This document summarizes a presentation on factors that can affect a student named Jeremy's learning in the classroom. It identifies several problems including the parents' authoritarian parenting style, the teacher's negative perception of Jeremy's parents, and misalignment between the parents' and teacher's expectations and rewards. It also notes that Jeremy lacks a sense of belonging among his peers and faces negative remarks. The presentation provides solutions such as advising the parents to adopt an authoritative parenting style, improving communication between parents and teachers, aligning goals and rewards, and creating a supportive learning environment among peers.
This document analyzes Jeremy's situation through several psychological theories. It finds that Jeremy has poor relationships with his parents, peers, and teachers due to factors like his parents' busy work schedules and authoritarian parenting style, which provides little affection or positive reinforcement. This lack of social support is negatively impacting Jeremy's self-esteem, motivation to learn, and academic performance according to theories like Maslow's hierarchy of needs and Bronfenbrenner's ecological systems theory. The document recommends solutions like improving communication between Jeremy's parents and teachers, increasing quality family time, and creating a more supportive classroom environment.
This document analyzes Jeremy's situation through several psychological theories. It finds that Jeremy has poor relationships with his parents, peers, and teachers due to factors like his parents' busy work schedules and authoritarian parenting style. This negatively impacts Jeremy's self-worth, motivation to achieve, and social development. The document recommends that parents improve communication with teachers, spend more quality time with Jeremy, and provide positive reinforcement. It also suggests teachers make an effort to understand Jeremy, encourage a cohesive classroom, and act as a good role model.
This document provides background information on a student named Myles who is transitioning from preschool to kindergarten. It details his medical history, family situation, educational history including various therapies received, strengths, interests and needed supports. The goals are for Myles to improve his classroom participation, compliance with tasks, and peer interaction, as well as to develop age-appropriate communication and motor skills to achieve educational success. His family and support team have worked closely together to provide the best education and care for him.
The document presents a case study about a student named John whose family went through a divorce. This has negatively impacted John's studies, relationship with peers, and behavior. A root cause analysis identifies the broken family as the main root cause. Various issues are explored such as John being ostracized, lacking motivation, and engaging in violent conduct. Potential solutions discussed include the teacher being a role model, improving parent-teacher communication, teaching prosocial skills, and providing an after-school program with activities to build John's self-esteem and skills.
Bullying is unwanted aggressive behavior among school-aged children that involves a real or perceived power imbalance. It is repetitive and can seriously harm both the children being bullied and those who bully. Bullying includes verbal threats, spreading rumors, physical attacks, and social exclusion. While teasing is sometimes part of childhood, it becomes bullying when it is repetitive or intended to hurt. Bullying affects 20-30% of school children and can begin in preschool, intensifying during transitions like starting middle school. Victims often have low self-esteem and poor social skills, making them targets. Both bullies and victims can suffer long-term effects on mental health, relationships, and academic performance. Warning signs in children include
The document provides research-based tips for paraeducators to work effectively with families. It discusses 6 tips: 1) Know your role and boundaries as a paraeducator. 2) Build a strong relationship with the teacher. 3) Demonstrate professional and ethical behaviors. 4) Develop healthy professional relationships with parents. 5) Foster independence among students and families. 6) Follow privacy and confidentiality policies. The tips are meant to help paraeducators be a "connector" between the family and school.
SOC 463/663 (Social Psych of Education) - Waiting For SupermanMelanie Tannenbaum
This document summarizes and discusses key points from two sources: "How Schools Really Matter" by Downey and Gibbs (2010), and "The Stupidity Epidemic" by Joel Best (2011). The main ideas are:
1) Downey and Gibbs argue that schools have less influence on student outcomes than family background factors like socioeconomic status. The best predictor of academic skills is parents' SES, not school characteristics.
2) Best examines the widespread perception that standards of knowledge are declining. However, evidence shows educational attainment and test scores are generally staying the same or improving over time.
3) Both sources discuss how blaming schools is an oversimplification, and that student learning
Educational psychology 1 pbl group assignemnt preseantationlaurahuang
Jeremy is unhappy due to excessive tutoring arranged by his overbearing mother, bullying by peers, and a dismissive teacher. He feels lonely as he has no friends and rarely sees his parents. This constant stress may cause Jeremy to develop low self-esteem and self-worth, believing he is incapable and causing him to give up. As beginning teachers, the group will examine how to build positive relationships between students, parents, and teachers through communication and understanding parenting styles and social environments to improve learning.
This document analyzes Jeremy's situation through several psychological theories. It finds that Jeremy has poor relationships with his parents, peers, and teachers due to factors like his parents' busy work schedules and authoritarian parenting style, which provides little affection or positive reinforcement. This lack of social support is negatively impacting Jeremy's self-esteem, motivation to learn, and academic performance according to theories like Maslow's hierarchy of needs and Bronfenbrenner's ecological systems theory. The document recommends solutions like improving communication between Jeremy's parents and teachers, increasing quality family time, and creating a more supportive classroom environment.
This document analyzes Jeremy's situation through several psychological theories. It finds that Jeremy has poor relationships with his parents, peers, and teachers due to factors like his parents' busy work schedules and authoritarian parenting style. This negatively impacts Jeremy's self-worth, motivation to achieve, and social development. The document recommends that parents improve communication with teachers, spend more quality time with Jeremy, and provide positive reinforcement. It also suggests teachers make an effort to understand Jeremy, encourage a cohesive classroom, and act as a good role model.
This document provides background information on a student named Myles who is transitioning from preschool to kindergarten. It details his medical history, family situation, educational history including various therapies received, strengths, interests and needed supports. The goals are for Myles to improve his classroom participation, compliance with tasks, and peer interaction, as well as to develop age-appropriate communication and motor skills to achieve educational success. His family and support team have worked closely together to provide the best education and care for him.
The document presents a case study about a student named John whose family went through a divorce. This has negatively impacted John's studies, relationship with peers, and behavior. A root cause analysis identifies the broken family as the main root cause. Various issues are explored such as John being ostracized, lacking motivation, and engaging in violent conduct. Potential solutions discussed include the teacher being a role model, improving parent-teacher communication, teaching prosocial skills, and providing an after-school program with activities to build John's self-esteem and skills.
