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 from http://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, from http://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, from http://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

 

 

A Critical Look at the Question of Class

 

The course text describes the impact of socioeconomic status on parenting style and the socialization of children. Berns defines four levels of “class” and describes characteristics of each. Yet, further reading implies that the concept—and reality—of social class may be more complex than the author’s presentation.

 

Your role as a student is not only to read for information, but also to read critically as well. Review the “Class Descriptions” and “Effects of Class” sections of the course text (pages 97–99), paying close attention to the values and behaviors ascribed to each class and especially the “lower class” and the “underclass.”

Then, review the “Class Matters: Shadowy Lines That Still Divide” article, which discusses modern views of social class in the United States.

 

Next, consider the following:

 

• What you know about class in America today
• Your experiences related to class
• The differences between the presentation of class in America today in the New York Times article and the description of class in the course text
• Your thoughts about those differences
• How children may be affected by class and by people’s attitudes and beliefs related to class
• How the information presented in your text might have a negative affect on teachers’ perceptions of children and their families

 

By Day 3:

Based on the readings and your own experiences, post your thoughts in regard to:

 

•  
• Your views on differences between social classes that have the most influence on outcomes for children
•  
• In your future work with young children and families, how you will avoid allowing stereotypes, assumptions, and labels that can create negative and/or limited perceptions of children and families from influencing you