Portfolio 2
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The document summarizes the student's coursework portfolio for a degree in Child and Family Studies. It outlines various courses taken in areas like human growth and development, family systems theory, parenting education, family resource management, and family law/policy. For each course, it briefly describes a key topic learned and may include an attached assignment example. The portfolio demonstrates the student's learning across subject areas relevant to working with children and families.
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The goal of these articles, which are now being published as an PDF, has simply been to highlight some aspects that seem essential in the make-up of the person and the first human relationship among persons: the family.
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The document discusses how hospitalization can disrupt the normal parental attachment process in neonates, infants, and young children. It describes the mechanisms through which attachment normally develops, such as skin-to-skin contact, breastfeeding, and responding to infant cues. However, the physical barriers and emotional stress of hospitalization can interrupt these attachment behaviors. The document recommends nursing interventions to promote attachment during hospitalization, such as encouraging parental involvement in care, holding, and visitation. Bowlby's Attachment Theory provides a useful framework for understanding the importance of the parent-child bond and for guiding practices to support attachment development even in stressful situations like hospitalization.
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Socialization
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The document discusses how hospitalization can disrupt the normal parent-child attachment process. It provides details on Bowlby's attachment theory and the importance of physical and emotional closeness between caregiver and infant. The theory guides nursing interventions to promote attachment when a child is hospitalized, such as encouraging parents to hold their infant skin-to-skin and be involved in their care. The utility of the theory is that it explains the importance of the parent-child bond and informs best practices to support attachment formation during hospitalization.
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CHAPTER 1 HISTORICAL AND PHILOSOPHICAL PERSPECTIVES .docx
CHAPTER 1
HISTORICAL AND
PHILOSOPHICAL
PERSPECTIVES
Family life education (FLE) that takes place in communities is a unique type of education. The business of outreach FLE involves taking family science principles and practices to the general public—indi
viduals, couples, parents, whole families—in varied educational settings
outside the traditional classroom. Some outreach family life educators are
employed as field agents or as university campus-based specialists within
the Cooperative Extension System. Others may work in social work or other
human service agency contexts or as media representatives. Those with an
entrepreneurial spirit may develop their own FLE business and market their
programs nationally. Still others may hold traditional university positions
that include some outreach expectations.
To succeed in educating the public about family life requires a somewhat
different skill set than teaching students in traditional classroom settings.
With these skills, family life educators become more effective ambassadors
of family science scholarship to citizens of the world.
This text endeavors to provide a comprehensive response to the fol
lowing need: There is knowledge and skills that family life educators need
to be most helpful and effective in work with their clientele. To arrive at
the response, we first generated a content outline that represented our
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EBSCO : eBook Collection (EBSCOhost) - printed on 11/13/2018 6:19 PM via AMERICAN PUBLIC UNIV SYSTEM
AN: 474397 ; Duncan, Stephen F., Goddard, H. Wallace.; Family Life Education : Principles and Practices for Effective Outreach
Account: s7348467.main.ehost
4 ● FOUNDATIONS OF FAMILY LIFE EDUCATION
collective experiences totaling nearly three decades as family life Extension
Service specialists at several universities. We sent the content outline to
other specialists and colleagues and incorporated their ideas. Since this
first edition was published in 2005, many FLE scholars, practitioners, and
students have used the book in their work and studies and have provided
us with ideas to improve upon what we first developed. We have incorpo
rated their ideas into this second edition. The result is what we hope is a
practical, how-to reference volume on effective outreach FLE that you will
use for years to come.
This first chapter provides a foundational and philosophical discus
sion of FLE in outreach settings. We begin with a brief discussion of the
definition and history of outreach FLE, as well as the role universities and
communities have played in the movement. We next turn to a discussion
of contemporary developments also making FLE his.
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Running Head: DEVELOPMENTAL ANALYSIS PAPER 1
DEVELOPMENTAL ANALYSIS PAPER 9
Developmental Analysis Paper Part 1 COMPLETED
Developmental Analysis Paper
Personal Introduction of Childhood-Adolescent
Feud Sigmund’s psychosexual theory provides a critical theoretical framework for understanding and appreciating the critical changes throughout the life of an individual. The stages include infancy, childhood, adolescence, early and middle adulthood as we as the older age. During the childhood-adolescent stages of development, parents and primary caretakers, as well as the surroundings, play significant roles in the event of a child. For example, the parents provide emotional and material support as the child grow. They also impact some necessary but essential life skills that allow the child to transition to the next stage. Conversely, the adolescent stage is characterized by the growing sense of identity as one interacts with the peers. Therefore, the purpose of this analysis paper is to discuss my development stages, childhood and adolescence, in the perspectives of different theorists as discussed below;
Theoretical Perspectives of Development
Other than Feud’s psychosexual theory, other leading theorists include Piaget, Bowlby, and Fowler. The scholars give different perspectives on the childhood and adolescent stages of development as outlined below;
Stages of Development According to Freud
According to Feud, childhood development includes the development of pleasure which is primarily on the anus, and the joy of the child comes from defecation. During this time, toilet training becomes the essential skills for children. The authorities, the parents, need to gently with the child to prevent the formation of maladaptive behaviors such as obsession with cleanliness. On the other hand, in adolescence, the primary focus on building sexual relationships with the opposite sexes (Templeton & Eccles, 2006). The adolescents derive pleasure from having heterosexual intercourse. Sexual experimentation tends to have profound impacts on the adolescents, especially when authority fails to check on some behaviors from the onset.
Personal life experiences and correlation with the Feud’s theory reveals some exciting revelations. For instance, during my childhood, my mother emphasized toiletry training leading to my current obsession with cleanliness and hygiene in general. Conversely, I also experienced increased intensity for a sexual drive during the adolescence stage marked by the formation of heterosexual relationships. The relationships went through different tides, separation and forming new ones. During this stage, I received parental guidance on the need for chastity and abstinence to mitigate possible adverse effects of overindulging in intercourse (Templeton & Eccles, 200 ...
