Thesis Defense Draft I
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The purpose of the project was to increase understanding of meanings and expressions of care and caring for self and others as identified by Somali adolescents who are attending an urban American school.
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Sociology examines both the structural aspects of human society and social relationships within those structures. Early Filipinos had a rich culture before colonizers arrived, evident in their social classes, homes, dress, education, music, arts, and ways of courting, burying the dead, and mourning. They were also hospitable, clean, trustworthy, and honest. Filipino culture and social organization are characterized by strong religious faith, respect for authority, and emphasis on relationships and helping one another. Education is influenced by parental involvement, economic status, health, recreation, employment, and connections between schools, families and neighborhoods.
Social issues & their implications to eduaction
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A Guide for Early childhood educators_ the influence of cultural background o...
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Accepting Responsibility For The Learning Of All Students
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Locally-Raised Students Are Still Primarily Influenced By Their Culture.
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The document discusses several issues impacting a building blocks learning center in Hansvale County, including changing demographics, poverty, brain research, and the effective use of technology in the classroom. Specifically, it notes that:
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CHAPTER 1Overview of Early Care and Education and Program Admini.docx
CHAPTER 1
Overview of Early Care and Education and Program Administration
NAEYC Administrator Competencies addressed in this chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
The ability to be a reflective practitioner and apply a repertoire of techniques to improve the level of personal fulfillment and professional job satisfaction
3. Staff management and human relations
Knowledge of different supervisory and group facilitation styles
8. Leadership and Advocacy
Knowledge of organizational theory and leadership styles as they relate to early childhood work environments
Knowledge of the legislative process, social issues, and public policy affecting young children and their families
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
Knowledge of the historical roots and philosophical foundations of early childhood care and education
Knowledge of different types of early childhood programs, roles, funding, and regulatory structures
Knowledge of current trends and important influences impacting program quality
2. Child growth and development
Knowledge of current research in neuroscience and its application to the field of early childhood education
5. Children with special needs
Knowledge of licensing standards as well as state and federal laws (e.g., ADA, IDEA) as they relate to services and accommodations for children with special needs
The ability to work collaboratively as part of family-professional team in planning and implementing appropriate services for children with special needs
10. Professionalism
Ability to reflect on one’s professional growth and development and make goals for personal improvement
Learning Outcomes
After studying this chapter, you will be able to:
Identify the unique characteristics of young children’s growth and development that make it particularly important that programs of early care and education are of high quality.
Describe the historical trends that have shaped early childhood policy and programming.
Identify the most common types of early childhood programs and the services that meet the needs of particular populations.
Describe the differences between structural and process quality in early care and education programs.
Identify the personal attributes and areas of competence of effective leaders.
Child care is a now a way of life for many of America’s young children, but this has not always been the case. In 1960, only about 10% of the 3- and 4-year-olds in the United States participated in a preschool (pre-K) program outside of their home. By 1970, twice as many 3- and 4-year-olds had enrolled in preschool, and by 1990 participation in preschool had doubled again to about 40% of all 3- and 4-year-olds. We know more mothers were working full time in 1990 than had been in 1960, but that is not the only explanation for the increased demand for early childhood education. Other factors, including the trend toward small.
CHAPTER 1Overview of Early Care and Education and Program Admini.docx
CHAPTER 1
Overview of Early Care and Education and Program Administration
NAEYC Administrator Competencies addressed in this chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
The ability to be a reflective practitioner and apply a repertoire of techniques to improve the level of personal fulfillment and professional job satisfaction
3. Staff management and human relations
Knowledge of different supervisory and group facilitation styles
8. Leadership and Advocacy
Knowledge of organizational theory and leadership styles as they relate to early childhood work environments
Knowledge of the legislative process, social issues, and public policy affecting young children and their families
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
Knowledge of the historical roots and philosophical foundations of early childhood care and education
Knowledge of different types of early childhood programs, roles, funding, and regulatory structures
Knowledge of current trends and important influences impacting program quality
2. Child growth and development
Knowledge of current research in neuroscience and its application to the field of early childhood education
5. Children with special needs
Knowledge of licensing standards as well as state and federal laws (e.g., ADA, IDEA) as they relate to services and accommodations for children with special needs
The ability to work collaboratively as part of family-professional team in planning and implementing appropriate services for children with special needs
10. Professionalism
Ability to reflect on one’s professional growth and development and make goals for personal improvement
Learning Outcomes
After studying this chapter, you will be able to:
Identify the unique characteristics of young children’s growth and development that make it particularly important that programs of early care and education are of high quality.