Bullying is unwanted aggressive behavior among school-aged children that involves a real or perceived power imbalance. It is repetitive and can seriously harm both the children being bullied and those who bully. Bullying includes verbal threats, spreading rumors, physical attacks, and social exclusion. While teasing is sometimes part of childhood, it becomes bullying when it is repetitive or intended to hurt. Bullying affects 20-30% of school children and can begin in preschool, intensifying during transitions like starting middle school. Victims often have low self-esteem and poor social skills, making them targets. Both bullies and victims can suffer long-term effects on mental health, relationships, and academic performance. Warning signs in children include
The document provides research-based tips for paraeducators to work effectively with families. It discusses 6 tips: 1) Know your role and boundaries as a paraeducator. 2) Build a strong relationship with the teacher. 3) Demonstrate professional and ethical behaviors. 4) Develop healthy professional relationships with parents. 5) Foster independence among students and families. 6) Follow privacy and confidentiality policies. The tips are meant to help paraeducators be a "connector" between the family and school.
SOC 463/663 (Social Psych of Education) - Waiting For SupermanMelanie Tannenbaum
This document summarizes and discusses key points from two sources: "How Schools Really Matter" by Downey and Gibbs (2010), and "The Stupidity Epidemic" by Joel Best (2011). The main ideas are:
1) Downey and Gibbs argue that schools have less influence on student outcomes than family background factors like socioeconomic status. The best predictor of academic skills is parents' SES, not school characteristics.
2) Best examines the widespread perception that standards of knowledge are declining. However, evidence shows educational attainment and test scores are generally staying the same or improving over time.
3) Both sources discuss how blaming schools is an oversimplification, and that student learning
Educational psychology 1 pbl group assignemnt preseantationlaurahuang
Jeremy is unhappy due to excessive tutoring arranged by his overbearing mother, bullying by peers, and a dismissive teacher. He feels lonely as he has no friends and rarely sees his parents. This constant stress may cause Jeremy to develop low self-esteem and self-worth, believing he is incapable and causing him to give up. As beginning teachers, the group will examine how to build positive relationships between students, parents, and teachers through communication and understanding parenting styles and social environments to improve learning.
This document discusses gender socialization and its impact on education. It addresses several key points:
1) Gender socialization begins early, with parents, schools, media and peers influencing children's views of masculinity and femininity.
2) Schools play a role in socializing gender through unequal treatment of boys and girls by teachers, textbooks, and valuing of male vs. female extracurricular activities.
3) While girls now outperform boys in education, gender inequality persists in careers and society. Factors like differential choices in college majors and prioritizing family over career contribute to this outcome.
4) Challenging gender stereotypes and making STEM fields seem more communal and inclusive
This document discusses different parenting styles including authoritarian, authoritative, permissive, and uninvolved parenting. It outlines benefits and drawbacks of each style. For example, authoritarian parenting can lead to high academic achievement but also anxiety in children. Cultural factors influence parenting approaches as well, such as Asian cultures tending towards authoritarian styles. The document recommends counseling and education to help families adjust parenting to best support children's development.
This document discusses strategies for character formation in students. It begins by quoting sources that emphasize the importance of character development through lifelong personal and community effort. It then discusses research finding that people who rescued Jews during the Holocaust did so because of how they were raised. Several psychiatrists are quoted emphasizing how character, rather than passion, enables people to endure hardships and keeps marriages together. The document then outlines issues currently facing society like rising suicide rates and substance abuse among youth. It argues that enhancing moral intelligence through character formation is the best approach to addressing these issues. A variety of classroom strategies are proposed, including implementing an economic system, developing moral intelligence, and focusing on character strengths like trustworthiness, respect, and citizenship.
Strategies for Empathy, Grit and Resilience Part 1 of 2Mann Rentoy
PART 1
of the Presentation of Mann Rentoy on
TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit
Given on March 9, 2019
at the Immaculate conception Academy (ICA), Greenhills, San Juan City
www.mannrentoy.com
Email Mann Rentoy at info@mannrentoy.com
MAY 29: CREATING SAFE AND CARING SCHOOLSMann Rentoy
A safe school environment minimizes disruptions and prevents violence, bullying, fear and discrimination. It clearly communicates behavioral expectations and consistently enforces consequences. The prevailing culture or climate of a school significantly impacts all aspects of the learning environment. Both toxic and positive cultures are described, with positive cultures celebrating achievement, modeling good behavior, and engaging students in meaningful ways. Specific strategies are provided for building positive school culture, including establishing traditions, professional development for teachers, and maintaining the physical environment of the school.
- A child's relationship with his microenvironment like parents, classmates, and teachers affects his propensity to learn in school. A child's socioeconomic status also influences parents' expectations of the child.
- A child's needs for belonging, safety, and self-esteem must be fulfilled for effective learning to take place. Deficiencies in meeting these needs can negatively impact a child's desire and ability to learn.
- Components of social-emotional learning like self-awareness, self-management, and relationship skills directly relate to a child's learning capacity. Without these competencies developed, a child's learning will be limited.
This document discusses attributions and beliefs about intelligence. It begins by introducing attribution theory, which examines how people explain the causes of events. Key aspects of attributions include locus (internal vs. external), stability (stable vs. unstable), and controllability. Implicit theories, also known as naive theories, are beliefs about whether qualities like intelligence are fixed or can develop over time. Research shows these beliefs influence responses to failure, effort, and performance. An entity theory views intelligence as fixed while an incremental theory sees it as malleable. Studies demonstrate beliefs shape resilience and motivation after setbacks.
The document discusses several topics related to parenting and teaching children respect. It emphasizes that the most effective way to teach children respect is by treating them respectfully and being a good role model. Parents should communicate openly with their children without distractions, praise good behavior, and avoid verbal abuse which can damage children's development and self-esteem. A parent's role evolves as children grow into more independent individuals.
The document discusses effective parent-teacher relationships and managing expectations when working with gifted students. It notes that parents and teachers often have different perspectives and information about a student's interests, experiences, and needs. Maintaining open communication, seeking to understand other perspectives, and having flexibility are important. The document provides resources and suggestions for addressing common issues like boredom, lack of challenge, and stress that gifted students may face.
Preventing Bullying Through Character FormationMann Rentoy
This document discusses strategies for preventing bullying through character formation. It begins by stating that true education involves both intelligence and character. It then discusses the negative effects of bullying and lists various types of bullying behavior. It provides facts about bullying and how to spot a bully or target. The document outlines physical, intellectual, social, and psychological effects of bullying. It discusses building empathy through classroom discipline. Finally, it proposes using nourishing language and banning toxic words to improve school climate.
Your Life Satisfaction Score (beta) is an indicator of how you thrive in your life: it reflects how well you shape your lifestyle, habits and behaviors to maximize your overall life satisfaction along the five following dimensions:
►1. Health & fitness, reflecting your physical well-being and healthy habits;
►2. Positive emotions & gratitude, indicating how well you embrace positive emotions;
►3. Skills & expertise, measuring the ability to grow your expertise and achieve something unique;
►4. Social skills & discovery, assessing the strength of your network and your inclination to discover the world;
►5. Leadership & meaning, gauging your compassion, generosity and how much 'you are living the life of your dream'.
Visit www.Authentic-Happiness.com to check your Life Satisfaction score. Free, no registration required.
Bullying interferes with learning and takes many forms such as teasing, assault, and harassment. It negatively impacts victims, bystanders, and bullies. Victims experience fear, loss of self-esteem, depression, and lower academic performance. Bystanders also feel fear and guilt. Bullies are more likely to drop out of school and engage in criminal behavior. Teachers should establish zero tolerance for bullying, closely supervise areas where it often occurs, and act immediately to address reported incidents.
Hector engaging parents for classroom mgmtGinny Huckaba
This document provides information and discussion topics for a session on developing teacher-parent partnerships to improve student performance and behavior. The session goals are to educate participants about research on engaged parenting, encourage various ways to increase parental involvement, have collaborative discussions, and enable participants to share information with others. Various topics are presented, including the benefits of parental involvement, different types of school-parent involvement, communicating effectively with parents, engaging specific parent groups, and building supportive school communities. Participants are prompted to share experiences and ideas.
Permissive or indulgent parenting is characterized by few demands placed on children, low expectations for maturity and self-control, and infrequent discipline. Permissive parents are highly responsive but place few demands, according to developmental psychologist Diana Baumrind. Children of permissive parents tend to have low academic achievement due to lack of expectations, are more prone to substance abuse due to lack of structure, and struggle to manage time and habits without rules and limits in the home. Effective permissive parenting involves consistently enforcing rules and consequences, rewarding good behavior, and clearly communicating household expectations.
The document is a presentation about enhancing parenting skills through parent involvement given by Chris Martin, a retired NFL player. He discusses the six levels of parent involvement using football analogies: 1) Parenting is like a ball carrier or coverage on the field 2) Communication is like plays being discussed in a huddle or changed at the line of scrimmage 3) Volunteering is like being a playmaker who makes big contributions 4) Learning at home gives an advantage like playing on your home field 5) Decision making relies on experts like signal callers 6) Collaboration taps community resources like man coverage or a balanced line. The presentation encourages parents to get involved in their child's education.
This document appears to be a survey about bullying and cyberbullying at IES Xelmírez I school. It contains questions about the respondent's perceptions of coexistence at the school, whether they are aware of disruptive behavior, conflicts, harassment or violence either at school or online. It asks if the respondent's child has been a victim of harassment and where. It asks if the family would participate in programs about peaceful problem solving and views on importance of coexistence education. It closes by inviting comments and suggestions.
Schools influence a child's socialization process in several key ways:
1) They teach children social skills like teamwork and how to behave in groups through interactions with classmates and teachers.
2) Teachers act as role models and authority figures, modeling behaviors differently than parents.
3) The school environment exposes children to new social settings and helps them learn rules and social norms outside the home.
Child abuse can take many forms and often occurs in schools. Physical abuse of students by teachers includes behaviors like hitting, slapping, hair pulling, and physical restraint. Sexual abuse involves any unwanted sexual contact or exposure. Two reported cases in Indonesian schools involved inappropriate health questionnaires about private parts and a student being raped. Neglect and abandonment involve not providing for a child's basic needs. Emotional abuse damages a child's self-worth through behaviors like belittling, threatening, or constant criticism. While most teachers care for students, some are unfit and mistreat children physically or emotionally. Schools must provide safe, nurturing environments for all children.
This document analyzes Jeremy's situation through several psychological theories. It finds that Jeremy has poor relationships with his parents, peers, and teachers due to factors like his parents' busy work schedules and authoritarian parenting style. This negatively impacts Jeremy's self-esteem, motivation to learn, and social development according to theories like Bronfenbrenner's ecological systems theory and self-worth theory. The document recommends that parents and teachers improve communication and provide Jeremy with more support, encouragement, and opportunities for social interaction to help address these issues.
The document analyzes Jeremy's situation using several theories of child development and motivation. It finds that Jeremy has poor relationships with parents, peers, and teachers due to factors like authoritarian parenting with high demands and low involvement from parents. This causes low self-worth and motivation for Jeremy. The document recommends that parents improve communication with teachers, spend more quality time with Jeremy, and provide positive reinforcement. Teachers should also help Jeremy feel more included and get along better with peers.
This document discusses gender socialization and its impact on education. It addresses several key points:
1) Gender socialization begins early, with parents, schools, media and peers influencing children's views of masculinity and femininity.
2) Schools play a role in socializing gender through unequal treatment of boys and girls by teachers, textbooks, and valuing of male vs. female extracurricular activities.
3) While girls now outperform boys in education, gender inequality persists in careers and society. Factors like differential choices in college majors and prioritizing family over career contribute to this outcome.
4) Challenging gender stereotypes and making STEM fields seem more communal and inclusive
This document discusses different parenting styles including authoritarian, authoritative, permissive, and uninvolved parenting. It outlines benefits and drawbacks of each style. For example, authoritarian parenting can lead to high academic achievement but also anxiety in children. Cultural factors influence parenting approaches as well, such as Asian cultures tending towards authoritarian styles. The document recommends counseling and education to help families adjust parenting to best support children's development.
