WK3Dq

Learning Resources

Required Resources

• Course Text: Child, Family, School, Community: Socialization and Support
• • Chapter 5, "Ecology of Nonparental Child Care" (pp. 156–170, read up to "Nonparent Child Care and Socialization"; pp. 177–181, read from "Socialization Practices as They Relate to Nonparental Child-Care Ideologies")
  • Chapter 6, "Ecology of the School" (pp. 186–187; pp. 190–195, read from "Diversity and Equity" to "Chronosystem Influences on Schools"; pp. 203–211, read from "Mesosystem Influences on Schools")
  • Chapter 7, "Ecology of Teaching" (pp. 216–234, read up to "Macrosystem Influences on Teaching"; pp. 243–246)
  • Review Chapter 4 (pp. 144–149)

Resources for Action Plan 3

• Web Site: Prevent Child Abuse America
  http://www.preventchildabuse.org/index.php
  
  
• Article: Child Welfare Information Gateway. (2008). Supporting parents and preventing child maltreatment. In D. Koralek, Caregivers of young children: Preventing and responding to child maltreatment. Retrieved from http://www.childwelfare.gov/pubs/usermanuals/caregive/caregiveg.cfm
  
  
• Booklet: Baker, L. L., & Cunningham, A. J. (2004). Helping children thrive: Supporting woman abuse survivors as mothers. London, Ontario: Centre for Children & Families in the Justice System. Retrieved from http://www.lfcc.on.ca/HCT_SWASM.pdf
  Review the "For Service Providers" sections (see the Index for pages).
  
  
• Article: Prevent Child Abuse America. (2005). Promoting effective and nurturing parenting. Chicago, IL: Author. Retrieved from http://www.preventchildabuse.org/advocacy/downloads/child_effect_parent.pdf
  
  
• Booklet: NAEYC. (2008). Building circles, breaking cycles—Preventing child abuse and neglect: The early childhood educator's role. Washington, DC: Author.

Optional Resources

• Web Article: Harvard Family Research Project: Family Involvement in Early Childhood Education
  http://www.hfrp.org/family-involvement/publications-resources/family-involvement-in-early-childhood-education
  
  
• Web Article: Caring for Children of Color: The Child Care Patterns of White, Black, and Hispanic Children under 5
  http://www.urban.org/UploadedPDF/311285_OP-72.pdf
  
  
• Web Article: Child Abuse and Neglect Fact Sheet
  http://cdf.convio.net/site/DocServer/factsheet0805.pdf?docID=397

Fair and Equitable?

As you have learned from the text and perhaps from your own experiences, characteristics such as gender, culture, socioeconomic status, learning styles, disabilities, and at-risk status can impact the ways that adults relate to and interact with children. As a professional, it is vital that you evaluate your own attitudes and strive to be fair, equitable, and proactive in your interactions with children and families.

Review the "Student Characteristics and Teacher Interaction" section (pages 222–237) of your text.

Then consider the following questions:

• What are some of the complex issues related to gender?
• What are some of the complex issues related to culture and diversity?
• Do all children have an equal opportunity to succeed in school?

Choose two characteristics covered in the section you reviewed that concern you the most in terms of the potential for inequitable treatment of young children.

By Day 3: