Discussion Question

DQ #3

Learning Resources

Required Resources

• Course Text: Child, Family, School, Community: Socialization and Support
• • Chapter 3, "Ecology of the Family" (pp. 77–104, read up to "Religious Orientation"; pp. 109–110, read from "Meeting the Challenge of Change: Family Empowerment")
  • Chapter 4, "Ecology of Parenting" (pp. 115–126, read up to "Chronosystem Influences on Parenting"; pp. 135–150, read from "Parenting Styles")
    
    
• Article: Scott, J., & Leonhardt, D. (2005, May 15). Class matters: Shadowy lines that still divide.The New York Times. Retrieved fromhttp://www.nytimes.com/2005/05/15/national/class/OVERVIEW-FINAL.html?scp=1&sq=%20Class%20matters:%20Shadowy%20lines%20that%20still%20divide&st=cse&_r=0
  
  
  
  

Resources for Action Plan 2

• Article: KidsAid. (n.d.). Young children and grief. Retrieved February 13, 2009, fromhttp://kidsaid.com/dougypage.html
  
  
  
  
• Article: Hecker, B. (2005). Magical thinking: Children may blame themselves for a parent's illness and death. Retrieved from http://medicalcenter.osu.edu/viewer/Pages/index.aspx?p=413 
  
  
  
  
• Article: The National Institute for Trauma and Loss in Children. (n.d.). Infant and toddler grief.Retrieved February 13, 2009, from http://www.tlcinst.org/toddlergrief.html 
  
  
  
  
• Article: Kids Health. (n.d.). Helping your child deal with death. Retrieved June 23, 2011, from
  
  http://kidshealth.org/parent/emotions/feelings/death.html
  
  
  
  
• Article: American Academy of Child and Adolescent Psychiatry. (n.d.). Facts for families: Children and grief [Fact sheet]. Retrieved February 13, 2009, fromhttp://aacap.org/cs/root/facts_for_families/children_and_grief

Optional Resources

• Web Article: Social Class
  
  http://www.healthline.com/galecontent/social-class
  
  
  
  
• Web Article: Social Class - Categories, Measurement, Effects - Conclusion
  
  http://social.jrank.org/pages/595/Social-Class.html
  
  
  
  
• Web Article: Building Family Strengths: Overview
  
  http://virtual.clemson.edu/groups/psapublishing/PAGES/FYD/FL520.pdf
  
  
  
  
• Web Article: Helping Children When a Family Member Has Cancer: Dealing with a Parent's Terminal Illness
  
  http://www.cancer.org/Treatment/ChildrenandCancer/HelpingChildrenWhenaFamilyMemberHasCancer/DealingWithaParentsTerminalIllness/index
  
  
  
  
• Web Article: Children and Death: A Guide for Caring Adults
  
  http://web2.msue.msu.edu/Bulletins/Bulletin/PDF/Historical/finished_pubs/e1944/e1944-1986.pdf

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:

Post your thoughts with regard to the following:

• Identify the two characteristics you chose, and explain why each is of special concern to you.
• Explain how you as a professional can advocate for young children and families in each area. Be sure to also explain how you will ensure that your own behavior with regard to each characteristic is fair and equitable to children you work with and their families.