This document discusses strategies for character formation in students. It begins by quoting sources that emphasize the importance of character development through lifelong personal and community effort. It then discusses research finding that people who rescued Jews during the Holocaust did so because of how they were raised. Several psychiatrists are quoted emphasizing how character, rather than passion, enables people to endure hardships and keeps marriages together. The document then outlines issues currently facing society like rising suicide rates and substance abuse among youth. It argues that enhancing moral intelligence through character formation is the best approach to addressing these issues. A variety of classroom strategies are proposed, including implementing an economic system, developing moral intelligence, and focusing on character strengths like trustworthiness, respect, and citizenship.
Strategies for Empathy, Grit and Resilience Part 1 of 2Mann Rentoy
PART 1
of the Presentation of Mann Rentoy on
TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit
Given on March 9, 2019
at the Immaculate conception Academy (ICA), Greenhills, San Juan City
www.mannrentoy.com
Email Mann Rentoy at info@mannrentoy.com
MAY 29: CREATING SAFE AND CARING SCHOOLSMann Rentoy
A safe school environment minimizes disruptions and prevents violence, bullying, fear and discrimination. It clearly communicates behavioral expectations and consistently enforces consequences. The prevailing culture or climate of a school significantly impacts all aspects of the learning environment. Both toxic and positive cultures are described, with positive cultures celebrating achievement, modeling good behavior, and engaging students in meaningful ways. Specific strategies are provided for building positive school culture, including establishing traditions, professional development for teachers, and maintaining the physical environment of the school.
- A child's relationship with his microenvironment like parents, classmates, and teachers affects his propensity to learn in school. A child's socioeconomic status also influences parents' expectations of the child.
- A child's needs for belonging, safety, and self-esteem must be fulfilled for effective learning to take place. Deficiencies in meeting these needs can negatively impact a child's desire and ability to learn.
- Components of social-emotional learning like self-awareness, self-management, and relationship skills directly relate to a child's learning capacity. Without these competencies developed, a child's learning will be limited.
This document discusses attributions and beliefs about intelligence. It begins by introducing attribution theory, which examines how people explain the causes of events. Key aspects of attributions include locus (internal vs. external), stability (stable vs. unstable), and controllability. Implicit theories, also known as naive theories, are beliefs about whether qualities like intelligence are fixed or can develop over time. Research shows these beliefs influence responses to failure, effort, and performance. An entity theory views intelligence as fixed while an incremental theory sees it as malleable. Studies demonstrate beliefs shape resilience and motivation after setbacks.
The document discusses several topics related to parenting and teaching children respect. It emphasizes that the most effective way to teach children respect is by treating them respectfully and being a good role model. Parents should communicate openly with their children without distractions, praise good behavior, and avoid verbal abuse which can damage children's development and self-esteem. A parent's role evolves as children grow into more independent individuals.
The document discusses effective parent-teacher relationships and managing expectations when working with gifted students. It notes that parents and teachers often have different perspectives and information about a student's interests, experiences, and needs. Maintaining open communication, seeking to understand other perspectives, and having flexibility are important. The document provides resources and suggestions for addressing common issues like boredom, lack of challenge, and stress that gifted students may face.
Preventing Bullying Through Character FormationMann Rentoy
This document discusses strategies for preventing bullying through character formation. It begins by stating that true education involves both intelligence and character. It then discusses the negative effects of bullying and lists various types of bullying behavior. It provides facts about bullying and how to spot a bully or target. The document outlines physical, intellectual, social, and psychological effects of bullying. It discusses building empathy through classroom discipline. Finally, it proposes using nourishing language and banning toxic words to improve school climate.
Your Life Satisfaction Score (beta) is an indicator of how you thrive in your life: it reflects how well you shape your lifestyle, habits and behaviors to maximize your overall life satisfaction along the five following dimensions:
►1. Health & fitness, reflecting your physical well-being and healthy habits;
►2. Positive emotions & gratitude, indicating how well you embrace positive emotions;
►3. Skills & expertise, measuring the ability to grow your expertise and achieve something unique;
►4. Social skills & discovery, assessing the strength of your network and your inclination to discover the world;
►5. Leadership & meaning, gauging your compassion, generosity and how much 'you are living the life of your dream'.
Visit www.Authentic-Happiness.com to check your Life Satisfaction score. Free, no registration required.
Bullying interferes with learning and takes many forms such as teasing, assault, and harassment. It negatively impacts victims, bystanders, and bullies. Victims experience fear, loss of self-esteem, depression, and lower academic performance. Bystanders also feel fear and guilt. Bullies are more likely to drop out of school and engage in criminal behavior. Teachers should establish zero tolerance for bullying, closely supervise areas where it often occurs, and act immediately to address reported incidents.
Hector engaging parents for classroom mgmtGinny Huckaba
This document provides information and discussion topics for a session on developing teacher-parent partnerships to improve student performance and behavior. The session goals are to educate participants about research on engaged parenting, encourage various ways to increase parental involvement, have collaborative discussions, and enable participants to share information with others. Various topics are presented, including the benefits of parental involvement, different types of school-parent involvement, communicating effectively with parents, engaging specific parent groups, and building supportive school communities. Participants are prompted to share experiences and ideas.
Permissive or indulgent parenting is characterized by few demands placed on children, low expectations for maturity and self-control, and infrequent discipline. Permissive parents are highly responsive but place few demands, according to developmental psychologist Diana Baumrind. Children of permissive parents tend to have low academic achievement due to lack of expectations, are more prone to substance abuse due to lack of structure, and struggle to manage time and habits without rules and limits in the home. Effective permissive parenting involves consistently enforcing rules and consequences, rewarding good behavior, and clearly communicating household expectations.
The document is a presentation about enhancing parenting skills through parent involvement given by Chris Martin, a retired NFL player. He discusses the six levels of parent involvement using football analogies: 1) Parenting is like a ball carrier or coverage on the field 2) Communication is like plays being discussed in a huddle or changed at the line of scrimmage 3) Volunteering is like being a playmaker who makes big contributions 4) Learning at home gives an advantage like playing on your home field 5) Decision making relies on experts like signal callers 6) Collaboration taps community resources like man coverage or a balanced line. The presentation encourages parents to get involved in their child's education.
