HDFS 305 Guest Lecture
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The document discusses how culture shapes childhood experiences. It examines differences in child rearing goals, values and contexts across cultures. Cultural conditions refer to local beliefs and norms that give shape to a child's world. Caregiving relationships, age-graded activities, and views of the self vary substantially between individualistic and community-oriented societies. While Western views promote autonomy, other cultures emphasize community and spiritual obligations. Cultural influences are evident in communication styles and social behaviors by age 3. Attachment models also reflect culturally influenced parenting practices. The document prompts small group discussion of cross-cultural challenges faced by immigrant children.
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What is culture,Society, gender equality
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The document discusses the concept of culture at different levels - individual, family, society, and global. It explains that an individual's culture is shaped by factors like age, gender, education, experiences. A family's unique culture emerges from the blending of each member's individual culture over time. Similarly, a society's culture is developed from the common beliefs and practices of the families within it. Globalization is now leading to the exchange and blending of cultures worldwide as people connect virtually across borders.
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Enculturation is the process by which culture is transmitted from one generation to the next through various social institutions like family, school, church, and media. It enables individuals to adapt to the prevailing cultural patterns of their society by acquiring knowledge, skills, attitudes, and values. Key agents of enculturation include family from an early age, as well as schools which transmit cultural heritage through subjects like history and religion. Individuals learn appropriate behaviors by observing members of their own culture.
The impact of education on societies (https://www.youtube.com/watch?v=XAlZqD9...
The document discusses the impacts of education on society. It begins by describing how the transfer of knowledge from one caveman to another through the teaching of using the wheel led to the evolution of civilized groupings. Subsequent paragraphs discuss how education reduces poverty and improves health, empowers individuals and drives economic growth. However, the document also notes that in some regions, governments fail to provide educational opportunities, depriving citizens of their rights and exacerbating tensions. While education can help bridge divisions, a lack of participation and development can undermine peace. Both positive and negative impacts of education are explored.
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The document discusses different definitions and types of families across cultures. It defines family as a social unit related by blood, marriage, or adoption. A family of orientation is the family one is born into, while a family of procreation is the family created through marriage. The two basic family structures are nuclear families consisting of parents and children, and extended families of multiple adult generations. Family structures vary in inheritance patterns, authority structures, and living arrangements depending on the culture and society. The document also examines different forms of marriage and mate selection processes across cultures.
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This document defines key concepts related to culture, society, and gender. It discusses how culture evolves through the interaction of individuals with others and the externalization of beliefs and behaviors. Society and culture are interrelated, with culture referring to the way of life in a society. Gender roles and stratification develop through the cultural assignment of tasks and activities to sexes. Theories on the origins of gender inequality focus on the development of private property and changes in relations of production leading to the association of women's labor with the domestic sphere.
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2. It examines different types of families like nuclear versus extended families and relationships within families. It also explores trends in marriage and family like declining clans, more choice in spouses, women's empowerment, and higher levels of sexual freedom.
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Full presentation discussing history and types of rites of passage, as well as specific benefits to adolescents. Difficulties of adolescence are explored, with consideration of the need for a healthy transition into adulthood. Finally, the adult community is challenged with the opportunity of establishing rites of passage ceremonies for the youth in their community.
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The document discusses the family as the basic social institution where children are raised and socialized. It defines different types of families including nuclear, consanguine, monogamous, and polygamous families. The roles of the family are described as reproducing and raising children, transmitting culture, socializing children, and providing security and support for personality development. The document also notes that the Filipino family is typically closely-knit and extended, and that family involvement in a child's education leads to better academic and behavioral outcomes.
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The document discusses the concept of culture at different levels - individual, family, society, and global. It explains that an individual's culture is shaped by factors like age, gender, education, experiences. A family's unique culture emerges from the blending of each member's individual culture over time. Similarly, a society's culture is developed from the common beliefs and practices of the families within it. Globalization is now leading to the exchange and blending of cultures worldwide as people connect virtually across borders.
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This document summarizes gender roles in different cultures around the world. It discusses that in Australia, men traditionally dominate and provide for families while women spend more time with children. However, social status for women has improved in recent decades. In Asia, countries like Japan, China and India generally have traditional roles where men work outside the home and women care for household/children, though some changes are occurring. Gender roles vary significantly across regions and are often shifting to be less traditional.
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The document discusses the importance of gender equality and educating girls/women for development. It notes that the UN established Millennium Development Goals in 2000, including achieving gender equality and empowering women. Educating females yields economic and social benefits like increased productivity, labor participation, earnings, health, and child nutrition. Studies show educating mothers has significant impacts like increasing rates of female children attending school and reducing domestic violence. The document recommends policies and measures to promote gender training, safe school environments, and accelerated programs to boost female education rates.
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- The functions of schools including instruction, research, conservation, and social services.
- Types of education as formal, informal, and non-formal. Manifest and latent functions of education include socialization, social control, and transmitting culture.
