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Author: Katherine Mildred Griffin Publisher: ISBN: Category : Languages : en Pages : 167
Book Description
In the wake of one of the largest income gaps in our country's history (Stiglitz, 2012) and a school system that is increasingly segregated along economic and racial lines (Reardon & Bischoff, 2011), children in the United States today are growing up in a remarkably inequitable economic landscape. While prior research suggests that elementary school aged children have a burgeoning understanding of wealth and poverty (Mistry, et al., 2016; Sigelman, 2012), little is known about what informs their beliefs. Given the importance of proximal contexts, such as the family (Bronfenbrenner, 2005), this project examined parents and young children's discussions of issues related to economic hardship and inequality, and how these discussions varied by child age and family background characteristics. To do so, 26 parents and their kindergarten, 2nd, and 4th grade children participated in a shared viewing and discussion of developmentally appropriate video clips on economic hardship (e.g. job loss and hunger), and parents were interviewed about their discussions at home with their child about family finances, economic inequality, and helping individuals and families in need. Parent-child video discussions were primarily characterized by empathy-related socialization such as perspective taking and labeling emotions. In interviews, when asked how they discussed helping those in need, parents uniformly spoke about charitable giving, such as donation drives, but rarely discussed structural forms of support, such as government benefits. Finally, when asked about how they talked with their children about the causes of economic inequality, parents reported giving a variety of attribution types, however, in parent-child discussions parents often gave unclear attributions (e.g. job loss) for the causes of economic hardship. In both parent-child video discussions and parent interviews, I found that conversations varied by child grade, though variation was also evident by parents' political ideology (i.e. liberal versus moderate/ conservative parents). By documenting parents' conversations about economic hardship and inequality, this study's findings shed light on how young children develop beliefs about poverty, economic inequality, and social class, and provides insight into how researchers and educators might work to support families in having these important discussions.
Author: Katherine Mildred Griffin Publisher: ISBN: Category : Languages : en Pages : 167
Book Description
In the wake of one of the largest income gaps in our country's history (Stiglitz, 2012) and a school system that is increasingly segregated along economic and racial lines (Reardon & Bischoff, 2011), children in the United States today are growing up in a remarkably inequitable economic landscape. While prior research suggests that elementary school aged children have a burgeoning understanding of wealth and poverty (Mistry, et al., 2016; Sigelman, 2012), little is known about what informs their beliefs. Given the importance of proximal contexts, such as the family (Bronfenbrenner, 2005), this project examined parents and young children's discussions of issues related to economic hardship and inequality, and how these discussions varied by child age and family background characteristics. To do so, 26 parents and their kindergarten, 2nd, and 4th grade children participated in a shared viewing and discussion of developmentally appropriate video clips on economic hardship (e.g. job loss and hunger), and parents were interviewed about their discussions at home with their child about family finances, economic inequality, and helping individuals and families in need. Parent-child video discussions were primarily characterized by empathy-related socialization such as perspective taking and labeling emotions. In interviews, when asked how they discussed helping those in need, parents uniformly spoke about charitable giving, such as donation drives, but rarely discussed structural forms of support, such as government benefits. Finally, when asked about how they talked with their children about the causes of economic inequality, parents reported giving a variety of attribution types, however, in parent-child discussions parents often gave unclear attributions (e.g. job loss) for the causes of economic hardship. In both parent-child video discussions and parent interviews, I found that conversations varied by child grade, though variation was also evident by parents' political ideology (i.e. liberal versus moderate/ conservative parents). By documenting parents' conversations about economic hardship and inequality, this study's findings shed light on how young children develop beliefs about poverty, economic inequality, and social class, and provides insight into how researchers and educators might work to support families in having these important discussions.
Author: Robert D. Putnam Publisher: Simon and Schuster ISBN: 1476769907 Category : Business & Economics Languages : en Pages : 400
Book Description
"The bestselling author of Bowling Alone offers [an] ... examination of the American Dream in crisis--how and why opportunities for upward mobility are diminishing, jeopardizing the prospects of an ever larger segment of Americans"--
Author: National Academies of Sciences, Engineering, and Medicine Publisher: National Academies Press ISBN: 0309388570 Category : Social Science Languages : en Pages : 525
Book Description
Decades of research have demonstrated that the parent-child dyad and the environment of the familyâ€"which includes all primary caregiversâ€"are at the foundation of children's well- being and healthy development. From birth, children are learning and rely on parents and the other caregivers in their lives to protect and care for them. The impact of parents may never be greater than during the earliest years of life, when a child's brain is rapidly developing and when nearly all of her or his experiences are created and shaped by parents and the family environment. Parents help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond. The experience of parenting also impacts parents themselves. For instance, parenting can enrich and give focus to parents' lives; generate stress or calm; and create any number of emotions, including feelings of happiness, sadness, fulfillment, and anger. Parenting of young children today takes place in the context of significant ongoing developments. These include: a rapidly growing body of science on early childhood, increases in funding for programs and services for families, changing demographics of the U.S. population, and greater diversity of family structure. Additionally, parenting is increasingly being shaped by technology and increased access to information about parenting. Parenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0-8; universal/preventive and targeted strategies used in a variety of settings that have been effective with parents of young children and that support the identified knowledge, attitudes, and practices; and barriers to and facilitators for parents' use of practices that lead to healthy child outcomes as well as their participation in effective programs and services. This report makes recommendations directed at an array of stakeholders, for promoting the wide-scale adoption of effective programs and services for parents and on areas that warrant further research to inform policy and practice. It is meant to serve as a roadmap for the future of parenting policy, research, and practice in the United States.