This document appears to be a survey about bullying and cyberbullying at IES Xelmírez I school. It contains questions about the respondent's perceptions of coexistence at the school, whether they are aware of disruptive behavior, conflicts, harassment or violence either at school or online. It asks if the respondent's child has been a victim of harassment and where. It asks if the family would participate in programs about peaceful problem solving and views on importance of coexistence education. It closes by inviting comments and suggestions.
Schools influence a child's socialization process in several key ways:
1) They teach children social skills like teamwork and how to behave in groups through interactions with classmates and teachers.
2) Teachers act as role models and authority figures, modeling behaviors differently than parents.
3) The school environment exposes children to new social settings and helps them learn rules and social norms outside the home.
Child abuse can take many forms and often occurs in schools. Physical abuse of students by teachers includes behaviors like hitting, slapping, hair pulling, and physical restraint. Sexual abuse involves any unwanted sexual contact or exposure. Two reported cases in Indonesian schools involved inappropriate health questionnaires about private parts and a student being raped. Neglect and abandonment involve not providing for a child's basic needs. Emotional abuse damages a child's self-worth through behaviors like belittling, threatening, or constant criticism. While most teachers care for students, some are unfit and mistreat children physically or emotionally. Schools must provide safe, nurturing environments for all children.
This document analyzes Jeremy's situation through several psychological theories. It finds that Jeremy has poor relationships with his parents, peers, and teachers due to factors like his parents' busy work schedules and authoritarian parenting style. This negatively impacts Jeremy's self-esteem, motivation to learn, and social development according to theories like Bronfenbrenner's ecological systems theory and self-worth theory. The document recommends that parents and teachers improve communication and provide Jeremy with more support, encouragement, and opportunities for social interaction to help address these issues.
The document analyzes Jeremy's situation using several theories of child development and motivation. It finds that Jeremy has poor relationships with parents, peers, and teachers due to factors like authoritarian parenting with high demands and low involvement from parents. This causes low self-worth and motivation for Jeremy. The document recommends that parents improve communication with teachers, spend more quality time with Jeremy, and provide positive reinforcement. Teachers should also help Jeremy feel more included and get along better with peers.
The document discusses the best form of learning support parents can provide. It argues that parents being physically and actively involved in a child's learning leads to more effective learning. It provides an example of a child, Jeremy, whose parents use an authoritarian parenting style by giving tasks and punishments without encouragement. This causes Jeremy to feel lonely, stressed and lack social skills. The document recommends positive reinforcement as a better approach, and changing to an authoritative parenting style that is caring while still setting expectations and rules.
The document discusses the best form of learning support parents can provide. It argues that parents being physically present and actively involved in a child's learning leads to more effective learning. However, Jeremy's parents are too busy and uninvolved in his life. They give him many tasks and enrichment classes but do not spend quality time with him or support his learning in a positive way. The document recommends that Jeremy's parents change to an authoritative parenting style by being more caring and supportive while still holding high expectations.
1) The document discusses Jeremy's lack of motivation and low self-esteem from multiple perspectives - teachers, peers, parents, and self. It analyzes each using various psychological theories.
2) It identifies key problems like teachers attributing Jeremy's failure to lack of effort, peer rejection, authoritarian parenting style, and identity diffusion leading to apathy.
3) Potential solutions proposed include teachers being more understanding, opportunities for peer cooperation, counseling parents on parenting styles, and giving Jeremy counseling on social skills and study strategies.
1) The document discusses Jeremy's lack of motivation and low self-esteem from multiple perspectives - teachers, peers, parents, and self. It analyzes each using various psychological theories.
2) Teachers are seen as contributing to Jeremy's poor self-perception through harsh comments. Peers reject and ridicule Jeremy. His authoritarian parents demand good results without emotional support.
3) Proposed solutions include teachers being more encouraging, establishing peer cooperation, counseling parents on parenting styles, and giving Jeremy social and study skills training to improve his self-concept.
1. The document discusses bullying and social exclusion among students in South Korean schools. It notes that around 5.8% of South Korean students between 11-16 years old report being socially excluded by their peers.
2. Examples of bullying behaviors are described, including social exclusion, verbal harassment, and physical aggression. The roles of bullies, victims, and bystanders in bullying situations are defined. Bystanders can either encourage the bully or intervene to help the victim.
3. Victims of bullying, known as "whipping boys/girls", often experience behavioral, emotional, and psychosocial problems as a result of being bullied. They may feel anxious and have low self-esteem
1) Jeremy is a restless student who struggles in school except for art class. He sleeps in class and does poor homework.
2) Jeremy has a packed schedule set by his mother and his father seems nonchalant about his struggles. His relationships with teachers, classmates, and family are explored.
3) Questions are generated about how these relationships impact Jeremy and hypotheses are formed to explain their interactions. Addressing Jeremy's identity development and breaking cycles of low expectations are discussed as potential ways to help him improve.
Jeremy is struggling due to poor interactions between the microsystems in his life. His friends disrespect him and he lacks role models. His parents do not manage their time well and do not communicate effectively with the school. The school focuses too much on correcting Jeremy's attitude through punishment. Possible solutions include improving links between microsystems, teaching Jeremy's friends values through role playing games, providing feedback to guide Jeremy's social learning, modeling good behavior, building rapport between the school and parents, providing individual attention, and using positive reinforcement instead of punishment.
The document discusses how home environment and parental attitudes have a significant influence on student learning outcomes. It notes that home environment and parents can account for 80% of academic success, compared to 20% for school environment. Negative parental attitudes towards certain subjects like math can negatively impact student performance. The role of parents in encouraging and supporting children's choices is also emphasized.
The document contains a journey map and affinity map focused on the experiences of children ages 10-14 in the public school system. The journey map uses a timeline and color coding to depict the actions, interactions, and emotional states a child may experience. The affinity map clusters ideas around behaviors, feelings, coping mechanisms, stakeholders, and systemic issues children may face, such as pressure from parents and teachers, bullying, lack of mental health support, and socioeconomic disadvantages.
The PTA plays an important role in student learning and addressing factors that discourage learning. Students may struggle due to their home environment, lack of motivation, lack of leadership skills, or issues with classroom environment. To help students, the PTA can work to increase parent involvement in education, provide support and encouragement at home, help develop students' interpersonal skills, and create a positive classroom setting. With cooperation between parents and teachers, many issues affecting student performance can be addressed.