- Characteristics and functions of families including child rearing and cultural transmission. Different family structures are discussed.
- Religion is defined as beliefs concerning life's meaning and purpose. Functions include social control, personality development, and providing explanation and comfort.
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Everything we think say and do is processed through our ow.pdf
Everything we think, say, and do is processed through our own cultural
backgrounds. But because culture is absorbed and passed down from generation
to generation rather than explicitly taught, were seldom aware of it.
Culture shapes not only our values and beliefs, but also our gender roles, family
structures, languages, dress, food, etiquette, approaches to disabilities, child-
rearing practices, and even our expectations for childrens behavior. In this way,
culture creates diversity.
For teachers, it is essential to see and understand your own culture in order to see
and understand how the cultures of children and their families influence childrens
behavior. Only then can you give every child a fair chance to succeed.
Think about your own upbringing. How did your familys expectations affect what
you did? Were your parents, siblings, and other relatives close or distant? Were
they strict, lenient, or somewhere in between? Were your schools expectations any
different? All of this, and more, plays a part in how you view the behavior of the
children you teach.
These ideas lie at the heart of NAEYCs position statement Advancing Equity in
Early Childhood Education. Its guiding principles include
One major takeaway from the position statement is that early childhood educators
must support consistently warm and caring relationships between families and their
children, respect families languages and cultures, and incorporate those languages
and cultures into the curriculum, their teaching practices, and the learning
environment.
Children bring their own set of culturally based expectations, skills, talents, abilities,
and values with them into the classroom. And they begin to develop their self-
concept (at least in part) from how others see them. To form positive self-concepts,
children must honor and respect their own families and cultures and have others
honor and respect these key facets of their identities too. If the classroom doesnt
reflect and validate their families and cultures, children may feel invisible,
unimportant, incompetent, and ashamed of who they are.
Many people, including educators, have long believed it is better to act colorblind
and/or cultureblindthat is, to not acknowledge color or culture. But research has
shown that this artificial blindness keeps us from recognizing, acknowledging, and
appreciating important differences. Worse, it may lead to unintentional bias toward
or disrespect for those who are different from us.
We know now that acknowledgments of color and culture are essential for
legitimizing differences. Color and culture make each one of us special and enable
us to offer unique gifts and opportunities to groups we are part of. At the same time,
color and culture help children learn about each other and the world. In short, color
and culture enrich classrooms.
To appreciate what each child can contribute to the class, teachers need to learn
about each familys cultural values. Helping children to see themselves.
UNIT 5 AGENCIES AND TYPES OF SOCIALIZATION.pptx
agents of socialization, or institutions that can impress social norms upon an individual, include the family, religion, peer groups, economic systems, legal systems, penal systems, language, and the media.
Rizwan aslam
Culture is the totality of learned behaviors, values, and beliefs shared by a society. Socialization is the lifelong process by which people learn their culture and develop human potential. It occurs through various agents such as family, school, peers, media, and other social institutions. These agents play different roles in teaching cultural norms, values, and behaviors during childhood and throughout life. Socialization connects individuals to society and from one generation to the next.
unit 6 - 6500.pptx
This document discusses sociology of education and various social institutions that influence the educational and social development of individuals. It covers topics like sociological methods, the role of family, peer groups, religious institutions, schools, and media in socializing children and transmitting culture. The key socializing agents discussed are the family, schools, peer groups, and mass media. The document emphasizes how interaction with these institutions shapes personality, cultural values, and influences behavior.
unit 5 - 6500.pptx
This document discusses sociology of education and various social institutions that influence the educational and social development of individuals. It covers topics like sociological methods, the role of family, peer groups, schools, religious institutions, and mass media in socializing children and transmitting cultural values between generations. The conclusion emphasizes that sociology of education involves studying how educational institutions and social interactions shape personality development and cultural learning.
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This document discusses Caine's funds of knowledge based on a cardboard arcade he built during his summer vacation. It explores how a teacher could capitalize on Caine's interests and skills by learning about his community and culture, allowing him to express his creativity in class, and incorporating relevant illustrations and resources into lessons. The document also discusses identifying students' funds of knowledge through their creative works, which reflect their experiences and beliefs.
socialisation.pptx
Socialization is the lifelong process by which individuals learn the norms, values, behaviors, and social skills needed to function in society. It begins at birth and continues throughout the lifespan as individuals learn new social roles. The main agents of socialization are family, peers, schools, and mass media. They transmit culture and social norms to children through various methods like suggestion, imitation, identification, and language. Socialization helps individuals learn appropriate behaviors for their culture and society.
Diversity in the classroom
This document discusses strategies for making diversity and inclusion a priority in the classroom. It notes that many teachers from suburban communities are not properly prepared to teach students of color in urban schools. The document outlines some of the challenges faced by students in underfunded inner city schools, such as lack of resources and inequality of educational opportunities. It stresses that teachers must be willing to confront their own prejudices and assumptions in order to provide all students with a quality education. The document provides examples of strategies to involve parents and make them feel welcome at school. It also discusses culturally relevant teaching approaches and the importance of viewing each student as an individual rather than through stereotypes.
