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Topic 8 Children and Family

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Topic Outline

  • 8.1 Function of the family
  • 8.2 Parenting styles and practices
  • 8.3 Helicopter parenting
  • 8.4 Socioeconomic status of families
  • 8.5 Influence of siblings
  • 8.6 Divorce
  • 8.7 Successful single family parents
  • 8.8 Blended family

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8.1 Function of the family�

  • Ensure the Survival of the Child-Families help to ensure that children survive to maturity by attending to their physical needs, health, and safety.
  • Grow up to be Productive Adults-Families provide the means for children to acquire the skills and other resources that they will enable them to make a living later in life.
  • Transmit Cultural Values-Families teach children the basic values of their culture.

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8.2 Parenting styles and practices

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8.2 Parenting styles and practices�

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8.3 Helicopter parenting�

  • Parents always telling the child what to do
  • Parents not allowing the child to do things for himself or herself
  • Parents insisting that their child has a certain teacher
  • Parents selecting the child’s friends
  • Parents doing schools projects for the child

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Why Does Helicopter-Parenting Occur?

Fear Child Will Not Succeed

Protecting their Child from Disappointment

Overcompensation

Peer pressure from other parents

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What are the Consequences of Helicopter-Parenting?

Undeveloped coping skills

Undeveloped life skills

Decreased confidence and self-esteem

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8.4 Socioeconomic status of families�

Low income family

High income family

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8.5 Influence of siblings�

Arrival of a Younger Sister or

Brother

Sibling Rivalry

Siblings as Role Models

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8.6 Divorce�

  • WHAT CAUSES STRESS FOR CHILDREN OF DIVORCED FAMILIES?

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Change

Loss of attachment

Fear of abandonment

Hostility between parents

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8.7 Successful single family parents�

  • Acceptance of Responsibility
  • Commitment to Family
  • Open Communication
  • Successful Home Management
  • Care of Self
  • Maintain Traditions and Relationships
  • Have a Positive Outlook on Challenges

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8.8 Blended family�

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Topic 9 Peer Relationship

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9.1 Peer

  • “Some days I worry that I spend so much time teaching reading, mathematics, social studies, science and other academic skills that I wonder if the children have enough opportunities to learn how to get along with each other.” –Ms. Mimi, a kindergarten teacher.
  • Peers can contribute to the development of children in meaningful ways.
  • Children interact with peers in the classroom and the neighbourhood usually in the form of play.

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9.2 Friendship

Children’s definition:

  • being able to get along with others,
  • relates to play,
  • relates to sharing
  • and relates to liking

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9.3 Development of Friendship in Children

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9.4 Imaginary Friend

  • Some children have imaginary friends. This is a creative way for children to practise being with others
  • Imaginary friends will gradually disappear by the age of seven
  • Children with imaginary companions tend to be less shy, engage in more and smiling with peers, and do better at tasks involving imagining how someone else might think.
  • An imaginary friend is a unique and magical expression of the child’s imagination, so parents should let the child be in charge of it.

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9.5 Children’s Choice of Friends

What factors influence children’s choices of friends?

  • Children Near to Each Other
  • Gender

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9.6 Rejected Children

Aggressive-Rejected

Withdrawn-Rejected

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9.7 Skills Children Learn by Having Friends

Communicate

Considerate

Play Skills

Empathy

Coping

Helping & sharing

Self-control

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9.8 Helping Children Who Are Unable to Make Friends

  • Focus on EMPATHY
  • Teach LISTENING SKILLS
  • ROLE PLAY

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  • Positive social skills with peers early on can lead to the development of positive peer relationships, acceptance, and friendships.

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9.9 Helping Children Cope with Conflict and Disagreement

  • Making a connection with each of the children involved in the conflict (e.g. by making eye contact and making sure that each child knows that you are there to care for and help them).
  • Teaching children to use words rather than actions.
  • Helping each child to say how they feel.
  • Helping children to understand some words are hurtful.
  • Encouraging each child to say what they would like to happen.

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9.10 Helping Children Cope with Rejection, Teasing and Aggression

Helping to Cope with TEASING/REJECTION

  • Guiding the child through relaxation techniques (e.g. helping the child to take a couple of deep breaths when things go wrong and giving them time to think).
  • Helping the child to think of something else they could do right now rather than playing with children that are being unkind (e.g. find someone else to play with)

Helping to Cope with AGGRESSION

  • understanding how other children feel
  • Children need to know their aggressive behaviour is not acceptable

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9.11 Framework Helping Children Interact with Other Children

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Topic 10 Individual Differences in Children

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Introduction

  • Why some children find it difficult to subtract while others find it easy?
  • Why some children are better equipped to make friends but not others?
  • Why can’t all children learn to read equally well?

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10.2 ‘Equal’ does not mean ‘Same’

  • Even though we know that children are different or not the same, but schools tend to treat them the same.
  • Treating children ‘the same’ means the school gives them:
  • identical amounts of teaching
  • identical lessons
  • identical tests
  • identical learning materials

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Treating children ‘equally’ means the school:

  • Ensures they have an equal opportunity to learn, i.e. those who lag behind or do not have the necessary background are provided with opportunities to perform well
  • Ensures that they are treated equally as human beings, i.e. providing opportunities that that they need and are ready for.
  • Ensures that a children are equal in the eyes of the law,
  • Ensures equal opportunities in their right to happiness and so forth, i.e. not to be told one child is better than another

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10.3 Psychology of Individual Differences

What are Individual Differences?

  • Individual differences are the variations we observe among children in a group on one or more characteristic, such as temperament, energy level, friendliness and so forth -Borich & Tombari (1997)
  • Individual differences stand for the variations among children with regard to a single characteristic or a number of characteristics.” -Carter B. Good(1999)

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10.4 Types of Individual Differences

Physical

Achievement

Motor ability

Temperament

Interest and aptitudes

Self-concept

Learning

Social interaction

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10.5 Individual Difference Due to Heredity or Environment

Heredity

Environment

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10.6 Differences in Learning Style

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10.7 Individual Differences and Locus of Control

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10.8 Individual Differences in the Classroom

Teacher should:

  • sensitive to individual differences
  • get to know the individual differences
  • curriculum should be as flexible
  • teaching strategies which is most suited
  • adopt special programmes or methods
  • cater for academic underachiever as well as gifted children

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