Parental Styles in Interactions with Children - Coursework Example

 1. How parents “parent” their own children Parents ‘parent’ their own children in a similar fashion as the way that their parents parented them, meaning parents with supporting parents would be more supportive of their children and vice versa. 2. How “Family Life Cycle” approach views adoption and adoptive families The Family Life cycle approach considers that adoption involves additional issues for the family compared with giving birth. The child needs proper attention and care; he needs to be reassured that he is a normal family member. Teachers of such children should also be informed beforehand. 3. Foster parenting and kinship care Foster parenting is perhaps the most difficult one. This is because in such parenting, the parents are expected to transition the child towards a positive attitude or relationship. It requires more effort from the foster parents and such arrangement is not permanent either. If the child develops a strong attachment with foster parents, he would have difficulty in transitioning to his permanent family. 4. Parenting grandchildren…What is critical for healthy development of children…according to some research. According to some research, the presence of grandparents in the home along with the parents improves the healthy development of children, and often such children are found to have better reading habits as compared to children living only with parents. 5. Characteristics of parenting styles Diana Baumrind presented four parenting styles, namely authoritarian, authoritative, indulgent and uninvolved ones. According to her, these characteristics differ on account of two factors: parental control and parental warmth. Authoritarian parents are high on control and low on warmth; authoritative ones are high on both factors; indulgent ones are low on control and high on warmth while uninvolved ones are low on both factors. 6. Child behaviors seen with different parenting styles Child behavior changes with different parenting style. These are: Authoritarian: Such children have poor communication and are aggressive and anxious. Authoritative: Such children display warmth and caring attitudes, are more sharing and abide by rules. Indulgent: Such children have high self-esteem, are not respectful, have good social skills and average academic performance Uninvolved: Such children have poor academic performance, low self-esteem and low self-regulation. 7. Range of costs for raising a child to age 17 This varies according to the income of the parents. The range varies from $159,870 to $366,660, meaning that parents earning more are likely to spend more money on their children and vice versa. 8. Adolescent mothers and their caregiving behavior It is observed that adolescent mothers are often not as emotionally available and as verbally expressive as they should be. They need support from their parents as most often, fathers are absent in such cases. 9. Blended families Blended families are those that are becoming increasingly common. It occurs when a previously married man and woman marry and bring their biological offspring into the new family. 10. Teen mothers are most successful with childrearing when they continue to get education in special schools, aspire for higher education and have parents with a good educational background. 11. Children and early socialization experiences The early socialization experiences have a great impact on the child’s activities later on in the life. These occur within the home mostly, and a good development of social experiences leads to development of important neuron connections. 12. Father’s interactions with their children In the recent years, father’s interaction with children is increasing as both parents work. The role of both the mother and father differs, and this is more of a cultural factor than a biological one. Fathers, however, mostly wait for the mothers to give direction and often mothers become gate keepers of the children and view father’s interaction with the children with criticism. 13. Foster parenting Foster parenting means bringing children into the family for a temporary time period. These children are unable to be properly cared for by their original or previous family. 14. Definition of family stress Real or imagined imbalance between the demands on the family and the family’s ability to meet those demands 15. Horizontal Stressors Horizontal stressors are development stressors that include family violence, effects of substance abuse, homelessness, disabilities, various illnesses, immigration, military deployment and incarceration of a parent. 16. Child abuse and its causes Child abuse is very common in families in US when parents should be nurturing their children. It is defined as the ill treatment of the child at the hands of the people responsible for the welfare of the child. Causes of child abuse include a high level of conflict within the family, gender inequality, certain norms supporting violence, alcoholism, poverty, societal violence and training of violence. 17. Working with children who have a serious illness Working with such children is extremely difficult and is a full-time job. Stress for parents is included in such cases as they find a lack of support mechanisms and do not have a full understanding of the illness. 18. Migrant Families Migrant families are poor families that change locations within the US for better financial prospects. 19. Family Protective factors Family protective factors allow family to cope with vulnerabilities when faced with risk factors. It requires the family to adjust and perform necessary functions even when they are faced with risks. 20. Family recovery factors Family recovery factors allow families to cope with emergencies and crises. It requires the family to adapt and bounce back to their normal functioning after the crisis has occurred. 21. Family vulnerability Family vulnerability refers to the likelihood of risk in the family that may affect the functions of the family in a negative manner. 22. History of child abuse reporting Before the 1970s, there were no laws developed against child abuse in the US, even though animal rights laws had been developed. The Child Abuse and Treatment Act of 1974, PL 93-247 was developed and paved the way for further such acts. 23. Effects of abuse and neglect on children The effects differ with age, and children have been categorized into three broad categories: infants, preschoolers, and school agers. The effects on infants include attachment disorders, unresponsive behavior and aggression with peers. The effects on preschoolers include physical and verbal aggression, destructive behavior, angry outbursts, and isolation. The effects on school goers include anger and aggression. 24. Fetal Alcohol Syndrome Fetal alcohol syndrome impacts the child when the mother drinks alcohol during her pregnancy. Effects of this syndrome include facial deformity, central nervous system disorders, and growth deformity. 