Pearl Gemstone is also known as Moti In Hindi and related to planet Moon. Pearl is a symbol of love and Purity. It brings a positive effect on relationships like Husband and Wife, Friends Circle, Parents, and Children. Everyone's relationship has their importance in the life of a person. Pearl helps to strengthen relationships and make them happier. It helps to remove the disturbance in husband and wife relation and also help them to live a happy life.
Pearl Gemstone is also known as Moti In Hindi and related to planet Moon. Pearl is a symbol of love and Purity. It brings a positive effect on relationships like Husband and Wife, Friends Circle, Parents, and Children. Everyone's relationship has their importance in the life of a person. Pearl helps to strengthen relationships and make them happier. It helps to remove the disturbance in husband and wife relation and also help them to live a happy life.
Adventures of the soul in Nagpur, challenges of life and programs, charm and enthusiasm
life. Adventure, Peace, Introspection, Expert guidance, Self- learning and Memories for
life , Relationships, Parenting, Parent- child, Love, Sex, Intimacy, Marriage, Couple,
Compatibility, Togetherness, Retreat, Camp, Adventure, Soul, Therapy, Explore, Counseling,
Marriage counseling, Inner- self, Nature, Meditation, Avinash Deoskar and Sapna Sharma
Impact of Parenting Styles on Children- Amberlay PreschoolAmberlay Preschool
Amberlay explains the impacts of different types of parenting styles on your child in both positive & negative ways. There are always ways to treat your kids in different aspects. You should focus on their growth without forcing any rules on them. You should listen to your child and help them understand things & not punish them for every reason. Visit us for more details: www.amberlay.com
Mobile Computing Applications in Adolescents problemRamesh Kumar
Mobile or cell phone can be used for parent to track the adolescents and prevention can be taken. Of course this is not a fulproof solution but atleast assist in some percentage
ToddlERS,
ANd ThElR
FAMIUES
Janice Im, Rebecca Parlakian, and Sylvia Sanchez
Understanding the Influence of
Culture on Caregiving Practices • • •
From the Inside Out
Lisa and Danielle are collegial
coteachers in an infant and tod-
dler classroom. Occasionally
what seem like minor Issues
cause them to make some
pointed comments that silence
them both. For example, Lisa
believes that babies need to
be held and cuddled as often
as possible; she carries them
throughout the day or picks
them up at the first sign of fuss-
iness. She frequently observes
aloud, "Babies need lots of
love and attention." Danielle
responds by rolling her eyes
and saying, "They also need
to learn to soothe themselves.
You're going to spoil them if
you pick them up and carry
them all the time."
Their different views about
feeding can also lead to minor
conflicts. Lisa refuses to let
babies eat with their fingers.
She thinks they won't get
enough to eat and that it's too
messy. Danielle lets babies pick
up food off their trays as soon
as they are able, stating that "it
helps them to deveiop indepen-
dence and small muscles."
Why do Lisa and Danielle
each get exasperated with the
other's "illogical" way of think-
ing? Their own upbringings
and cultural perspectives about
children influence their views
on everyday activities such as
holding, responding to, and
feeding infants and toddlers.
naeyc 1,3,7
Everyone bring^s specific vaiues,
beliefs, and assumptions about child recir-
ing and child development to their work
with infants and toddlers. Even two teach-
ers who share the same ethnic culture may
not share the same beliefs about what is
best for young children. Conflicts around
these issues can arise with colleagues and
families in early care and education pro-
grams. Recognizing and acknowledging
another person's point of view and coming
to a shared solution is critical in providing
high-quality care to infants and toddlers.
The roots of caregiving
It is helpful to understand and explore
two particular areas when caring for infants
and toddlers—self-knowledge and knowl-
edge of culturally informed teaching (Abt-
Perkins & Rosen 2000).