Bass LinAshley WellsWR121-25 February 7, 2018Personalities.docx
Bass Lin
Ashley Wells
WR121-25
February 7, 2018
Personalities Influences of the Parents of Adolescent Children and their Style of Parenting
Introduction
The study investigated the relationship between the personalities of the parents of adolescent children and their style of parenting. The issue of parenting style and the behaviour of teenage children brings multiple perspectives from various individuals. Some perceive that being authoritarian to them may bring positive behaviour while others neglect the idea. Personality is identified as the stable complex features in which individual life pattern would be seen (Ferguson Eva Dreikurs et al 43). It is the way of relatively enduring things in which one behaves, thinks and feels. The behaviour of parents and adolescent children is related to personality. The research assessed parental personality traits that are agreeableness, extraversion, and neuroticism and derived parenting styles that are authoritarian, democratic and neglectful. The family is the bedrock of the community and it can either shape or destroy the life of a child. Though environmental factors affect personality development, parents have significant impacts on children behaviour. When a child matures to adolescent remains a child to their parents. The researcher will investigate how democratic, authoritarian neglectful parenting styles influence the personality of parents of adolescent children. Comment by Fei Li: Which study? It is a little bit weird to use an unclear study to begin your essay. It makes your readers to confuse about it. Comment by Fei Li: I think it is better to give this identification at the very beginning of the paragraph. Because it helps you to establish the context for your audiences, also adds your credibility. Comment by Fei Li: Which research again? I think it is better to mention these study and research in your body paragraphs and give more details about them for your readers. Or we will always curious about what is it and what arguments they stand for.
Background of Information Comment by Fei Li: I thin your introduction and your background information have something in common. They could be combine into one paragraph--background information. For your introduction paragraph, I think establish the most basic context for readers and clearly state your proposition statement are the most important thing. It is unnecessary to write one page long for intro.
The society has expectations of every adolescent child based on norms and values each community holds. Individuals are needed to pass through some processes and experience that conform them to societal standards. Also, the media that is television, radio, newspapers, social media and movies portray that parents have great influence on the behaviour of children from being teenagers to adulthood (Huver Rose et al 399). Therefore, parents should nurture their children well by providing necessities like clothes, shelter, food and education as while as .
1.1 Why a Family-Centered ApproachTraditionally, schools through.docx
1.1 Why a Family-Centered Approach
Traditionally, schools throughout the world have been institutions in which teachers, social workers, and educational specialists are considered the sole source of knowledge, information, and expertise, and parents are expected to support and implement the advice of these experts. Until recently, in contrast with schools, early childhood care and education programs followed a parent-oriented approach in which parents assumed a more active role. Families got together to care for each other's children; sometimes the older women in a community cared for the young children, and mothers rotated care in mother's-day-out programs. One example of high-quality family-oriented child care in the United States can be found in the Kaiser Shipyards during WWII, where mothers worked in factories building ships. These programs provided family medical care and even meals for mothers to take home after their shift in the factory (Hurwitz, 1998). However, over the years, many early childhood programs became more like schools, expecting parents to listen passively to their advice and to help implement their programs (Keyser, 2006).
The development of a family-centered early care and education approach can be traced to the federal early childhood program Head Start. Formed in 1965 as part of President Lyndon B. Johnson's War on Poverty, Head Start was developed as a comprehensive program for low-income families with preschool-age children, with a focus on parent involvement and community collaboration (U.S. Department of Health and Human Services [HHS], 2012). The architects of Head Start recognized the need to work in an equal partnership with families of low-income children (Greenberg, 1969). To this end, the program was designed with very specific roles and responsibilities for parents. Program Performance Standards outline overall standards to be met in each component area. These are critical quality indicators used to ensure the program meets the unique needs of the communities and families the program serves. Component areas that must meet these performance standards include specific requirements for parent activities, such as opportunities for parents to follow a career path to become teachers in the local program. Additionally, all local Head Start programs have a governing body, known as a policy council, which must include parents. This body has direct responsibilities in a variety of areas, including approval of hiring and firing of all staff, budget and program component approval, and overall program evaluation (HHS, 2012).
The design of local Head Start programs led more and more early childhood programs to consider a shared approach to power and control. Other early childhood models (such as Waldorf, Montessori, Reggio Emilia, and local community-based programs) practice different degrees of the family-centered approach, depending on their unique philosophy, history, and ownership. With a family-centered approach ...
Participatory pedagogy in discourse of practice: Applying Freire in training ...
. The aims of this research are to understand and complicate learners’ participation in educational programming as described in the TfT curriculum. Methodologically, this research analyzes the theoretical dialectic relationship in participatory pedagogy through a critical discourse analysis of the TfT curriculum, the implementers’ notes, and interviews with select implementers. This paper finds that implementation of TfT highlights contradictions and complications in participatory discourses presented in Freirian theories of participatory pedagogy related to the concepts of generating themes, inclusion, and the stance of the participants and facilitators. Moreover, these contradictions and complications must be considered in developing participatory pedagogical curriculum and practice.
1Introduction to Child DevelopmentCharlie EdwardsPhotodis.docx
1Introduction to Child Development
Charlie Edwards/Photodisc/Getty Images
Learning Objectives
After completing this module, you should be able to:
ሁ Identify and distinguish between developmental domains.
ሁ Define and describe the five periods of child and adolescent development.
ሁ Trace the historical changes in the field of child development.
ሁ Identify and describe major developmental theories.
ሁ Differentiate among psychological theories of development and summarize major views.
Prologue
Prologue
About the time I started teaching child development, I was also a consultant at The Children’s
Corner, a “playcare” facility that my two young children attended. We employed certified child-
care professionals and a number of teaching assistants from a local university. Together they
cared for dozens of children, from newborn to age 5. At times, more than 100 children drifted
in and out of the facility on any particular day. Within a climate that increasingly emphasized
the importance of giving children an intellectual head start, our school remained an unstruc-
tured, open environment. It was child centered and focused on creativity and socialization.