Socio cultural characteristics
Educational implications of Socio-cultural characteristics: Home environment (socio economic status, type of family, learning environment in home), Gender (natural differences due to gender, effect of gender bias on learning and personality development), Language (Effect of heterogeneity of language on classroom interactions, effect of mother tongue on learning), Ethnic background
School culture feb 2012 leathu
This document discusses school culture and its impact. It defines culture as the shared values, beliefs, customs, and practices within a school. A school's culture is shaped by both visible structures and underlying assumptions. The principal plays a key role in developing culture through priorities, reactions, resource allocation, and role modeling. A positive culture features leadership, celebration, honesty, participation and openness to change. It impacts teaching and learning. A toxic culture lacks direction and trust, and features fear, competition and control. Lastly, successfully changing culture requires understanding the current culture and supporting new ideas that better achieve a shared vision.
Poster presentationfinal
The document discusses implementing a service-learning project in order to address challenges in educating urban African American students. It provides background on service-learning and how it has been shown to increase academic achievement and interest for these students. The purpose of the proposed project is to compile evidence that service-learning can help address many problems in urban African American schools and to share these results with educators.
Anglin ppt poster slide
The document discusses implementing a service-learning project in order to address challenges in educating urban African American students. It provides background on service-learning and how it has been shown to increase academic achievement and interest for these students. The purpose of the proposed project is to compile evidence that service-learning can help address many problems in urban African American schools and to share these results with educators.
Poster presentationfinal
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HDFS 305 Guest Lecture
- 1. Culture and Community HDFS 305: Middle Childhood March 26, 2011 Rebecca Swartz, Guest Lecturer
- 2. A little warm up… Where Children Sleep Art by James Molison http://video.pbs.org/video/1889400527 http://lens.blogs.nytimes.com/2011/08/04/wh ere-children-sleep/
- 3. Culture and Community The world of the child is largely defined by the culture-specific mentalities and practices of child- rearing Consider goals, values, and context of children in different cultural communities Cultural conditions refer to the local mentality models, beliefs, and moral norms. These that give shape all features of the child’s world
- 4. Chinese Elementary School List 3 most striking examples of the cultural context upon school children’s experience. How is this different than your school experience? http://www.youtube.com/watch? v=AVevfpgRR5I&feature=related http://www.youtube.com/watch? v=JfjvESuKf80&feature=g- vrec&context=G24f7f7fRVAAAAAAAACA
- 5. Culture: The Social Organization of Childhood Experience The function of domestic groups: Extent to which work and family are separated The size of domestic groups: nuclear unit is the smallest in the world Compounds and joint families/Differing opportunities for interaction and different expectations for child behavior.
- 6. Culture: The Social Organization of Childhood Experience Group composition: What defines the domestic group? Compounds or homesteads Social density and boundedness of domestic groups: Density depends on wealth/resources and social rules of interaction not size of group Physical and conceptual boundaries of domestic units that impact children’s interactions
- 7. Culture: The Social Organization of Childhood Experience Caregiving relationships: No universal pattern of caregiving; adaptable to conditions Cared for by other kin (W. Africa; Micronesia) Sibling care (sub-saharan Africa, Oceania, Okinawa, S.E. Asia) Grandmothers, other adult women Fathers/males
- 8. Culture: The Social Organization of Childhood Experience Age-graded activities: Schooling creates extreme age-grading Resulting peer groups not natural/universal Societies without schools: More multiage and intergenerational mixing Promotes learning Increased sense of responsibility, cooperation, sensitivity in older sibs
- 9. Cultural Mentalities regarding childhood social relations Moral direction: cultural mentalities of child care are goal driven – how a child’s development should move: Western ‘ethics of autonomy’ Other societies value ‘ethics of community’ or ‘ethics of divinity’ Mentalities differ in desired virtues and goals of development
- 10. Cultural Mentalities regarding childhood social relations Each ethic highlights specific view of self Autonomyincrease choice/personal liberty Communityoffice holder; role=self Divinityspiritual entity; bearer of legacy Meaning of parental practices best understood with reference to moral ends that justify means in that particular culture Promote behavior/survival; follow cultural customs
- 11. Cultural Influences on Development Communication By age 3 culturally specific interpersonal behavior is evident Social behavior Cultural standards of interpersonal distance vary Ainsworth’s model (Attachment) reflects culturally influenced European American parental practices; not universal
- 12. Small Group Work Find a group of 4-5 other students and work through the questions on the handout. We will join together to share in group discussion.
- 13. Hmong Children in Wisconsin List 2 thoughts regarding cross cultural challenges immigrant children experience to their development from the video clip. http://video.wpt2.org/video/1726513324/ (39:53-56:40 min on video)