Self-knowledge
Self-knowledge is defined here as "a thor-
ough understanding of one's own cultural
roots and group affiliations" (Haberman
& Post 1998). Before we as teachers can
address the needs of very young children,
we must first become more aware of our
own cultural beliefs and practices. By taking
a good look at our early relationships and
childhood experiences, we can recognize
the influence that these factors have on our
role as caregivers, as well as on our feel-
ings, attitudes, and beliefs about children.
The people we were close to as we grew
up—and our experiences with them—shape
who we are today. Most of us still believe
much of what those special people taught
us about ourseives, other people, and the
world. The messages our caregivers con-
veyed in words and actions reflected their
cultures, beliefs, values, ...
Adventures of the soul in Nagpur, challenges of life and programs, charm and enthusiasm
life. Adventure, Peace, Introspection, Expert guidance, Self- learning and Memories for
life , Relationships, Parenting, Parent- child, Love, Sex, Intimacy, Marriage, Couple,
Compatibility, Togetherness, Retreat, Camp, Adventure, Soul, Therapy, Explore, Counseling,
Marriage counseling, Inner- self, Nature, Meditation, Avinash Deoskar and Sapna Sharma
Impact of Parenting Styles on Children- Amberlay PreschoolAmberlay Preschool
Amberlay explains the impacts of different types of parenting styles on your child in both positive & negative ways. There are always ways to treat your kids in different aspects. You should focus on their growth without forcing any rules on them. You should listen to your child and help them understand things & not punish them for every reason. Visit us for more details: www.amberlay.com
Mobile Computing Applications in Adolescents problemRamesh Kumar
Mobile or cell phone can be used for parent to track the adolescents and prevention can be taken. Of course this is not a fulproof solution but atleast assist in some percentage
ToddlERS,
ANd ThElR
FAMIUES
Janice Im, Rebecca Parlakian, and Sylvia Sanchez
Understanding the Influence of
Culture on Caregiving Practices • • •
From the Inside Out
Lisa and Danielle are collegial
coteachers in an infant and tod-
dler classroom. Occasionally
what seem like minor Issues
cause them to make some
pointed comments that silence
them both. For example, Lisa
believes that babies need to
be held and cuddled as often
as possible; she carries them
throughout the day or picks
them up at the first sign of fuss-
iness. She frequently observes
aloud, "Babies need lots of
love and attention." Danielle
responds by rolling her eyes
and saying, "They also need
to learn to soothe themselves.
You're going to spoil them if
you pick them up and carry
them all the time."
Their different views about
feeding can also lead to minor
conflicts. Lisa refuses to let
babies eat with their fingers.
She thinks they won't get
enough to eat and that it's too
messy. Danielle lets babies pick
up food off their trays as soon
as they are able, stating that "it
helps them to deveiop indepen-
dence and small muscles."
Why do Lisa and Danielle
each get exasperated with the
other's "illogical" way of think-
ing? Their own upbringings
and cultural perspectives about
children influence their views
on everyday activities such as
holding, responding to, and
feeding infants and toddlers.
naeyc 1,3,7
Everyone bring^s specific vaiues,
beliefs, and assumptions about child recir-
ing and child development to their work
with infants and toddlers. Even two teach-
ers who share the same ethnic culture may
not share the same beliefs about what is
best for young children. Conflicts around
these issues can arise with colleagues and
families in early care and education pro-
grams. Recognizing and acknowledging
another person's point of view and coming
to a shared solution is critical in providing
high-quality care to infants and toddlers.
The roots of caregiving
It is helpful to understand and explore
two particular areas when caring for infants
and toddlers—self-knowledge and knowl-
edge of culturally informed teaching (Abt-
Perkins & Rosen 2000).
Self-knowledge
Self-knowledge is defined here as "a thor-
ough understanding of one's own cultural
roots and group affiliations" (Haberman
& Post 1998). Before we as teachers can
address the needs of very young children,
we must first become more aware of our
own cultural beliefs and practices. By taking
a good look at our early relationships and
childhood experiences, we can recognize
the influence that these factors have on our
role as caregivers, as well as on our feel-
ings, attitudes, and beliefs about children.
