Learning Resources

 

Required Resources

 

• Course Text: Child, Family, School, Community: Socialization and Support
• • Chapter 11, “Emotional and Cognitive Socialization Outcomes” (pp. 376–3 96)
  • Chapter 12, “Social and Behavioral Socialization Outcomes” (pp. 400–411, read up to “What theories explain the development of altruistic behavior?”; pp. 416–434, read from “Morals” to “Mass Media”; pp. 427, read from “Gender Roles” to “What are the major theories of gender-role development?”; pp. 430–436, read from “Influences on Gender-Role Development”)
  • Review Chapter 3 (pp. 81–86, review from “Divorce and the Law” to “Kin Custody”)
• Article: Katz, L. (1995). How can we strengthen children’s self-esteem? Retrieved from http://www.kidsource.com/kidsource/content2/strengthen_children_self.html

 

Resources for Action Plan 4

 

• Web Article: The Effect of Divorce on Children: What Makes a Difference
  http://www.extension.purdue.edu/providerparent/Family-Child%20Relationships/EffectDivorce.htm

• Web Article: Children’s Reactions to Divorce—Ages and Stages
  http://www.extension.purdue.edu/providerparent/Family-Child%20Relationships/ChildrensReactions.htm
• Web Article: The Effects of Divorce on Children
  http://www.ces.ncsu.edu/depts/fcs/pdfs/fcs471.pdf

• Article: Desrochers, J. E. (2004). Divorce: A parents’ guide for supporting children. Bethesda, MD: National Association of School Psychologists. Retrieved from http://www.nasponline.org/resources/parenting/divorce_ho.aspx
• Article: American Academy of Child and Adolescent Psychiatry. (2008). Facts for families: Children and divorce [Fact sheet]. Retrieved from http://www.aacap.org/page.ww?section=Facts for Families&name=Children and Divorce
• Web Article: Providers Talking with Parents about Divorce
  http://www.extension.purdue.edu/providerparent/Parent-Provider%20Relationships/ProvidersTalking.htm

 

Optional Resources

 

• Web Article: Kids Count Essay: Helping Our Most Vulnerable Families Overcome Barriers to Work and Achieve Financial Success
  http://www.eric.ed.gov/PDFS/ED485938.pdf
  
  
• Web Article: How Not to Talk to Your Kids: The Inverse Power of Praise
  http://nymag.com/news/features/27840/

 

What Builds Healthy Self-Esteem?

Positive self-esteem helps children succeed in school and in life. Your course text discusses the ways that family, school, peers, mass media, and community act as socializing agents that can influence the development of self-esteem. To explore the topic of self-esteem further, review the “Influences on the Development of Self-Esteem” section of your text (pages 391–393). Also review the article by early childhood authority Lilian Katz, “How Can We Strengthen Children’s Self-Esteem?”

As you review these readings, consider the following:

 

• How socializing agents can influence the development of children’s self-esteem both positively and negatively
• The relationship between praise and self-esteem
• Strategies that resonate with you for supporting children’s developing self-esteem

 

Next, read the following scenario and reflect on the influence of self-esteem on a young child’s social, emotional, and cognitive development:

 

Four-year-old Simone always seems willing to go along with what other children want to do but is usually timid about suggesting ideas or helping to solve problems in play scenarios. Her teacher notices that the other children let her join in, but give her the least interesting roles in dramatic play or “jobs” to do in projects that call for group effort. In turn, Simone often tires of the play quickly and wanders off by herself. During the day, Simone looks for frequent reassurance from adults in the room. Whether she’s painting a picture or working on a block building, she wants to know if she is “doing it right” and gets anxious when her efforts aren’t praised. In the mornings when Simone’s mother brings her to school, she is busy with Simone’s infant sister and so doesn’t have time to stay. A neighbor who picks up her own child in the afternoon, picks up Simone as well. Simone’s father, who works at a local “big-box” store has yet to bring Simone to school or visit. Developmentally, Simone seems in the normal range, but her teacher is concerned about how she will do next year in kindergarten, when she will be in a much larger class than her preschool group and there will be added demands on Simone.

 

By Day 3:

With this scenario in mind and drawing on the expert information in the readings, post responses to at least two of the following:

 

• Provide any insight you have regarding Simone’s self-esteem and explain your reasoning.
• Explain your views on the role of self-esteem in a child’s healthy development.
• Suggest two ideas that you would use as an early childhood professional to promote the development of Simone’s self-esteem and explain your reasoning.