The document discusses differences between the educational systems of the United States and Japan. It notes that Japanese education emphasizes understanding rules rather than just compliance, strengthening relationships over immediate behavior control, and seeing misbehavior as a lack of community attachment rather than willful disobedience. American education tends to focus more on individualism and teacher authority. While some Japanese approaches could potentially strengthen community and morality, cultural differences may limit full adoption in the U.S. Overall solutions proposed include refining school purpose, improving teacher training, emphasizing effort over ability, and increasing family involvement in education.
This document discusses factors that can lead to disruptive behaviors in the classroom and strategies for managing behaviors to maximize learning. It notes that preventing problems through clear expectations, rules created with student input, consistent consequences, and positive reinforcement can be effective behavior management tools. The document emphasizes the importance of addressing disruptive behaviors immediately and making lessons engaging. It also stresses avoiding showing anger and getting to know students individually.
Korea ppt-understanding korean students and families-jh kimJini Shim
This document discusses understanding Korean American students and their families. It notes some challenges faced by students and parents, including communication barriers, intense academic pressure, and concerns about economic security. Both students and parents experience sources of conflict around issues like education goals, independence, and cultural values. The document provides insights into typical classroom behaviors reflecting Korean and American cultural values. It also discusses the needs of Korean immigrant and American students around language, culture, academics, and family expectations. The document emphasizes the importance of identifying individual students, building relationships, engaging parents, and addressing issues like bullying in culturally sensitive ways.
This document discusses various factors that influence children's experiences and development during the elementary school years. It covers the importance of school, the roles of parents, neighborhoods, school administrators, teachers, children themselves, and peers. Specific topics covered include parenting styles that promote success, dealing with challenging behaviors, shyness, bullying, and learning disabilities. The overall message is that children's experiences are shaped by multiple influences, and parents, schools, and communities must work together to support healthy development during this important stage.
CHAPTER 11 Engaging in Collaborative Problem Solving with FamiliesMorganLudwig40
CHAPTER 11 Engaging in Collaborative Problem Solving with Families
Ellen S. Amatea and Blaire Cholewa
Learning Objectives
After reading this chapter, you will be able to:
■ Describe the four styles of conflict management.
■ Discuss the common barriers to engaging in collaborative family–school meetings to resolve student problems and difficulties.
■ Explain the principles that underlie collaborative family–school problem solving.
■ Describe the steps involved in conducting collaborative family–school problem-solving meetings.
■ Describe specific techniques for blocking the blaming that often characterizes family–school problem-solving efforts.
■ Discuss the use of the skills of structuring, listening, brainstorming, and consensus building in the facilitation of family–school problem-solving meetings.
■ Discuss the applicability of family–school problem-solving meetings with culturally diverse families.
Fifth-grade teacher: My approach is to “Let sleeping dogs lie.” I don’t meet with a parent unless I absolutely have to. Instead, I try and do everything I can to resolve a child’s difficulty myself, and pray either that those things work or that the problem will take care of itself.
Sixth-grade teacher: When I call parents in to meet with me about a problem their child has, I have a specific idea in mind of what I need for them to do to help me resolve it. My job in the meeting is to convince them to do what I think is needed.
Preschool teacher: I often find that when I meet with parents about a problem their child is having, I have a difficult time having them understand my point of view. Rather than their doing what I think is needed, I end up agreeing to do what they want to avoid hard feelings.
First-grade teacher: I believe it is important to have both students and their parents work with me to figure out how we might resolve a difficulty the student is experiencing. I firmly believe that three heads are better than one. I know that together we can often come up with ways of solving a problem that I would never be able to think of by myself.
Teachers often must relay unpleasant information to parents. Letting parents know about troublesome or inappropriate behavior, or that students are failing or must be retained, is never easy. These and other difficult communication tasks can engender feelings of apprehension and discomfort in both parents and teachers. As the preceding comments depict, educators vary in their style of discussing these matters with parents.
Some educators, such as the 5th-grade teacher depicted in the first comment, try to avoid conflict by not talking with parents about a child’s difficulty unless they absolutely must. These individuals tend to withdraw when faced with the possibility of conflict, perceiving their own goals and those of the child and family to be of much less importance than the fear of experiencing conflict. Feeling hopeless and helpless to address a child’s problem or to address and resolve conflict ...
CHAPTER 11 Engaging in Collaborative Problem Solving with Families.docxjeffsrosalyn
CHAPTER 11 Engaging in Collaborative Problem Solving with Families
Ellen S. Amatea and Blaire Cholewa
Learning Objectives
After reading this chapter, you will be able to:
■ Describe the four styles of conflict management.
■ Discuss the common barriers to engaging in collaborative family–school meetings to resolve student problems and difficulties.
■ Explain the principles that underlie collaborative family–school problem solving.
■ Describe the steps involved in conducting collaborative family–school problem-solving meetings.
■ Describe specific techniques for blocking the blaming that often characterizes family–school problem-solving efforts.
■ Discuss the use of the skills of structuring, listening, brainstorming, and consensus building in the facilitation of family–school problem-solving meetings.
■ Discuss the applicability of family–school problem-solving meetings with culturally diverse families.
Fifth-grade teacher: My approach is to “Let sleeping dogs lie.” I don’t meet with a parent unless I absolutely have to. Instead, I try and do everything I can to resolve a child’s difficulty myself, and pray either that those things work or that the problem will take care of itself.
Sixth-grade teacher: When I call parents in to meet with me about a problem their child has, I have a specific idea in mind of what I need for them to do to help me resolve it. My job in the meeting is to convince them to do what I think is needed.
Preschool teacher: I often find that when I meet with parents about a problem their child is having, I have a difficult time having them understand my point of view. Rather than their doing what I think is needed, I end up agreeing to do what they want to avoid hard feelings.
First-grade teacher: I believe it is important to have both students and their parents work with me to figure out how we might resolve a difficulty the student is experiencing. I firmly believe that three heads are better than one. I know that together we can often come up with ways of solving a problem that I would never be able to think of by myself.