The people we were close to as we grew
up—and our experiences with them—shape
who we are today. Most of us still believe
much of what those special people taught
us about ourseives, other people, and the
world. The messages our caregivers con-
veyed in words and actions reflected their
cultures, beliefs, values, ...
1. FAMILY LIFE
The people of our family take care of us and teach us about the world as we grow up.
Our parents, brothers, sisters, and other relatives love us, watch over us, give us shelter, and
protect us from harm. They offer us security, comfort, physical contact and care. Family
provides a constant in any child’s life.
Attention to each other is key. Parents pay attention to children but a child is
watching each parent as well. In doing so, children learn. Babies need care and the parent
must pick up on signals and cues from the infant because the child does not yet talk. Later, as
a child learns to walk, the child explores new places: rooms, houses, backyards, front yards,
streets, and shopping places. Life with others begins with one’s family and then moves
outward to community experience of school, church, country, planet, and universe.
Family is the place where communication begins, where behaviours are tried out, and
patterns of living are established. Of course, everyone makes mistakes but, ideally, each
member of the family is given the opportunity to learn from these mistakes. Looking in from
the outside, one sees a range of family attitudes including: good/poor dietary and exercise
habits, inclusion/exclusion of those who are different, positive/negative attitudes toward
study and education, or reverence/no need for God. The family unit is where boundaries and
expectations are learned.
Within our families not only do we learn words, we learn how to speak to others and
how to treat others. If respect is there, respect becomes a way of life, along with politeness,
good manners, ethical behaviour, and pride in family heritage with appreciation for the
culture and beliefs of others. Not all families see conflict resolution as an important issue.
Sometimes home-life and the workplace are not in balance. There are also differences
between families in regards to emotional support—either withheld until compliance with
expectations or offered through thick and thin.
Generally speaking, if parents live by the same rules as they ask of their children, then
responsibility has been taken on by the family group and all members will have similar goals
and standards. “We call when we are late.” “We put things away.” “We clean up.” “We have
the right to be taken seriously and the responsibility to listen to others.” “We keep trying.”
“We” is the operative word—not “I” or “me.”
Imperfect as family groups are, it is through our family that we learn about
attachment, about caring for others/selectively choosing whom to care for. By living in a
faith-filled family we learn that God is attached to us and that we are gifted by unconditional
love and second chances. We witness what is important and thereby deepen our
understanding of forgiveness and nurture. When parents exhibit a genuine love for God and
place Christ at the centre of the home, children will continue to see, reflect, and learn. They
still have to make their own choices, but at least they will have lived in a home where God
was an important part of the family.
Through our family, we learn who we are and what we value. Moving from a baby’s
cries and clinging for comfort or food to smiles and up-reached arms is a milestone in family
health and development. The tapestry of a family is further enriched when woven by ribbons
2. of shared experiences and descriptions of those who came before, through story-telling and
remembrances about family and mentors and friends. Sacred rhythms set out at church
through the liturgy reflect the family’s earthly rhythms set out in mealtime, playtime, worktime, story-time, Bible study, helping others, prayer, and rest.
Through God’s grace, we pay attention and grow through all ages and stages of life.
Within a family, children learn about caring for older family members and learn the values
and traditions of their particular family. Observation and imitation are part of social
interactions such as eating—getting to know others and sharing, acting upon or reacting to
human emotions, constraints, and differences. Fitting into the patterns of the family
environment, the child learns about “enough” and “not enough,” about “friend” and “enemy,”
“acceptable” and “unacceptable,” about “included” and “excluded.”
Prayer is attentiveness to God and to life. Nurturing children in the power of God’s
securing love is teaching them how to pray throughout every day and every experience. May
our children know God’s love and be able to find the peace that passes all understanding.
May all families enjoy loyalty, affection, and fun with the people who matter to them.