Author: Paul Tough Publisher: Houghton Mifflin Harcourt ISBN: 0547564651 Category : Business & Economics Languages : en Pages : 261
Book Description
Why do some children succeed while others fail? The story we usually tell about childhood and success is the one about intelligence: success comes to those who score highest on tests, from preschool admissions to SATs. But in How Children Succeed, Paul Tough argues that the qualities that matter most have more to do with character: skills like perseverance, curiosity, conscientiousness, optimism, and self-control. How Children Succeed introduces us to a new generation of researchers and educators who, for the first time, are using the tools of science to peel back the mysteries of character. Through their stories—and the stories of the children they are trying to help—Tough traces the links between childhood stress and life success. He uncovers the surprising ways in which parents do—and do not—prepare their children for adulthood. And he provides us with new insights into how to improve the lives of children growing up in poverty. Early adversity, scientists have come to understand, not only affects the conditions of children’s lives, it can also alter the physical development of their brains. But innovative thinkers around the country are now using this knowledge to help children overcome the constraints of poverty. With the right support, as Tough’s extraordinary reporting makes clear, children who grow up in the most painful circumstances can go on to achieve amazing things. This provocative and profoundly hopeful book has the potential to change how we raise our children, how we run our schools, and how we construct our social safety net. It will not only inspire and engage readers, it will also change our understanding of childhood itself.
Author: National Research Council Publisher: National Academies Press ISBN: 0309324882 Category : Social Science Languages : en Pages : 587
Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author: National Academies of Sciences, Engineering, and Medicine Publisher: National Academies Press ISBN: 0309483980 Category : Social Science Languages : en Pages : 619
Book Description
The strengths and abilities children develop from infancy through adolescence are crucial for their physical, emotional, and cognitive growth, which in turn help them to achieve success in school and to become responsible, economically self-sufficient, and healthy adults. Capable, responsible, and healthy adults are clearly the foundation of a well-functioning and prosperous society, yet America's future is not as secure as it could be because millions of American children live in families with incomes below the poverty line. A wealth of evidence suggests that a lack of adequate economic resources for families with children compromises these children's ability to grow and achieve adult success, hurting them and the broader society. A Roadmap to Reducing Child Poverty reviews the research on linkages between child poverty and child well-being, and analyzes the poverty-reducing effects of major assistance programs directed at children and families. This report also provides policy and program recommendations for reducing the number of children living in poverty in the United States by half within 10 years.
Author: Catherine Steiner-Adair, EdD. Publisher: Harper Collins ISBN: 0062082442 Category : Family & Relationships Languages : en Pages : 334
Book Description
Wall Street Journal Best Nonfiction Pick; Publisher's Weekly Best Book of the Year Clinical psychologist Catherine Steiner-Adair takes an in-depth look at how the Internet and the digital revolution are profoundly changing childhood and family dynamics, and offers solutions parents can use to successfully shepherd their children through the technological wilderness. As the focus of the family has turned to the glow of the screen—children constantly texting their friends or going online to do homework; parents working online around the clock—everyday life is undergoing a massive transformation. Easy access to the Internet and social media has erased the boundaries that protect children from damaging exposure to excessive marketing and the unsavory aspects of adult culture. Parents often feel they are losing a meaningful connection with their children. Children are feeling lonely and alienated. The digital world is here to stay, but what are families losing with technology's gain? As renowned clinical psychologist Catherine Steiner-Adair explains, families are in crisis as they face this issue, and even more so than they realize. Not only do chronic tech distractions have deep and lasting effects but children also desperately need parents to provide what tech cannot: close, significant interactions with the adults in their lives. Drawing on real-life stories from her clinical work with children and parents and her consulting work with educators and experts across the country, Steiner-Adair offers insights and advice that can help parents achieve greater understanding, authority, and confidence as they engage with the tech revolution unfolding in their living rooms.
Author: Jaana Juvonen Publisher: Rand Corporation ISBN: 0833036157 Category : Education Languages : en Pages : 181
Book Description
Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home.
Author: Joyce L. Epstein Publisher: Corwin Press ISBN: 1483320014 Category : Education Languages : en Pages : 508
Book Description
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Author: Katherine Mildred Griffin
Author: Katherine Mildred Griffin
Author: Robert D. Putnam
Author: National Academies of Sciences, Engineering, and Medicine
Author: Paul Tough
Author: National Research Council
Author: National Academies of Sciences, Engineering, and Medicine
Author: Catherine Steiner-Adair, EdD.
Author: Annette Lareau
Author: Jaana Juvonen
Author: Joyce L. Epstein