Before leaving for work, I would go to different areas of the school and interact with the chil-
dren. Sometimes I would read to them; other times I would assist with art. I played on the
climbers and helped in the kitchen. The children were full of energy, curiosity, laughter, and
fun. It was a terrific way to start my day.
The children from The Children’s Corner have since grown up and undoubtedly have pursued
a variety of interests. Most of them are attending college or have begun to work. Some have
pursued careers in teaching, medicine, or engineering; others are musicians or artists, labor-
ers or technicians; a few are actors. Undoubtedly, some have mental disorders, and, sadly, the
odds are good that some of those cute toddlers have been addicted to drugs or have engaged
in more maladaptive behaviors, like committing criminal acts.
Individual and group factors have steered the children from that facility into widely diver-
gent paths. For many of us observers, these differences lead to perhaps the most fascinating
question in psychology: What makes us all so distinct? Even children raised in the same envi-
ronment often lead lives that are different in so many ways. Siblings are often motivated by
different ideals and hold opposing positions on social issues, personal principles, or politics.
They have different personalities, physical abilities, and intellectual pursuits.
My own children, though raised in similar environments, are both alike and different. My
son, Max, was an early talker and used words to learn about the world; during infancy and
early childhood, he would talk to everyone. By contrast, my daughter, Mariana, did not say
much during her first 2 years. She was content to take in the world silently through her eyes
and ears, which many obser ...
A Critical Analysis of the Principles of Nurture and its Impact on Learning
The nurture groups are small structured teaching or learning groups of 6 to 12 students that supported by two adults staffed to provide social, emotional and behavioral difficulties (SEBD) in a mainstream early years settings, primary or secondary schools. The nurture groups are known as a safe place for the unique developmental need of each child’s are met and continuously provides assessment through the Boxall Profile to modified curriculum in an environment based on the six principles. The purpose of this essay is to critically analysis the principles of nurture and its impact on learning in the classroom.
TMA03
- The document discusses studies on attachment parenting in non-human subjects like monkeys and geese and what they reveal about the importance of early parental relationships.
- Experiments by Harlow on monkeys found that they preferred and gained more emotional comfort from a cloth surrogate mother rather than a wire one that just provided food, showing the importance of emotional relationships over just basic care.
- Studies on geese found they would imprint on and form strong early bonds with their mothers or even researchers, increasing chances of survival, relating to the importance of early bonding for humans.
- Overall, the non-human studies demonstrate that positive, nurturing early parental relationships are vital for healthy emotional and social development across species, while lack of care or
Attachment Theory 4
I do not have enough context to fully summarize or analyze the results being described here. The passage mentions that an independent t-test was conducted on items from an evaluation to compare responses between a conventional and creative group. It provides some sample mean and standard deviation results but does not give the full results or context needed for a high-level summary. More information would be needed to understand the purpose and findings of the analysis being described.
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Running Head LIFE SPAN PARENTING PROJECT1LIFE SPAN PARENTING.docx
Running Head: LIFE SPAN PARENTING PROJECT 1
LIFE SPAN PARENTING PROJECT 2
Student's name: Emmanuel Domenech
Professor's name: Dr. Suzi Hundemer
Class: BEHS 343
Topic: Chapter 2: Theoretical Perspectives on Parenting (trait theory) Chapter 3: Approaches to parenting research(Group counseling and psychotherapy with children and adolescents)
Institution: University of Maryland University College
Date: June 9, 2019
Life Span Parenting Project
Children ought to be evaluated when it comes to their entire environment with the inclusion of whatever negative or positive parental influences that could exist, this is according to Group counseling and psychotherapy with children and adolescents. I have learned that one of the most refreshing impacts concerning parents is because mainly we work with their kids who are reaching the adolescent stage in regions of their personal/social, academic success, career development, and realm. Their work comprises of working in intervention and prevention (Denno et al., 2015). Counselors help students like who undergo rough times, for instance, in adolescent and help them in enlightening their skills of resilience to be equipped better in case of hitting tough times in the future.
The adolescent stage is characterized by uneven and dramatic integration of changes that are developmental into the day to day lives of young persons. Simultaneously, teenagers experience growing independence from their families, mood swings, and at times, rapidly increasing sexuality. The tasks of talking to them usually start within the units of the family. Often, as guardians, we tend to view our teens as fragile thus visit our pediatricians or doctors since we see them as people whom to seek advice from regarding both behavioral and physiologic issues (Shechtman, 2017). The ongoing relationship with the pediatrician and the family gives for enough prospects to offer support and guidance that is anticipated as our kids get into and move through the stage of adolescence.
Determinants of Parenting
As we all know, the parent-child relationship has a massive influence on most aspects of the development of a child. When behaviors, parenting skills, and optimal capabilities have a positive effect on the school achievement or self-esteem of a child, there is positive behavior and development on the kids.
Fig: Family-Based Therapy
Some other treatment programs that can be used to work in families include family therapy, family-centered therapy, or family-based therapy. These programs change from one to the other. These are effective when it comes to family counseling and help in coming to terms with the stage or any disorder that could arise in the process.
As far as I am concerned, therapy is vital when looking at parenting approaches. This is because when an individual is a child, through adolescent to when they mature to being adults, they require guideline on being better per.
Where now for parenting perspective on parenting, policy and practice report
Where now for parenting perspective on parenting, policy and practice reportFamily and Childcare Trust
This document reviews literature on conceptualizing and measuring family wellbeing. It finds that while family wellbeing is widely discussed, there is no consensus on how to define or measure it. The review examines theoretical models of family wellbeing and approaches to measurement. It concludes that comprehensive, longitudinal data is needed to understand family wellbeing and the impact of policies, but such data is currently lacking in the UK. Representing both objective and subjective dimensions across multiple domains would ideally capture how various factors interact to influence family functioning over time.More Related Content
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Child development, Chapter 1, Caprice Paduano 1/12
The document provides an overview of the field of child development, including what it studies, how development is categorized by age ranges, and factors that influence development. It examines physical, cognitive, social, and personality development from conception through adolescence. Key influences include biological and environmental factors associated with historical time periods, age groups, sociocultural groups, and non-normative life events. The field has evolved from early observational studies of children to more systematic research incorporating evolutionary theory and new areas of focus like genetics and population diversity.