25. Families and children with disabilities Families with children with disabilities are more stressful as compared to normal families. Such parents show different reactions when they become aware of the disability of the child. These reactions include guilt, anxiety, denial, depression, and anger. 26. Barriers and stresses for immigrant families Language and cultural barriers are the biggest obstacle for immigrant families as they find it hard to communicate and adjust in the new community. This may result in depression and anxiety. Such families also fear the loss of tradition and culture of their original home. 27. Effects of divorce and the divorce rate Increase in the divorce rate has led to increase in single-part families and blended families. The effects of divorce on children include stress, risk of internalized and externalized psychological difficulties, emotional vulnerability and adjustment problems. 28. Homeless families and their coping Homeless families are increasing in number within US as the housing rents are increasing but pays are declining. Children of such families often are withdrawn from one school and sent to another. In order to cope, educators need to provide both the parents and children with support mechanisms, which include lending toys, providing meeting places, etc. 29. Explanations for each of the conditions of grief Denial – Parents of such children do not want to accept the illness or the disability, and therefore they deny its existence. Anxiety – Parents become anxious about their new roles as nurses and they worry whether the family would be able to function properly despite the disability or illness. Guilt – Some parents feel that they contributed towards the problem in some way and think of ways that this problem could have been avoided. Depression – Parents become depressed as their dreams of a happy and normal family is shattered. Anger – Parents start blaming others for the cause of their child’s distress. Acceptance – Some parents accept the situation and confront it with a positive attitude with the help of their friends and families. 30. Family involvement in Head Start Some people attribute the success of head start to family involvement. This is because when families become involved, a good relationship is developed between child, educator and parents. Since parents are the life-long educators of the child and their involvement is considered vital. 31. Effective communications between teachers and parents (what are the settings?) Effective communication between teachers and parents is a must as parents need support from educators to help with the education of the child. The child also develops better skills if parents are involved in the education process. 32. Factors that support a smooth transition from school to preschool A smooth transition from school to preschool is achieved by involving the parents and by giving individualized attention to the children. Support includes providing necessary material to parents and children to adjust to the new environment. 33. Benefits of home visits to bridge the transition to preschool Home visits provide the opportunity to the educator to understand the background of the child. It allows the child to become used to the new figure of authority and to trust him or her. It allows the parent and the educator to understand each other better. 34. Family Support: Responsibilities of families and schools Family support systems consider families as the main development tool for the child. Such families need also to be supported by schools so that they do not burden the child with issues of poverty, violence or other such issues. 35. Professionalism in family-Based early education Professionalism in family based early education requires the need for educator to consider himself or herself as a professional despite their low pay scale. 36. What is meant by cultural competence for teachers Cultural competence for teachers is the need of the teacher to understand and respect children from different cultures. 37. Elements of professionalism for early childhood educators Elements for professionalism include confidentiality, cultural competence, advocacy, collaboration, understanding roles and responsibilities, and record keeping. 38. A family-based philosophy implies that families are an important element in the development of a child, and therefore they must be involved with the education system in order to develop a best standard model of the education system. 39. Why Head Start encourages parent’s personal development Head Start encourages parent’s personal development because parents know their child best and are, therefore, the best teachers. They are responsible for their children and are their best advocates. Also, parents can supervise the child during their free time and impact their motivational levels. 40. Epstein’s Framework for family partnership In Epstein’s framework, children occupy the central position while the home, school and community work are supporting mechanisms. He provided six elements of successful partnership, which include parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. 41. Definition of Communication as described in Chapter 8 Communication involves six patterns: communication style, attitude towards conflict, approaches to completing tasks, decision making styles, attitude towards disclosure, and approaches to knowing. 42. Barriers to effective communication Barriers to effective communication are sending barrier, encoding barrier, message barrier, medium barrier, decoding barrier, receiving barrier, and feedback barrier. 43. Handling criticism professionally Handling criticism professionally requires the teacher to acknowledge the feedback and respond with words and actions. 44. Steps in conflict resolution The first step of conflict resolution is to identify the problem and involve the parents. The second step is to meet with the parents and get their ideas. The last step is to address the concerns of the parents. 45. Use of a “compliment sandwich” A compliment sandwich is used to deliver criticism. 46. What are some active listening skills Some active listening skills include attentive body language, maintaining eye contact with the speaker, proper facial expression, hand and body movements at times of touching and also replying at certain necessary points. 47. What are non-verbal communications skills? Non-verbal communication skills include proper posture, eye contact, vocal cues, touching, facial expression, and personal space. 48. How car criticism be communicated in positive ways? Criticism is communicated in a positive way by complimenting at the beginning and end of the criticism. One should sandwich the criticism with compliments and positive words. 49. Helpful attitudes for effective interpersonal communication These include valuing mutual respect, honesty, flexibility, humor, critical thinking, and problem solving ability, knowledge sharing and expressing oneself properly. 50. Gossiping and sharing personal information about the families in your center is unprofessional and teachers should refrain from such unethical practices. Read More