class Parents Support Traditions Use Directives Foster Clear Boundaries Control Children’s Actions
    • What does parentingACTUALLY involve, though?
    • PARENTING: “An Ethic of Care”A parent’s work involves balancing growth while socializing children (Sara Ruddick)
    • Based on this “Ethic of Care,” can we find... NEW APPROACHESTO RELATING WITH CHILDREN?
    • DEMOCRATIC / INFLUENTIAL Present-Oriented Interactions Based on Mutual Respect and Negotiation Relationships Involve Warmth Adult Influences Child through Empathy and Communication
    • IN-CLASS ACTIVITY: ANALYZING ADULT-CHILD RELATIONSHIPS
    • ANALYSIS QUESTIONS:1) What does [a person] know about children in general, and in a specific situation? 2) What do they believe about children, etc.?3) How does this knowledge belief system affect their actions/interactions with children?
    • (Examples with scenes fromLITTLE MISS SUNSHINE) “Having Dinner” “Breakfast On the Road”
    • Grounding What We Do InCHILDREN’S NEEDS
    • Infants Need: 1) Environmental variety 2) Predictability 3) Caretaking by adults4) Opportunities to practice motor skills (Jerome Kagan, 1984)
    • Preschoolers Need (in addition): 5) Opportunities to master body and object problems 6) Receive actions, gestures, and communications that affirm worth (Jerome Kagan, 1984)
    • What Should New Models of Parenting Look Like? What Should They Include? Protection/Safety Support/Growth Socialization/Compliance Communication/Empowerment
    • Safety & <-> Children’sStandards Autonomy
    • Guiding <-> Children’sChildren Creativity
    • Social <-> AccountabilityAccountability to Children
    • Preparing <-> Predicting the Children Future?
    • WHY DOES ALL OF THIS MATTER?
    • One Example...
    • Children’s Creativity
    • (SEE ALSO:Ken Robinson on “Approaching an Unknown Future.“)
    • GRIT & RESILIENCE (See: Paul Tough’s work)
    • TRUST(e.g. The Marshmallow Study)
    • A Relevant Question...IS “OBEDIENCE” THE GOAL?
    • “Disobedience is not an issueif obedience is not the goal.” – Doran Quinian
    • Further Examples:RE-IMAGININGPLAYGROUNDS
    • Further Examples:RE-IMAGINING EDUCATION
    • “We like to say that the child is competent but it is not enough just to declare this. If wereally want the child to be competent, we have to change time, space, roles and rules to permit this competent child to exist.” — Carlina Rinaldi
    • Time, space, roles and rules
    • THINK ABOUT IT... What Would Your OwnParenting Book, or Recipe foran Ideal Childhood, Look Like?
    • ALTERNATELY...What Would Your Ideal School, or Mode of Education (Formal orInformal), Look Like for a Child?
    • HOMEWORK: * Your Own Parenting Book/Recipe for Childhood * Relationship Map* Finish Reading Sternheimer – Readings from Part 4 (pp. 181-197, 237-246, 266-280)