Ped 102 (child and adolescent dev’t)
The document provides an overview of childhood and adolescence by defining key terms and concepts. It defines childhood as the early stage of development towards adulthood, influenced by various social and cultural factors. Adolescence is defined as the transition period between childhood and adulthood involving biological, social, and psychological changes. The document also distinguishes between quantitative changes, referring to physical growth, and qualitative changes, referring to increases in skills and complexity. Overall, the document provides foundational information on the stages of childhood and adolescence.
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Developmental psychology involves the progressive changes that occur due to maturation and experience over time. Key concepts include development, growth, and maturation. Development follows an orderly sequence and rate of development varies between individuals. Early development is more critical than later stages. Both nature and nurture influence biological, emotional, cognitive, personal, and social development from prenatal stages through adulthood.
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CHAPTER 1 HISTORICAL AND PHILOSOPHICAL PERSPECTIVES .docx
CHAPTER 1
HISTORICAL AND
PHILOSOPHICAL
PERSPECTIVES
Family life education (FLE) that takes place in communities is a unique type of education. The business of outreach FLE involves taking family science principles and practices to the general public—indi
viduals, couples, parents, whole families—in varied educational settings
outside the traditional classroom. Some outreach family life educators are
employed as field agents or as university campus-based specialists within
the Cooperative Extension System. Others may work in social work or other
human service agency contexts or as media representatives. Those with an
entrepreneurial spirit may develop their own FLE business and market their
programs nationally. Still others may hold traditional university positions
that include some outreach expectations.
To succeed in educating the public about family life requires a somewhat
different skill set than teaching students in traditional classroom settings.
With these skills, family life educators become more effective ambassadors
of family science scholarship to citizens of the world.
This text endeavors to provide a comprehensive response to the fol
lowing need: There is knowledge and skills that family life educators need
to be most helpful and effective in work with their clientele. To arrive at
the response, we first generated a content outline that represented our
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EBSCO : eBook Collection (EBSCOhost) - printed on 11/13/2018 6:19 PM via AMERICAN PUBLIC UNIV SYSTEM
AN: 474397 ; Duncan, Stephen F., Goddard, H. Wallace.; Family Life Education : Principles and Practices for Effective Outreach
Account: s7348467.main.ehost
4 ● FOUNDATIONS OF FAMILY LIFE EDUCATION
collective experiences totaling nearly three decades as family life Extension
Service specialists at several universities. We sent the content outline to
other specialists and colleagues and incorporated their ideas. Since this
first edition was published in 2005, many FLE scholars, practitioners, and
students have used the book in their work and studies and have provided
us with ideas to improve upon what we first developed. We have incorpo
rated their ideas into this second edition. The result is what we hope is a
practical, how-to reference volume on effective outreach FLE that you will
use for years to come.
This first chapter provides a foundational and philosophical discus
sion of FLE in outreach settings. We begin with a brief discussion of the
definition and history of outreach FLE, as well as the role universities and
communities have played in the movement. We next turn to a discussion
of contemporary developments also making FLE his.
Running Head DEVELOPMENTAL ANALYSIS PAPER .docx
Running Head: DEVELOPMENTAL ANALYSIS PAPER 1
DEVELOPMENTAL ANALYSIS PAPER 9
Developmental Analysis Paper Part 1 COMPLETED
Developmental Analysis Paper
Personal Introduction of Childhood-Adolescent
Feud Sigmund’s psychosexual theory provides a critical theoretical framework for understanding and appreciating the critical changes throughout the life of an individual. The stages include infancy, childhood, adolescence, early and middle adulthood as we as the older age. During the childhood-adolescent stages of development, parents and primary caretakers, as well as the surroundings, play significant roles in the event of a child. For example, the parents provide emotional and material support as the child grow. They also impact some necessary but essential life skills that allow the child to transition to the next stage. Conversely, the adolescent stage is characterized by the growing sense of identity as one interacts with the peers. Therefore, the purpose of this analysis paper is to discuss my development stages, childhood and adolescence, in the perspectives of different theorists as discussed below;
Theoretical Perspectives of Development
Other than Feud’s psychosexual theory, other leading theorists include Piaget, Bowlby, and Fowler. The scholars give different perspectives on the childhood and adolescent stages of development as outlined below;
Stages of Development According to Freud
According to Feud, childhood development includes the development of pleasure which is primarily on the anus, and the joy of the child comes from defecation. During this time, toilet training becomes the essential skills for children. The authorities, the parents, need to gently with the child to prevent the formation of maladaptive behaviors such as obsession with cleanliness. On the other hand, in adolescence, the primary focus on building sexual relationships with the opposite sexes (Templeton & Eccles, 2006). The adolescents derive pleasure from having heterosexual intercourse. Sexual experimentation tends to have profound impacts on the adolescents, especially when authority fails to check on some behaviors from the onset.
Personal life experiences and correlation with the Feud’s theory reveals some exciting revelations. For instance, during my childhood, my mother emphasized toiletry training leading to my current obsession with cleanliness and hygiene in general. Conversely, I also experienced increased intensity for a sexual drive during the adolescence stage marked by the formation of heterosexual relationships. The relationships went through different tides, separation and forming new ones. During this stage, I received parental guidance on the need for chastity and abstinence to mitigate possible adverse effects of overindulging in intercourse (Templeton & Eccles, 200 ...