Describe the historical trends that have shaped early childhood policy and programming.
Identify the most common types of early childhood programs and the services that meet the needs of particular populations.
Describe the differences between structural and process quality in early care and education programs.
Identify the personal attributes and areas of competence of effective leaders.
Child care is a now a way of life for many of America’s young children, but this has not always been the case. In 1960, only about 10% of the 3- and 4-year-olds in the United States participated in a preschool (pre-K) program outside of their home. By 1970, twice as many 3- and 4-year-olds had enrolled in preschool, and by 1990 participation in preschool had doubled again to about 40% of all 3- and 4-year-olds. We know more mothers were working full time in 1990 than had been in 1960, but that is not the only explanation for the increased demand for early childhood education. Other factors, including the trend toward small ...
Writing_Sample_3_Sexual_education_Latinos
This document proposes a culturally appropriate sexual education intervention for Latino parents of middle school students. It will consist of a 3-hour session and 4 follow-up phone calls over 12 months. The session, led by a Latino health educator, will teach parents effective communication strategies around sex education using modeling through telenovela clips and focusing on Latino values. Effectiveness will be measured through pre- and post-intervention questionnaires with teens on parent-child communication, parental monitoring, perceived parental expertise in sex education, and sexual behaviors. The intervention aims to reduce risky sexual behaviors in Latino teens by improving parental communication.
Multicultural diversity
The document discusses the goals and importance of multicultural education. It notes that schools have increasingly diverse student populations from a variety of socioeconomic, cultural, racial, and ethnic backgrounds. Multicultural education aims to provide all students an equal opportunity to learn through curriculum and instructional modifications, as well as addressing teacher attitudes and perceptions. It encourages educators to value students' varied prior experiences and cultural histories.
cultural competency training for schools.ppsx
The document discusses cultural competency as presented by the Commission on Human Rights and Opportunities. It defines cultural competency as understanding and valuing diversity while managing cultural differences. It explains that cultural competency is important for improving student outcomes, building relationships, and creating inclusive experiences. The document provides definitions of key terms like culture, ethnicity, race, and gender identity. It also discusses concepts like implicit bias, stereotypes, and microaggressions. Strategies for developing cultural competency include recognizing implicit biases, having an open mindset, respecting individuality, and involving diverse groups.
activity 9: sex education
Sex education provides instruction on issues relating to human sexuality, including relationships, sexual health, and reproduction. It aims to give people the skills and information to make healthy decisions about sex. While some parents support comprehensive sex education in schools, others prefer education to take place at home with an abstinence-only focus. Experts generally agree that effective sex education programs provide medically accurate information, build life skills, and incorporate discussions of gender and human rights.
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Thesis Defense Draft I
- 7. Augsburg-Fairview Academy for Health Careers
- 21. Life Ways Gender roles are highly respected within this culture group .
- 22. Cultural Values
- 23. Nutrition and Food Somali diet prohibits pork according to Islamic tradition. Lunch is the heaviest and most important meal of the day whereby family members eat together. Depending on the socio-economic status of the family. Ingredient
- 24. Kinship and Social factors
- 25. An extended family structure often provides a cooperative path to economic stability and advancement for the Somali.
- 26. Children in the Family
- 31. Economic factors Most Somalis women are farmers; men cattle keepers
- 32. Economic Factors
- 34. Mosque- Islam
- 36. Traditional healing Practices
- 38. Political Factors Disembar, 2007, 17:55 GMT; 20:55 SGA
- 47. Immigrants don’t only learn traditional “American” customs: they co-mingle with other immigrant groups
- 48. Like other immigrants not yet fluent in English Somali adolescents are working hard to improve their language skills.
- 49. ELL Somali female students in a classroom
- 51. Somali adolescents in English language classes
- 52. Adjusting to a new way of life, Somali adolescents begin to participate in and exercise their civic privileges, from voting and volunteerism to running for elected office
- 54. Time-Changes
Editor's Notes
- Islam by itself is a culture and belief system that shapes their thinking, attitudes, social customs and gender roles. Somali share this common belief in one God, Allah and dedicated their actions to study of the teachings of his prophets. Mohammed is the central prophet of Allah. Islam has its own calendar and numbering begins from the year. This is different from what is obtainable in the western society even though the Julian calendar.