Instructor’s Resource Manual for Child, Family, and Community Family-Centered Early Care and Education Sixth Edition Janet Gonzalez-Mena Napa Valley College, Emerita Prepared by Ruby Willey-Rendon West Texas A&M University Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Copyright © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc All rights reserved Manufactured in the United States of America This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290 Instructors of classes using Gonzalez-Mena’s Child, Family, and Community: Family-Centered Early Care and Education, may reproduce material from the instructor's resource manual for classroom use 10 ISBN-10: 0132902648 ISBN-13: 9780132902649 www.pearsonhighered.com ii Table of Contents Introduction Using Early Childhood Principles with Adult Learners Authentic Assessment of College Students Creating a Syllabus or Contract Some Useful Activities iv vii ix xi Chapter-by-Chapter Ideas and Suggestions Chapter 1: The Child in Context of Family and Community Chapter 2: Societal Influences on Children and Families Chapter 3: Attachment, Trust, and Parenting Chapter 4: Supporting Families with Autonomy-Seeking Youngsters Chapter 5: Sharing Views of Initiative with Families Chapter 6: Working with Families of School-Age Children Chapter 7: Understanding Families’ Goals, Values, and Culture Chapter 8: Working with Families on Guidance Issues Chapter 9: Working with Families on Addressing Feelings and Problem Solving Chapter 10: Working with Families to Support Self-Esteem Chapter 11: Working with Families Around Gender Issues Chapter 12: Stress and Success in Family Life Chapter 13: Schools and Early Care and Education Programs as Community Resources Chapter 14: Other Community Resources Chapter 15: Social Policy Issues 12 14 18 21 23 27 29 31 35 38 41 Appendices Appendix A: Ideas for Projects Appendix B: Magazines, Newsletters, and Journals Appendix C: California Competencies iii 44 48 52 INTRODUCTION I am writing this manual based on my experience of teaching a class by the same name on and off for thirty years The text grew out of my need to have specific information on socialization of young children to share with my college students, who were mainly early childhood preservice and in-service teachers, parents, and general education students This manual represents my ideas on how to use the material in the text The manual starts with some general suggestions to the instructor including information on • Characteristics and teaching approaches appropriate to adult learners • Authentic Assessment of adult learners • Creating a syllabus or contract • Useful activities for the beginning of the term and closing activities • General teaching/learning strategies Those are followed by ideas and suggestions for each chapter, which includes • A summary • In-class activities • Outside-of-class activities • Ideas for portfolio artifacts related to the chapter • Suggestions for using the personal-reflection items related to the chapter Appendix A contains ideas for student projects Appendix B is a list of relevant magazines, newsletters, journals and videos Appendix C is the set of minimum competencies for the course, Child, Family, and Community, required by the State of California as one of the core courses for Assistant Teacher or Associate teacher under the Child Development Permit iv USING EARLY CHILDHOOD PRINCIPLES WITH ADULT LEARNERS I taught children before I taught adults and when I changed jobs, I decided to try in my new adult classroom the principles I followed in my work with young children They worked! This guide is built around those principles, such as active involvement, the use of multiple modalities, learning from experience, provocation, empowering students by giving them choices, and taking a holistic approach to teaching/learning Active Involvement Although young children need a number of hands-on experiences with concrete materials, active involvement for adults makes use of fewer concrete objects and more use of intra- and interpersonal opportunities to talk, listen, think, read, write and draw Active physical involvement is also included for adults in this manual in such ways as role-plays and moving around for discussions in pairs or small groups Guided imagery is an example of active involvement Even though the body is still, the mind is experiencing in ways that make it seem as if the body is actively involved Multiple Modalities Although lectures may be part of the delivery system of the material, this manual offers activities for students beyond listening and taking notes As you read through it, notice the different ways that students are asked to use their bodies and senses (if not in real life, in imagination) along with observing, listening, talking, reading, writing, and drawing Having a variety of learning activities helps address the various learning styles of students in the class Learning from Experience Another early childhood principle is that students learn from their own experience This is one way that students construct knowledge and incorporate new concepts They also need help to sort out and make sense of those experiences, which can be done with their peers during small group discussions and also by the teacher if the class isn’t too large or the course load too big Many of the exercises and activities in this manual ask students to share their personal experiences