Bass LinAshley WellsWR121-25 February 7, 2018Personalities.docx
Bass Lin
Ashley Wells
WR121-25
February 7, 2018
Personalities Influences of the Parents of Adolescent Children and their Style of Parenting
Introduction
The study investigated the relationship between the personalities of the parents of adolescent children and their style of parenting. The issue of parenting style and the behaviour of teenage children brings multiple perspectives from various individuals. Some perceive that being authoritarian to them may bring positive behaviour while others neglect the idea. Personality is identified as the stable complex features in which individual life pattern would be seen (Ferguson Eva Dreikurs et al 43). It is the way of relatively enduring things in which one behaves, thinks and feels. The behaviour of parents and adolescent children is related to personality. The research assessed parental personality traits that are agreeableness, extraversion, and neuroticism and derived parenting styles that are authoritarian, democratic and neglectful. The family is the bedrock of the community and it can either shape or destroy the life of a child. Though environmental factors affect personality development, parents have significant impacts on children behaviour. When a child matures to adolescent remains a child to their parents. The researcher will investigate how democratic, authoritarian neglectful parenting styles influence the personality of parents of adolescent children. Comment by Fei Li: Which study? It is a little bit weird to use an unclear study to begin your essay. It makes your readers to confuse about it. Comment by Fei Li: I think it is better to give this identification at the very beginning of the paragraph. Because it helps you to establish the context for your audiences, also adds your credibility. Comment by Fei Li: Which research again? I think it is better to mention these study and research in your body paragraphs and give more details about them for your readers. Or we will always curious about what is it and what arguments they stand for.
Background of Information Comment by Fei Li: I thin your introduction and your background information have something in common. They could be combine into one paragraph--background information. For your introduction paragraph, I think establish the most basic context for readers and clearly state your proposition statement are the most important thing. It is unnecessary to write one page long for intro.
The society has expectations of every adolescent child based on norms and values each community holds. Individuals are needed to pass through some processes and experience that conform them to societal standards. Also, the media that is television, radio, newspapers, social media and movies portray that parents have great influence on the behaviour of children from being teenagers to adulthood (Huver Rose et al 399). Therefore, parents should nurture their children well by providing necessities like clothes, shelter, food and education as while as .
1.1 Why a Family-Centered ApproachTraditionally, schools through.docx
1.1 Why a Family-Centered Approach
Traditionally, schools throughout the world have been institutions in which teachers, social workers, and educational specialists are considered the sole source of knowledge, information, and expertise, and parents are expected to support and implement the advice of these experts. Until recently, in contrast with schools, early childhood care and education programs followed a parent-oriented approach in which parents assumed a more active role. Families got together to care for each other's children; sometimes the older women in a community cared for the young children, and mothers rotated care in mother's-day-out programs. One example of high-quality family-oriented child care in the United States can be found in the Kaiser Shipyards during WWII, where mothers worked in factories building ships. These programs provided family medical care and even meals for mothers to take home after their shift in the factory (Hurwitz, 1998). However, over the years, many early childhood programs became more like schools, expecting parents to listen passively to their advice and to help implement their programs (Keyser, 2006).
The development of a family-centered early care and education approach can be traced to the federal early childhood program Head Start. Formed in 1965 as part of President Lyndon B. Johnson's War on Poverty, Head Start was developed as a comprehensive program for low-income families with preschool-age children, with a focus on parent involvement and community collaboration (U.S. Department of Health and Human Services [HHS], 2012). The architects of Head Start recognized the need to work in an equal partnership with families of low-income children (Greenberg, 1969). To this end, the program was designed with very specific roles and responsibilities for parents. Program Performance Standards outline overall standards to be met in each component area. These are critical quality indicators used to ensure the program meets the unique needs of the communities and families the program serves. Component areas that must meet these performance standards include specific requirements for parent activities, such as opportunities for parents to follow a career path to become teachers in the local program. Additionally, all local Head Start programs have a governing body, known as a policy council, which must include parents. This body has direct responsibilities in a variety of areas, including approval of hiring and firing of all staff, budget and program component approval, and overall program evaluation (HHS, 2012).
The design of local Head Start programs led more and more early childhood programs to consider a shared approach to power and control. Other early childhood models (such as Waldorf, Montessori, Reggio Emilia, and local community-based programs) practice different degrees of the family-centered approach, depending on their unique philosophy, history, and ownership. With a family-centered approach ...
Participatory pedagogy in discourse of practice: Applying Freire in training ...
. The aims of this research are to understand and complicate learners’ participation in educational programming as described in the TfT curriculum. Methodologically, this research analyzes the theoretical dialectic relationship in participatory pedagogy through a critical discourse analysis of the TfT curriculum, the implementers’ notes, and interviews with select implementers. This paper finds that implementation of TfT highlights contradictions and complications in participatory discourses presented in Freirian theories of participatory pedagogy related to the concepts of generating themes, inclusion, and the stance of the participants and facilitators. Moreover, these contradictions and complications must be considered in developing participatory pedagogical curriculum and practice.
1Introduction to Child DevelopmentCharlie EdwardsPhotodis.docx
1Introduction to Child Development
Charlie Edwards/Photodisc/Getty Images
Learning Objectives
After completing this module, you should be able to:
ሁ Identify and distinguish between developmental domains.
ሁ Define and describe the five periods of child and adolescent development.
ሁ Trace the historical changes in the field of child development.
ሁ Identify and describe major developmental theories.
ሁ Differentiate among psychological theories of development and summarize major views.
Prologue
Prologue
About the time I started teaching child development, I was also a consultant at The Children’s
Corner, a “playcare” facility that my two young children attended. We employed certified child-
care professionals and a number of teaching assistants from a local university. Together they
cared for dozens of children, from newborn to age 5. At times, more than 100 children drifted
in and out of the facility on any particular day. Within a climate that increasingly emphasized
the importance of giving children an intellectual head start, our school remained an unstruc-
tured, open environment. It was child centered and focused on creativity and socialization.
Before leaving for work, I would go to different areas of the school and interact with the chil-
dren. Sometimes I would read to them; other times I would assist with art. I played on the
climbers and helped in the kitchen. The children were full of energy, curiosity, laughter, and
fun. It was a terrific way to start my day.
