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Societal influences on children and families
1.
The Socialization of
Children Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 2-1
2.
SOCIALIZATION Gonzalez-Mena, Child, Family,
and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 2-2
3.
FOUR SOCIALIZING AGENTS • • • • Family School Peer
group Media Family School Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 2-3 Peer Group Media
4.
THE FAMILY All families
belong to “subcultures” and networks that reflect: • Social class • Ethnic group • Kinship All of these influence the way children are socialized. Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 2-4
5.
THE FAMILY (CONT.) •
Families organize around… • Occupation or interests • “Meaning” circles: religion, spiritual social justice • Focus: school / work / survival • Status Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 2-5
6.
THE FAMILY (CONT.) Bias
is everywhere, it hurts everyone, even those who perpetuate it. The first step is to become aware of privilege as an aspect of bias • Privilege: invisible / unearned assets • Classism: may be hard to see • Racism: individual / institutionalized Do you see yourself as privileged because of your race and/or ethnicity? Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 2-6
7.
SCHOOLS AS SOCIALIZING AGENTS •
Continuity from preschool to kindergarten (or lack thereof) • Classroom behavioral expectations • Capacity to respond to diversity • Inequity in schools Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 2-7
8.
PREPARATION FOR SCHOOL •
Children enter school with a wide range of skills, background knowledge and life experiences • Schools aim to socialize children • Goals for children different according to how they are “identified” or “tracked” Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 2-8
9.
CHILDREN WHO ARE
READY… • Feel good about themselves • Gain knowledge from their mistakes • Can communicate • Can weigh alternatives and make sound choices • Can concentrate and focus • What other qualities can you add? Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 2-9
10.
PEER GROUP AS
SOCIALIZING AGENT • Pairs threesomes small groups • Choices are affected by gender and proximity • “Group mind” – behavior contagion • Informal learning from peers • Imagination increases with pretend play Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 2-10
11.
MEDIA AS A
SOCIALIZING AGENT • • • • • • Advertising Print media Radio Computers / video games Movies Television Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 2-11
12.
TELEVISION AND YOUNG CHILDREN • Do
not expose infants to television • Examine your own television habits • Reduce risk of addiction by avoiding exposure altogether • Watch with children • Do not let TV viewing take place of active play
13.
COMMERCIAL ADVERTISING • Developmental researchers agree
that exposure to media influences children. • Commercial interests often disagree with this research. • In 1999, $12 billion was spent on advertising aimed at children. Do you see a disconnect? Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 2-13
14.
VIOLENCE FACTS • Average
child has seen 8,000 murders and 100,000 acts of violence during childhood • Eight of ten programs contain violence • Prime-time programs average five violent act an hour • Saturday morning cartoons average 20 acts per hour Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 2-14
15.
EFFECTS OF VIOLENT
PROGRAMS Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 2-15
16.
LONG TERM LEGACY Gonzalez-Mena,
Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 2-16
17.
RESOURCES ABOUT MEDIA •
Campaign for a Commercial-Free Childhood (CCFC) • Effects of TV on Children • American Psychologist Association Website about Violence and Media • TV and Children Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 2-17
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