with others These activities provide an important way of constructing knowledge, but they also give practice in self-reflection, an important skill for anyone working or living with young children What we today is often greatly influenced by what happened to us in our childhood For that reason many of the suggested activities and discussion questions ask the students to go back to their own childhoods Also, a “personal reflection” section is included for each chapter Provocation One way to stimulate learning is to provoke the students with a variety of intriguing problems or engaging tasks A single assignment won’t engage every student When students are questioned, either by the teacher or by another student, they may feel challenged to go deeper Leaving them questioning, v concerned, or facing an issue that is left hanging, may well lead to research or soul searching on the part of the student Provoking students is a delicate matter that needs to be balanced with respect and sensitivity for differences Observation Just as children learn through observation, so adults Some students come with natural ability and others need to learn how to focus and pay attention Observation is an important part of the teaching/learning process For that reason a number of suggestions for observations are found throughout this manual Choices This manual is based on choices, for instructors using it and for the students in their classes Students are more highly motivated when they are engaged with something that has deep meaning or value to them personally as individuals Giving choices is the way to make it more likely that every student will engage Only by having enough choices can the learner can dig into areas of study that are personally meaningful A Holistic Approach Consider the importance of putting learning in context in ways that puts knowledge to use, rather than expecting the student to collect isolated pieces of information The more students can practice and process what they learn within the context of varied real-life situations, the more they will gain Help them to perform authentic tasks and reach an understanding of how what they are learning applies in real situations Authentic tasks in an area of true interest are a winning combination over workbooks, drills, tests, and other simplistic learning exercises and activities vi AUTHENTIC ASSESSMENT OF COLLEGE STUDENTS Just as early childhood professionals wish to assess children in holistic and authentic ways, so should adult educators consider the limitations of objective tests and other traditional devices for assessing knowledge Teaching goes beyond the delivery of information and the evaluation of the students’ grasp of the material That’s the “lecture, assign, and test” method and it is not the only way For those of you who are teaching this class for early childhood education students, who are on their way to becoming teachers of young children, think of yourself as a role model Teachers of adults who use multiple ways to approach and assess the teaching-learning of their students demonstrate good early childhood practice Using only limited approaches such as lecture and reading assignments to teach about multiple ways to facilitate the learning process is far less effective Teaching isn’t merely telling and assessing shouldn’t be merely testing The Project Approach An approach used by early childhood educators that works well with adults is the project approach The project approach is a time honored, in-depth teaching-learning process that has been applied equally well to children and adults A project can be collaborative or individual and can last over days, weeks, or months as students pursue the study of something of particular interest to them Both product and process can be emphasized, that is, if students set out to learn something, the learning itself can be documented as part of the product Sometimes the documentation of the process becomes the whole product Or the project can de-emphasize the process and let the product stand alone A research paper assumes a process, but the process is not a visible part of the end product The most effective projects are the ones students choose themselves, although teachers who are good at provocation can sometimes send students in a direction they might not have gone on their own Using a project approach as an assessment device allows students to be evaluated in areas of study that most interest them Projects can be done individually or collectively Portfolio assessment and the project approach provide an answer to the problem of how to treat everyone fairly but not exactly the same A list of ideas for projects can be found in the Appendix Portfolios Portfolios are collections of samples of the student’s work that assess both product and process The portfolio is a common assessment tool of early childhood educators and can be used with equal success for adults Student portfolios with samples of work done for the class provide a wider range of ways to demonstrate knowledge and skills than tests Portfolios can be used as ongoing assessment devices, as well as a way to document the student’s best work, serving as an ending record of what the student accomplished in the term In the following section each chapter contains suggestions for items to be included in the portfolio vii Journals Encouraging or assigning students to keep journals increases