The children from The Children’s Corner have since grown up and undoubtedly have pursued
a variety of interests. Most of them are attending college or have begun to work. Some have
pursued careers in teaching, medicine, or engineering; others are musicians or artists, labor-
ers or technicians; a few are actors. Undoubtedly, some have mental disorders, and, sadly, the
odds are good that some of those cute toddlers have been addicted to drugs or have engaged
in more maladaptive behaviors, like committing criminal acts.
Individual and group factors have steered the children from that facility into widely diver-
gent paths. For many of us observers, these differences lead to perhaps the most fascinating
question in psychology: What makes us all so distinct? Even children raised in the same envi-
ronment often lead lives that are different in so many ways. Siblings are often motivated by
different ideals and hold opposing positions on social issues, personal principles, or politics.
They have different personalities, physical abilities, and intellectual pursuits.
My own children, though raised in similar environments, are both alike and different. My
son, Max, was an early talker and used words to learn about the world; during infancy and
early childhood, he would talk to everyone. By contrast, my daughter, Mariana, did not say
much during her first 2 years. She was content to take in the world silently through her eyes
and ears, which many obser ...
A Critical Analysis of the Principles of Nurture and its Impact on Learning
The nurture groups are small structured teaching or learning groups of 6 to 12 students that supported by two adults staffed to provide social, emotional and behavioral difficulties (SEBD) in a mainstream early years settings, primary or secondary schools. The nurture groups are known as a safe place for the unique developmental need of each child’s are met and continuously provides assessment through the Boxall Profile to modified curriculum in an environment based on the six principles. The purpose of this essay is to critically analysis the principles of nurture and its impact on learning in the classroom.
TMA03
- The document discusses studies on attachment parenting in non-human subjects like monkeys and geese and what they reveal about the importance of early parental relationships.
- Experiments by Harlow on monkeys found that they preferred and gained more emotional comfort from a cloth surrogate mother rather than a wire one that just provided food, showing the importance of emotional relationships over just basic care.
- Studies on geese found they would imprint on and form strong early bonds with their mothers or even researchers, increasing chances of survival, relating to the importance of early bonding for humans.
- Overall, the non-human studies demonstrate that positive, nurturing early parental relationships are vital for healthy emotional and social development across species, while lack of care or
Attachment Theory 4
I do not have enough context to fully summarize or analyze the results being described here. The passage mentions that an independent t-test was conducted on items from an evaluation to compare responses between a conventional and creative group. It provides some sample mean and standard deviation results but does not give the full results or context needed for a high-level summary. More information would be needed to understand the purpose and findings of the analysis being described.
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Running Head LIFE SPAN PARENTING PROJECT1LIFE SPAN PARENTING.docx
Running Head: LIFE SPAN PARENTING PROJECT 1
LIFE SPAN PARENTING PROJECT 2
Student's name: Emmanuel Domenech
Professor's name: Dr. Suzi Hundemer
Class: BEHS 343
Topic: Chapter 2: Theoretical Perspectives on Parenting (trait theory) Chapter 3: Approaches to parenting research(Group counseling and psychotherapy with children and adolescents)
Institution: University of Maryland University College
Date: June 9, 2019
Life Span Parenting Project
Children ought to be evaluated when it comes to their entire environment with the inclusion of whatever negative or positive parental influences that could exist, this is according to Group counseling and psychotherapy with children and adolescents. I have learned that one of the most refreshing impacts concerning parents is because mainly we work with their kids who are reaching the adolescent stage in regions of their personal/social, academic success, career development, and realm. Their work comprises of working in intervention and prevention (Denno et al., 2015). Counselors help students like who undergo rough times, for instance, in adolescent and help them in enlightening their skills of resilience to be equipped better in case of hitting tough times in the future.
The adolescent stage is characterized by uneven and dramatic integration of changes that are developmental into the day to day lives of young persons. Simultaneously, teenagers experience growing independence from their families, mood swings, and at times, rapidly increasing sexuality. The tasks of talking to them usually start within the units of the family. Often, as guardians, we tend to view our teens as fragile thus visit our pediatricians or doctors since we see them as people whom to seek advice from regarding both behavioral and physiologic issues (Shechtman, 2017). The ongoing relationship with the pediatrician and the family gives for enough prospects to offer support and guidance that is anticipated as our kids get into and move through the stage of adolescence.
Determinants of Parenting
As we all know, the parent-child relationship has a massive influence on most aspects of the development of a child. When behaviors, parenting skills, and optimal capabilities have a positive effect on the school achievement or self-esteem of a child, there is positive behavior and development on the kids.
Fig: Family-Based Therapy
Some other treatment programs that can be used to work in families include family therapy, family-centered therapy, or family-based therapy. These programs change from one to the other. These are effective when it comes to family counseling and help in coming to terms with the stage or any disorder that could arise in the process.
As far as I am concerned, therapy is vital when looking at parenting approaches. This is because when an individual is a child, through adolescent to when they mature to being adults, they require guideline on being better per.
Where now for parenting perspective on parenting, policy and practice report
Where now for parenting perspective on parenting, policy and practice reportFamily and Childcare Trust
This document reviews literature on conceptualizing and measuring family wellbeing. It finds that while family wellbeing is widely discussed, there is no consensus on how to define or measure it. The review examines theoretical models of family wellbeing and approaches to measurement. It concludes that comprehensive, longitudinal data is needed to understand family wellbeing and the impact of policies, but such data is currently lacking in the UK. Representing both objective and subjective dimensions across multiple domains would ideally capture how various factors interact to influence family functioning over time.Handedness and the Diverse Gender-Related Personality Traits i.docx
Handedness and the Diverse Gender-Related Personality Traits in Humans
Handedness and the Diverse Gender-Related Personality Traits in Humans
Sejla Husic
FSCJ South Campus
Handedness and the Diverse Gender-Related Personality Traits in Humans
According to recent meta-analysis, there has been an immoderate amount of
information linked between the likeliness of sexual orientation and laterality. Using one hand
more than the other. The significant data from 6,182 homosexual and 14,808 heterosexual men,
showed that homosexual men had 34% greater odds of being non-right handed than heterosexual
men, and data from 805 homosexual and 1,615 heterosexual women had 91% greater odds of
being non- right handed than heterosexual women RichardA.Lippa,Ph.D.1 Other gender-
atypicality has been linked to this finding, one would be gender identity disorder. In an
international survey, more than 11,000 participants, documented that 10.6% of males and 8.5%
of females are at higher rates of heft- handedness. Even though the number of theories found of
small but reliable gender differences found in handedness, the results remain poorly understood.