Teachers often must relay unpleasant information to parents. Letting parents know about troublesome or inappropriate behavior, or that students are failing or must be retained, is never easy. These and other difficult communication tasks can engender feelings of apprehension and discomfort in both parents and teachers. As the preceding comments depict, educators vary in their style of discussing these matters with parents.
Some educators, such as the 5th-grade teacher depicted in the first comment, try to avoid conflict by not talking with parents about a child’s difficulty unless they absolutely must. These individuals tend to withdraw when faced with the possibility of conflict, perceiving their own goals and those of the child and family to be of much less importance than the fear of experiencing conflict. Feeling hopeless and helpless to address a child’s problem or to address and resolve conflict ...
Students may hesitate to share problems with teachers for several reasons related to the teacher, family, peers, and technology. A survey of 52 students and 3 teachers at two schools found that students are more likely to share academic rather than personal problems with teachers. While teachers thought they knew students' problems, students reported they did not always feel comfortable sharing. Tactics for teachers to improve student comfort in sharing include showing awareness of students, using supportive language, promoting unity in the classroom, facilitating peer interaction, and varying instructional approaches.
This document discusses factors that can contribute to students' poor performance in learning, including lack of motivation, family issues, low confidence, and classroom environment. It outlines specific causes for each factor, such as students avoiding difficult tasks if they have a poor self-image or living in poverty distracting from academics. Solutions are provided for parents to help with motivation, create a study space at home, communicate with teachers, and build their child's confidence by allowing independence. Effective classroom management is also highlighted as important for reducing disruptions.
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Tg14 group 1 qed 528 educational psychology presentation 13.10.2011
1. PBL Assignment Presentation: Parents-Teachers-Peers-Jeremy Effects on Learning Behaviours Presented by: Farhati, Shariza, Shirlyn Tay, Valerie Wong, Simon Sng 1
2. Problem Statement: As a teacher, it is important for Ms Low to understand the factors that can affect Jeremy's learning in the classroom; and the strategies she can adopt to help him learn better. 2
3. Today’s Checklist Theories identified to explain problems and to generate Solutions Identified Problems # Parents # Bronfenbrenner’s Bioecological Model Ms. Low’s perception on the parents’ nonchalance Braumrind’s Parenting Style Theory Misalignment of expectations, goals and rewards Parenting style Bandura’s Social Cognitive Theory Skinner’s Operant Conditioning Theory Peers Jeremy’s lack of security and sense of belonging Maslow’s hierarchy of needs Negative and abusive remarks towards Jeremy aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa Ostracization towards Jeremy Teachers Parenting style vs. Teaching Style Failure to establish a safe and supportive environment Inherent heuristic biases subjected to colleague’s influence 3
11. Parents’ Attitude affects Jeremy’s Learning Authoritarian Parenting Style; High Expectations & Unresponsive Parents Ms. Low’s/Other teachers’ perception on his parent’s nonchalance Misalignment of expectations/ goals/rewards on Jeremy (Parents vs. Teachers) 7 Mesosystem Parents Teacher Microsystem Microsystem Jeremy
12. Parents’ Attitude affects Jeremy’s Learning Examples in the Scenario Jeremy’s life is ruled by a timetable.He has to complete tasks by his parents and only gets to take a ‘break’ as he only has to attend enrichment classes like swimming and taekwondo. Even his holidays are packed. (Pg. 14) His parents spent huge monthly amounts on tuition and enrichment activities for Jeremy. (pg 14) Jeremy gets to see his maid more often than his parents and he has only one friend, a toy dinosaur named Dino. (pg 14) Jeremy’s parents blamed each other for Jeremy’s poor results and blamed the school teachers for contributing to the poor results (pg 16) Jeremy feared and dreaded the thought of his mum giving him more tuition and cancelling his swimming classes due to his poor results. Jeremy placed priority on home tasks and did well in them as compared to school tasks. 8
13. Parents’ Attitude affects Jeremy’s Learning Problem: Parenting Style Theory Authoritarian Parenting Style; High Expectations & Unresponsive Stress conformity to high expectations Detached and unresponsive Grades, motivation and relationships with teachers are affected negatively Rejecting and negative Non compromising Worry more about pleasing parents than solving problems Non encouraging Withdrawn and defiant Do not explain rules 9
14. Parents’ Attitude affects Jeremy’s Learning Solution: Parenting Style Theory (What?) Ms. Low could advise the parents to switch to Authoritative Style instead of their current Authoritarian Style Parents’ Behaviours Firm but caring. Explain reasons for rules, and are consistent. Have high expectations , give encouragement, recognition and praises. Impact on Jeremy’ s Learning Behaviours High Self-Esteem, Confident and Secure. Willing to take risks and are successful in school. Motivated in learning in school. 10
15. Parents’ Attitude affects Jeremy’s Learning Solution:Parenting Style (How?) Self-determination theory To raise motivation in learning Promote autonomy by allowing Jeremy more freedom in planning his own activities Promote relatedness by allowing Jeremy to participate in class bonding activities and CCA Promote competenceby providing Jeremy opportunities to exercise his capacity to reason and to judge instead of using a “do as I say” approach 11
16.
17. Give more love, affection and concern to JeremyLow self-esteem and low self-efficacy Missing sense of belonging and love. Fulfilled due to wealthy family background and relatively stable living environment 12
18.
19. Help them to be aware of their own parenting styles
20. Help them to be aware of the steps they can undertake to become authoritative parents 13
21. Parents Parents’ Attitude affects Jeremy’s Learning Teachers Solution:Parenting Style (Why?) Meso & microsystem will impact Jeremy’s learning Ms Low and/or Jeremy’s parents adopt an authoritative style to complement each other (Teacher’s interactive style equally effective as to those of parents.) Jeremy 14
22.