their self-reflective thinking, which furthers their learning Journals can be purely for the students’ own use and never read by the instructor, or they can be part of either the grading/feedback system–or both If used as part of the grade, the instructor’s expectations should be clear as to how the journal will be graded In my own experience, I want students to feel free to write what they want, so I grade on the amount of time spent and/or number of pages turned in each time I not correct journal writing unless a student asks me to I never grade on the quality of the journal writing or make judgments about it When the quality is so low that I can’t understand what is meant, I simply say or write that I don’t understand Or I explain what I understand and ask if it is correct I have a different mind set for reading journals than for reading student papers My own purpose for using journal writing is to create a dialogue with individual students by reading what they have written and writing back to each on a regular basis My responses include: giving feedback, personal reactions, asking questions, or sometimes making suggestions I often ask students to look further or deeper into their experiences recorded in the journal I sometimes ask them to analyze This works well with some students and not so well with others With large classes journal writing doesn’t work because there’s simply not enough time for me to all that reading and writing In a large class, I either have students read and comment on each other’s journals or I use journal writing as one choice among other assignments Some students hate journal writing and are delighted to have a choice about it The “personal reflection” suggestions connected to each chapter (see the next section) lend themselves to journal writing if you choose to use them that way viii CREATING A SYLLABUS OR CONTRACT The purpose of a syllabus is to inform the students of the teacher’s expectations It is more than an outline of topics, a calendar of dates, and list of readings All those are part of the syllabus The syllabus should include the requirements of the course and the kinds of evidence, which document that the students have met the requirements The syllabus serves as a written agreement between the teacher and students and it binds both students and teacher A flexibility clause can be written in to allow for changes that may come up In some cases the teacher and students develop individual personalized contracts instead of using the teacher-produced syllabus If a syllabus is used, it should include: Basic Information such as course name, code number, number of credits, location, days and times when class meets, the instructor’s name, office location, office hours and telephone numbers Text and other materials should be listed and it should be clear what is required and what is recommended, and where to find them Course description, which can be out of the catalogue or paraphrased and personalized by the instructor in accordance with the description in the catalogue Course goals, which can be general and, if necessary specific objectives, which can be stated in terms of what the students are expected to achieve Some programs require performance objectives which detail what students are expected to be able to by the end of the term Course calendar, including dates for assigned topics, lectures, readings, projects, etc Course requirements and grading system which should be clear about exactly what is expected of the student and how teacher and student will know if the requirements have been met satisfactorily and how they will be translated into a grade that conforms to the grading system of the institution Goals, objectives, requirements and grades should all relate to each other When I teach a class using this text, I give students choices within set boundaries I expect them to read the text and base much of the class work on activities and discussions related to the chapters of the text I also expect them to choose a second book to read related to a topic of interest connected to the material in the text and in class I sometimes create the book list as the class proceeds by gathering ideas from the students as well as sharing my own Other times I give out a book list and insist that student stick to it A recent discovery of what to with the information students have after reading a book came from Marion Cowee who introduced me to the idea of a “book club.” We team-taught together and created a list of books from which students could choose Then we formed “book clubs” and scheduled discussions using a circle-within-a-circle format The members of the particular book club sat in the inner circle and discussed what they had read in terms of what they found useful and how it related to their lives, work, or studies The outside circle, which was made up of the rest of the class, observed their discussion After a period we opened up the discussion to the outside circle too The book club sessions were lively–much more interesting than regular book reports! ix For student assessment I use the project approach, which means that some students work all term on a subject of interest either coming up with a product or with the documentation for a process I test students, but am more playful than serious about it I don’t take test scores as true measures of student learning but rather as ways to augment learning and involve