Prenatal Androgen Theory is the most reasonable explanation of homosexuality in
the social behavior of human genders. Stating the sexual orientation is established in the womb
during fetal development. Although with more higher androgen exposure, comes more gender
typical patterns of development, in the males case it would be a greater chance of left-
handedness. Corresponding to gender- related personality traits, within sexual orientation groups,
non- right handedness is associated with masculine traits for both sexes. Predictions have been
made based on simple linear version of prenatal hormone theory, the androgens masculinize
behavior between sex and then is compared on average (James, 1989). Consequently there has
been strong data shown the prenatal hormone theory of handedness, concluding that the non-
right-handedness occurs more in the males sex than females.
Handedness and the Diverse Gender-Related Personality Traits in Humans
Neurological and developmental problems can be the cause of so many theories.
For instance the Pathological left- handedness theory, stating that left-handedness is caused by
pathological stressors, as in birth traumas, or cerebrum impairments. Evidence has proven that
left-handedness is associated with numerous cognitive developmental problems, including
learning disabilities, intellectual retardation, autism, cerebral palsy, etc. (Previc,1996). An
argument has been made that moderate right-handedness is the optimal evolved human trait and
therefore that developmental instability leads both to non-right ...
Personal Learning Philosophy For Early Childhood
Children are Capable and Competent; learning, developing, and growing as unique and diverse individuals..."the way we perceive children is evident in how we treat them...
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CHAPTER 1 HISTORICAL AND PHILOSOPHICAL PERSPECTIVES .docx
CHAPTER 1 HISTORICAL AND PHILOSOPHICAL PERSPECTIVES .docx
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Bass LinAshley WellsWR121-25 February 7, 2018Personalities.docx
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1.1 Why a Family-Centered ApproachTraditionally, schools through.docx
Participatory pedagogy in discourse of practice: Applying Freire in training ...
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1Introduction to Child DevelopmentCharlie EdwardsPhotodis.docx
1Introduction to Child DevelopmentCharlie EdwardsPhotodis.docx
A Critical Analysis of the Principles of Nurture and its Impact on Learning
A Critical Analysis of the Principles of Nurture and its Impact on Learning
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Running Head LIFE SPAN PARENTING PROJECT1LIFE SPAN PARENTING.docx
Where now for parenting perspective on parenting, policy and practice report
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Skin is the largest organ of the human body, serving crucial functions that include protection, sensation, regulation, and synthesis. Structurally, it consists of three main layers: the epidermis, dermis, and hypodermis (subcutaneous layer).
1. **Epidermis**: The outermost layer primarily composed of epithelial cells called keratinocytes. It provides a protective barrier against environmental factors, pathogens, and UV radiation.
2. **Dermis**: Located beneath the epidermis, the dermis contains connective tissue, blood vessels, hair follicles, and sweat glands. It plays a vital role in supporting and nourishing the epidermis, regulating body temperature, and housing sensory receptors for touch, pressure, temperature, and pain.
3. **Hypodermis**: Also known as the subcutaneous layer, it consists of fat and connective tissue that anchors the skin to underlying structures like muscles and bones. It provides insulation, cushioning, and energy storage.
Skin performs essential functions such as regulating body temperature through sweat production and blood flow control, synthesizing vitamin D when exposed to sunlight, and serving as a sensory interface with the external environment.
Maintaining skin health is crucial for overall well-being, involving proper hygiene, hydration, protection from sun exposure, and avoiding harmful substances. Skin conditions and diseases range from minor irritations to chronic disorders, emphasizing the importance of regular care and medical attention when needed.
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The purpose of this webcast is to:
Discuss and demonstrate the approaches with array and NGS genotyping methods for star allele calling to prep for downstream analysis.
Following genotyping, explore alternative tertiary workflow concepts in VarSeq to handle PGx reporting.
Moreover, we will include insights users will need to consider when validating their PGx workflow for all possible star alleles and options you have for automating your PGx analysis for large number of samples. Please join us for a session dedicated to the application of star allele genotyping and subsequent PGx workflows in our VarSeq software.
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The Children are very vulnerable to get affected with respiratory disease.
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FIRST GENERATION ANTIHISTAMINICS-
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histamine at the H1 receptors.
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Breast cancer in postmenopausal women with hormone receptor-positive (HR+) status is a common and complex condition that necessitates a multifaceted approach to management. HR+ breast cancer means that the cancer cells grow in response to hormones such as estrogen and progesterone. This subtype is prevalent among postmenopausal women and typically exhibits a more indolent course compared to other forms of breast cancer, which allows for a variety of treatment options.
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Treatment Options
Endocrine Therapy
Endocrine therapy is the cornerstone of treatment for HR+ breast cancer in postmenopausal women. The primary goal is to reduce the levels of estrogen or block its effects on cancer cells. Commonly used agents include:
Selective Estrogen Receptor Modulators (SERMs): Tamoxifen is a SERM that binds to estrogen receptors, blocking estrogen from stimulating breast cancer cells. It is effective but may have side effects such as increased risk of endometrial cancer and thromboembolic events.
Aromatase Inhibitors (AIs): These drugs, including anastrozole, letrozole, and exemestane, lower estrogen levels by inhibiting the aromatase enzyme, which converts androgens to estrogen in peripheral tissues. AIs are generally preferred in postmenopausal women due to their efficacy and safety profile compared to tamoxifen.