23. Ms. Low’s/Teachers’ Perception on his parent’s nonchalance Solution: Ms. Low’s/Teachers’ perception on his parent’s nonchalance To improve communication/interaction with the parents to find out more on their difficulties so that Ms Low could understand and relate to the parents To remain objective and not to transfer her displeasure or bias towards the parents to Jeremy (Advises her colleagues who are teaching Jeremy to do the same) 16
31. Allowing Jeremy to participate more frequently in class gatherings and outings if he performs well in school19
32. Today’s Checklist Theories identified to explain problems and to generate Solutions Identified Problems # Parents # Bronfenbrenner’s Bioecological Model Ms. Low’s perception on the parents’ nonchalance Parenting Style Theory Misalignment of expectations, goals and rewards Parenting style Bandura’s Social Cognitive Theory Skinner’s Operant Conditioning Theory Peers Jeremy’s lack of security and sense of belonging Maslow’s hierarchy of needs Negative and abusive remarks towards Jeremy aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa Ostracization towards Jeremy Teachers Parenting style vs. Teaching Style Failure to establish a safe and supportive environment Inherent heuristic biases subjected to colleague’s influence 20
35. Peers’ Attitude affects Jeremy’s Learning PowerPoint has new layouts that give you more ways to present your words, images and media. Peers 23
36. Peers’ Attitude affects Jeremy’s Learning Examples in the Scenario Jeremy wished he could leave the class immediately. He never felt belonged here and sat alone during recess. Alan: “Don’t bother asking our busy classmates lar. He has something on everyday!” (pg13) When Jeremy did not contribute to group work & gave the wrong answer ‘Nitrogen’ – Caleb says “You dumb or what?” & “ You stupid or what?” (pg13) Caleb: “Aiya! People’s family rich what! You jealous is it? You think everybody like us meh, have to work on weekends for our own pocket money?” (pg 14) Teacher did not prohibit the use of abusive language - “Stupid you” or “fat” (pg 13) Teacher threatened to decide the groupings for Jeremy, instead of helping him to integrate into the class (pg14) 24
37. Peers’ Attitude affects Jeremy’s Learning Problem : Lack of security & sense of belonging in the class environment Struggles to fulfill his deficiency needs Unable to reach for his growth needs (Academia) Low self-esteem and low self-efficacy Negative, abusive remarks and Ostracization towards Jeremy without the intervention of teachers Fulfilled due to wealthy family background and relatively stable living environment 25
38. Peers’ Attitude affects Jeremy’s Learning Solution: To create a supportive learning environment to increase Jeremy’s self-efficacy & to fulfill his social & self-esteem needs (Watson & Ecken, 2003) 26
39. Peers’ Attitude affects Jeremy’s Learning Solution: Social Cognitive Theory (Albert Bandura) - Learnt observations 27 Positive Role Modelling Social Persuasion Positive comments -> positive expectations -> high self-efficacy How? Deter teachers & classmates from casting negative remarks Encourage positive comments to be directed to Jeremy Ms Low to display positive attitude towards Jeremy How? Avoid negative comments, in front of his classmates Take initiative to communicate with Jeremy
40. Peers’ Attitude affects Jeremy’s Learning Solution: Behaviorist Learning Theory (Skinner) -To foster a supportive learning environment Presentation Punishment: Students who say negative remarks will be warned and sent to the discipline master. Removal Punishment: Students who refuse to co-operate as a group positively will get their recess cut. Positive Reinforcement: Encouraging, praising and acknowledging Jeremy and the peers’ attempt in engaging / helping each other. 28
41. Peers’ Attitude affects Jeremy’s Learning Solution: 29 Maslow’s hierarchy of needs -To promote sense of belonging and self esteem Sense of belonging: Teachers should assign groupings to ensure that Jeremy will be in a supportive group Implementing buddy systems; pairing Jeremy up with classmates such as Misha who are more accepting Self-Esteem & Self Efficacy Encourage Jeremy by helping him to set specific, challenging while realistic goals Design tasks based on Jeremy’s ability level to provide him chances to succeed Provide extra guidance and scaffolding to help Jeremy succeed in tasks
42. Today’s Checklist Theories identified to explain problems and to generate Solutions Identified Problems # Parents # Bronfenbrenner’s Bioecological Model Ms. Low’s perception on the parents’ nonchalance Parenting Style Theory Misalignment of expectations, goals and rewards Parenting style Bandura’s Social Cognitive Theory Skinner’s Operant Conditioning Theory Peers Jeremy’s lack of security and sense of belonging Maslow’s hierarchy of needs Negative and abusive remarks towards Jeremy aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa Ostracization towards Jeremy Teachers Parenting style vs. Teaching Style Overlapped with Parents’ and Peers’ Sections due to the close interaction between the three parties. Failure to establish a safe and supportive environment Inherent heuristic biases subjected to colleague’s influence 30
43. Desired Outcome: With the cooperation of parents, teachers and peers in creating a supportive learning environment, MsLow aims to increase Jeremy’s self-efficacy in order to improve his learning and positively shape his learning behaviours. 31
44. Summary Thank You Solutions are not mutually exclusive Generating Solutions Identifying Problems Quadripartite Relationship 32
45.
46. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
47. Bandura, A. (2001). Social Cognitive Theory. In Annual Review of Psychology. Palo Alto, CA: Annual Review.
48. Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 11, 56-95.
49. Brantley, D.C., & Webster, R.E. (1993). Use of an independent group contingency management system in a regular classroom setting. Psychology in the Schools, 30(1), 60-66.
50. Bronfenbrenner. U. (1989). Ecological Systems Theory. In R. Vasta (ed.), Annals of child development, vol.6.
51. Collins, W.A., Maccoby, E.E., Steinberg, L., Hetherington, E.M. & Bornstein, M.H. (2000). Contemporary research on parenting: The case for nature and nurture. American Psychologist, 55, 218-232 .33
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53. Learning Theories Knowledgebase (2011, September). Social Development Theory (Vygotsky) at Learning-Theories.com. Retrieved September 19th, 2011 from http://www.learning-theories.com/vygotskys-social-learning-theory.htm
54. Maccoby, E.E, & Martin, J.A. (1983). Socialization in the context of the family. Parent-child interation. In P.H. Mussen & E.M. Hetherington, Handbook of child psychology: Vol.4. Socialization, personality and social development (4th ed.). New York: Wiley.
55. Maccoby, E.E (1992). The role of parents in the socialization of children: An historical overview. Developmental Psychology, 28, 1006-1017..
60. Piaget, J. (1964). Development and learning. In R. Ripple and V.Rockcastle (Eds), Piaget rediscovered (p. 78-119). Washington, DC: U.S. Office of Education, National Science Foundation.