students in the material For example, I give quizzes and then have students correct them and discuss them the same day I also encourage students who are good test takers to share some of their secrets with students who aren’t I often give collaborative quizzes where groups of students work together Sometimes I have groups of students make up quizzes and give them to other groups of students It’s as useful to think about the material in terms of what questions are worth asking, as it is to figure out the answers to somebody else’s questions I’m much more interested in collecting portfolio artifacts than test scores I am always thinking of how early childhood principles apply to adult learning I worry that real learning goes out the window when testing is taken too seriously Also some subjects lend themselves to testing better than does the subject of the socialization of young children x CHAPTER 1: The Child in Context of Family and Community Summary As students study child development and early education, it is important to think about children in the contexts of their families and communities The ecological model developed by Urie Bronfenbrenner helps us understand the unique contexts of each family This way of thinking about the child is a theme throughout all the chapters of this book Figure 1.1 provides a visual representation of the four layers of context in the ecological model With the child in the center, the layers progress outward from the microsystem (the contexts in which the child is most closely embedded), through the mesosystem (the contexts created by the interactions of the microsystems), followed by the exosystem (the contexts of the broader community) and the macrosystem (the contexts of society as a whole), all of which function in the context of change over time (historical and developmental) The layers interact with each other to create a highly complex context for each child The ecological model also supports a family-centered approach to early education as most beneficial to the child, the family, and teachers A guiding principle of family-centered care and education is the “parent as the child’s first teacher” This shifts the focus from the professional as the “expert” on the child and emphasizes the importance of looking through a variety of lenses to understand the context in which children develop Culture, family systems theory, and the whole child are some of these lenses Abraham Maslow’s hierarchy of needs model is presented in Figure 1.2 His theory rests on the idea that basic needs must be met for growth to occur and that this is an ongoing process that lasts a lifetime in a process called “self-actualizing” Our basic needs are physiological, followed by the need for safety, the need for love and belonging, the need for recognition from others, and finally the need to live up to our potential – to be all that we can be In-class Activities Influence on Development Before introducing the ecological model, have students work together in groups of or to explore their ideas about the many social factors that influence the development of children Using large poster paper and markers, ask them to start with a circle in the center representing the child Then, have them use bubbles (for types of influences) and linking lines, (for interconnections between the influences) to brainstorm the complex web of influences Ask them to think particularly about what influences are closest and/or most important to the child and which are more in the background Students can fill in detail in the spaces between the bubbles A Reality Show Pick a current well known public figure (movie and pop music stars make good subjects) with a dramatic personal life Britney Spears comes to mind Have the class explore how the ecological model can be applied to analyzing this person’s behavior How did a music superstar go from being the idol of popular music to losing custody of her children, hospitalization for mental illness, and ridicule? Consider examples from each ecological system: Microsystem (what was her home life like with her parents and siblings, how was she influenced by the media during her childhood); Mesosystem (what links to positive role models were available in her childhood, what other opportunities besides music did she have); Exosystem (what sort of pressures from being in the recording business affected Britney); Macrosystem (to what moral, religious, cultural values was she exposed); Time (what was the effect on Britney’s self-esteem from her childhood and early adulthood experiences) Outside-of-class Activities Create your own ecological model Look back through your own childhood for examples of influences on your life from each of the ecological systems: micro, meso, exo, macro and time Consider specific influences from each of the components in each of the systems For example, in your microsystem, how were you influenced by your immediate family, neighborhood, play area, teachers, peers, and childcare? Describe how these blended with each other to result in the influences of the mesosystem Then fill in this information in your own set of concentric circles You can use arrows to show how the different systems interacted in their influence Visit an early childhood program and look for examples in the structure and function of the program of things that support all levels of Maslow’s hierarchy of needs What objects and activities