Selective Estrogen Receptor Downregulators (SERDs): Fulvestrant is a SERD that degrades estrogen receptors and is used in cases where resistance to other endocrine therapies develops.
Combination Therapies
Combining endocrine therapy with other treatments enhances efficacy. Examples include:
Endocrine Therapy with CDK4/6 Inhibitors: Palbociclib, ribociclib, and abemaciclib are CDK4/6 inhibitors that, when combined with endocrine therapy, significantly improve progression-free survival in advanced HR+ breast cancer.
Endocrine Therapy with mTOR Inhibitors: Everolimus, an mTOR inhibitor, can be added to endocrine therapy for patients who have developed resistance to aromatase inhibitors.
Chemotherapy
Chemotherapy is generally reserved for patients with high-risk features, such as large tumor size, high-grade histology, or extensive lymph node involvement. Regimens often include anthracyclines and taxanes.
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Portfolio 2
- 1. Louisiana State University Child & Family Studies Student Portfolio
Editor's Notes
- Discuss projects that led to your growth & development in: a. Identify the characteristics, diversity, & impact of local, national, & global social systems b Identify factors (e.g., media, marketing, technology, economics, social movements, natural disasters, war) influencing individuals & families from both contemporary & historical perspectives. c Identify factors that influence the relationship between work & family life d Identify social & cultural influences affecting dating, courtship, partner/marital choice & relationships, family composition, & family life e Recognize the reciprocal interaction between individuals, families, & various social systems (e.g., health, legal, educational, religious/spiritual) f Assess the impact of demographics (e.g., class, race, ethnicity, generation, gender) on contemporary families
- Discuss projects that led to your growth & development in: a Recognize & define healthy & unhealthy characteristics pertaining to: 1. Family relationships 2. Family development b Analyze family functioning using various theoretical perspectives c Assess family dynamics from a systems perspective d Evaluate family dynamics in response to normative & non-normative stressors e Evaluate family dynamics in response to crises f Facilitate & strengthen communication processes, conflict-management, & problem-solving skills g Develop, recognize, & reinforce strategies that help families function effectively
- Discuss projects that led to your growth & development in: a Identify developmental stages, transitions, tasks, & challenges throughout the lifespan b Recognize reciprocal influences 1. Individual development on families 2. Family development on individuals c Recognize the impact of individual health & wellness on families d Assist individuals & families in effective developmental transitions e Apply appropriate practices based on theories of human growth & development to individuals
- Discuss projects that led to your growth & development in: a Recognize the biological aspects of human sexuality 1. sexual functioning 2. reproductive health 3. family planning 4. sexually transmitted infections (STIs) b Recognize the psycho-social aspects of human sexuality 1. characteristics of healthy & ethical sexual relationships 2. interpersonal dynamics of sexual intimacy 3. risk factors (e.g., substance abuse, social pressures, media) c Address human sexuality from a value-respectful position
- Discuss projects that led to your growth & development in: a Recognize the impact of personality & communication styles b Recognize the developmental stages of relationships c Analyze interpersonal relationships using various theoretical perspectives d Develop & implement relationship enhancement & enrichment strategies e Develop & implement effective communication, problem solving, & conflict management strategies f Communicate aspects of relationships within the context of their developmental stages
- Discuss projects that led to your growth & development in: a Identify personal, familial, professional, & community resources available to families b Recognize the reciprocal relationship between individual/family/community choices & resources c Apply value-clarification strategies to decision-making d Apply goal-setting strategies & evaluate their outcomes e Apply decision-making strategies f Apply organizational & time management strategies g Apply basic financial management tools & principles h Inform individuals & families of consumer rights, responsibilities, & choices of action/ advocacy i. Apply stress management strategies
- Discuss projects that led to your growth & development in: a Promote healthy parenting from a systems perspective b Promote healthy parenting from a child's & parents developmental perspective c Apply strategies based on the child ’s age/stage of development to promote effective developmental outcomes d Identify different parenting styles & their associated psychological, social, & behavioral outcomes e Promote various parenting models, principles, & strategies f Evaluate the effectiveness & appropriateness of various parenting strategies g Recognize various parenting roles (e.g., father/mother, grandparents, other caregivers) & their impact on & contribution to individuals & families h Recognize parenting issues within various family structures (e.g. single, blended, same-sex) i Recognize the impact of societal trends on parenting (e.g., technology, substance abuse, media) j Recognize the influence of cultural differences & diversity k Identify strategies to advocate for children in various settings (e.g. schools, legal system, healthcare) l Recognize the various pathways to parenting & their associated issues & challenges, (e.g. assisted reproduction, adoption, childbirth, blending)
- Discuss projects the led to your growth & development in: a Identify current law, public policy, & initiatives that regulate & influence professional conduct & services b Identify current laws, public policies, & initiatives that affect families c Inform families, communities, & policy makers about public policies, initiatives, & legislation that affect families at local, state, & national levels
- Discuss projects that led to your growth & development in: a Demonstrate professional attitudes, values, behaviors, & responsibilities to clients, colleagues, & the broader community, that are reflective of ethical standards & practice b Evaluate, differentiate, & apply diverse approaches to ethical issues & dilemmas c Identify & apply appropriate strategies to deal with conflicting values d Demonstrate respect for diverse cultural values & ethical standards
- Discuss projects that led to your growth & development in: a Employ a variety of current educational strategies b Employ techniques to promote application of information in the learner's environment c Create learning environments that are respectful of individual vulnerabilities, needs, & learning styles d Demonstrate sensitivity to diversity & community needs, concerns, & interests e Develop culturally-competent educational materials & learning experiences f Identify appropriate sources for evidence-based information g Develop educational experiences 1. needs assessment 2. goals & objectives 3. content development 4. implementation 5. evaluation/outcome measures h Promote & market educational programs i Implement adult education principles into work with families & parents j Establish & maintain appropriate personal & professional boundaries