Editors Joy K. Asamen, Mesha L. Ellis, and Gordon L. This volume will help readers evaluate ethnicity, socioeconomic, and gender issues in child development and see how these issues influence individual development as well as social policy. Key Features. Should you need additional information or have questions regarding the HEOA information provided for this title, including what is new to this edition, please email sageheoa sagepub.
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The chapters in the first part of the volume provide the prerequisite theoretical context for critically reading the chapters in the following three parts of the volume. The chapters in this part of the handbook discuss the various media forms in relation to the development of multicultural awareness as well as attitudes toward self and others. The authors who contribute to this part of the volume are scholars whose research contribute to the development of policy and serve to advocate for the multicultural worldview development of children.
Skip to main content. Asamen, Mesha L. Ellis, and Gordon L. There are a core set of concepts and developmental constructs that provide a basis for researching, understanding, and indeed dissecting the sociocultural factors related to what social scientists refer to as socialization.
Part II of this Handbook examines, from several dimensions, these institutions that contribute to the socialization of children and youth. These institutions, or agents of socialization, are represented, in part, by the home and family; community, sociopolitical system, and religious organizations; educational institutions; and even the peer group. Each institution has an intervening economic, social, and emotional way of affecting the behavior and belief systems of developing children and their multicultural worldview.
Have you created a personal profile? Login or create a profile so that you can save clips, playlists and searches. Families and community groups can provide accurate information. Programs must take into account issues relevant to all cultural groups within their service area. How are families invited to share aspects of their culture s with other parents and children in classrooms, during socialization times, during other program activities, or in other settings?
Principle 3: Culturally relevant and diverse programming requires learning accurate information about the cultures of different groups and discarding stereotypes. Stereotypes and misinformation interfere with effective Head Start program services. Program staff have an individual responsibility to acquire information about cultural groups in their community.
Staff should think about what kind of conversation starters can be used in your program with English speaking parents.
Ask yourself how you could go beyond the initial questions asked at the beginning of the program year in order to develop a deeper relationship. Principle 4: Addressing cultural relevance in making curriculum choices and adaptations is a necessary, developmentally appropriate practice.
Programs must accommodate various learning styles of children. Children benefit from active, hands-on learning experiences that include frequent opportunities to make choices.
Think about what skills and behaviors parents in your program value in their children, and how their personal backgrounds or other experiences might influence their thinking. Principle 5: Every individual has the right to maintain his or her own identity while acquiring the skills required to function in our diverse society.
Children need the cultural identities of their families to be recognized and honored. Children need to learn a variety of skills in order to function effectively in a diverse society. Children have the right to grow up in environments where differences are expected and respected.
Family culture is a source of strength, especially for young children. Think about the ways the systems and services of your program reflect information about the cultural groups in your service area? Have the demographics of your service area changed recently?
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