foster a child’s ability to meet their basic needs at Level 1? How the interactions between teachers, children and parents fulfill the needs of Level 2? Level 3? Level 4? Level 5? Possible Portfolio Artifacts An observation of how one child’s hierarchy of needs is being met in their early childhood program An interview with a parent of more than one child about some differences in their ecological systems and how those differences are reflected in each child’s behavior Personal Reflections • Think of a “best friend” in early childhood How was their microsystem different from yours? Their macrosystem? • During your childhood, which of Maslow’s hierarchy of needs you feel were well met? Which were not? How did important adults in your life affect how your needs were met or not? • When you were young, did you attend schools that were family-centered? How did the school encourage family involvement? Was your family involved? How did they participate? • Think of some examples of how you experienced a parent or other close adult in your life as your “first teacher” • When you were young, did you attend schools that were family-centered? How did the school encourage family involvement? Was your family involved? How did they participate? • In your neighborhood, when you were growing up, whose house was the one in which the neighborhood children congregated? Why you think this happen? What does this say about the boundaries of the family? • Which of the lenses presented in Chapter interests you the most and why? How would you use this lens to think about your life now? Online Test Bank for Child, Family, and Community: Family-Centered Early Care and Education Sixth Edition Janet Gonzalez-Mena Napa Valley College, Emerita Prepared by Ruby Willey-Rendon West Texas A&M University Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Copyright © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc All rights reserved Manufactured in the United States of America This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290 Instructors of classes using Gonzalez-Mena’s Child, Family, and Community: Family-Centered Early Care and Education, Sixth Edition, may reproduce material from the online test bank for classroom use 10 ISBN-10: 0132902613 ISBN-13: 9780132902618 www.pearsonhighered.com xxiv Table of Contents Chapter The Child in Context of Family and Community Chapter Societal Influences on Children and Families Chapter Attachment, Trust, and Parenting Chapter Supporting Families with Autonomy-Seeking Youngsters 12 Chapter Sharing Views of Initiative with Families 16 Chapter Working with Families of School-Age Children 20 Chapter Understanding Families’ Goals, Values, and Culture 24 Chapter Working with Families on Guidance Issues 27 Chapter Working with Families on Addressing Feelings and Problem Solving 30 Chapter 10 Working with Families to Support Self-Esteem 34 Chapter 11 Working with Families Around Gender Issues 38 Chapter 12 Stress and Success in Family Life 42 Chapter 13 Schools and Early Care and Education Programs as Community Resources 46 Chapter 14 Other Community Resources 50 Chapter 15 Social Policy Issues 54 Answer Key 58 xxv CHAPTER Overview “The Child in Context of Family and Community” is a brand new chapter to this textbook It emphasizes the concept of “family-centered” approaches to early care and education Bronfenbrenner’s Ecological Model is presented as a way of showing the various contexts in which a child is embedded when he or she arrives in the care and education setting Looking at other views such as the family systems theory lens, as well as the whole child lens, gives a broader view to those involved in family-centered child care Chapter Subjects: Ecological Model Family- Centered Approaches Looking through different Lenses Maslow’s Hierarchy of Needs Multiple Choice: Choose the best answer for each of the following questions Which of the following best describes the term family-centered care and education programs? a Is a home based care and education that is provided by a nonrelative outside of the child’s home b Working together on a project c Asking parents to help out in the center or participate in workdays to clean up the yard d Including the family as an integral, inseparable, part of the child’s education and socialization Why is the word community included in the title of this text? a Some programs focus on the child alone and ignore the family and the community b The concept of community is part of the “whole child” concept c The child and the family are embedded in a community d Students use the community parks and recreation facilities Bronfenbrenner’s ecological theory is described as a Nests of contexts much like Russian Dolls with the child at the center b Necessary in order to pass kindergarten readiness tests c Not used in preschool classes anymore d Relevant only to those who understand model theory Which of the following is the correct order of the four components of Bronfenbrenner’s model, moving from the center outward? a Microsystems, macrosystems, exosystems, mesosystems b Macrosystems, microsystems, mesosystems, macrosystems c Macrosystems, exosystems, mesosystems, microsystems d Microsystems, mesosystems, exosystems, macrosystems 26 Which of the following is not true? a Studying child development without regard to context is best because it is easier to understand b Education and socialization always occur in a context c Every context is embedded in a web of ever-changing other contexts d Contexts can be thought of as environments or settings that hold people Which of the following statements best describes Lilian Katz’s quote: “Your client is not the child, but the family.” a You should focus only on the child b You should focus primarily on the parent, next about the child c You should focus on the families more than the child d You should focus on the family and the child within that family The best definition of ecological theory is: a Every child is at the center of a nest of contexts b Every child should be the star in the home c Every child should be responsible for his environment d Every child should have specific duties at home Which of the following is true of family system theory? a The focus is on the way the family works rather than the behavior of any individual b Roles are the most important component of the systems in family system theory c Family members are all connected to each other however, each family member does not influence the other member in the family system d The family systems vary greatly from one family to another in the way they operate The whole child concept includes: a The intellectual ability of the child b The social ability of the child c The intellectual and social ability of the child d The mind, body, feelings woven together 10 According to Abraham Maslow’s Hierarchy of Needs, growth only occurs when: a A child’s basic needs are met b Their friends invite them over to play c Social relationships don’t exist d Parents and teachers put intellectual gains first 27 11 When applying Bronfenbrenner’s Ecological Model, an early childhood teacher should a First understand the different contexts listed in the model b Teach each child by focusing on the microsystems only c Relate the layers to the parents at a parent education meeting d Ask the child questions about their values 12 Which of the following includes a complete list of the systems found in the family systems theory? a boundaries, separateness, rules, hierarchy, climate, and equilibrium b boundaries, roles, rules, hierarchy, climate, and equilibrium c boundaries, roles, rules, emotional support, climate, and equilibrium d boundaries, policies, rules, hierarchy, climate, and procedures 13 What is a benefit of a family-centered approach for the child? a More time with mom and dad b More time at the child care center or school c Special times with just the teacher d Better understanding among teacher, child, and parents 14 What is the most important component of a family-centered approach between parent, educator, and child? a Collaboration b Mental health awareness c Get-togethers and parties d Parent workshops 15 The following list contains terms associated with the Epstein Model of Partnerships Which item does not belong on the list? a Volunteering b Communication c Student learning at home d Student volunteer of the year Fill in the Blank Four of the most basic needs that must be met with children are: _, _, , and a Love, toys, food, friends b Air, food, rest, family c Family, friends, water, playtime d Air, food, water, rest Maslow’s Hierarchy of Needs is designed as a structure a Quadrant b Graph c Pyramid d Web 28 The difference between families raising their children to be more independent than interdependent is _ a Roles b Hierarchy c Boundaries d Climate In Bronfenbrenner’s model _ includes the child, child care, immediate family, teachers and peers, neighborhood play area a Microsystems b Exosystems c Esosytems d Macrosystems Bronfenbrenner describes his model as each component _with other components a Interacting b Conflicting c Competing d Playing True/False Family-centered child care includes parents, child, and educator (T/F) Bronfenbrenner was the founder of Early Learning Centers.(T/F) The Epstein Model rests on the idea that basic needs must be met for growth to occur (T/F) The whole child lens is the theory that the child is made of mind, body, and feelings, and one system is vitally tied to the others (T/F) One benefit for family-centered programs for the teacher is the partnership relationship (T/F) 29 CHAPTER Overview “Societal Influences on Children and Families” features a new title, a section on institutionalized racism, Head Start testing, diversity, kindergarten readiness, and the influence of peer groups Chapter Subjects: Socialization and the Family Schools as Socializing Agents The Peer Group as a Socializing Agent The Media as an Influence on Socialization Multiple Choice: Choose the best answer for each of the following questions The child, Lindsay, provides an example of white privilege Which one of the following is not related to Lindsay’s areas of privilege? a Lindsay does not have to represent “her people” b Her family can probably choose where to live within their price range without facing discrimination c Lindsay probably sees herself and her family as “normal” d Lindsay’s mother must always suspect racism when Lindsay is treated unfairly An antibias curriculum has a goal of an equitable society What else is true of antibias curriculum? a It is a purely cognitive approach b It is something added on to an existing curriculum c It deals with some, but not all, aspects of human diversity d It changes the whole curriculum to reflect an attitude of respect toward differences Behavior contagion is: a Always bad b An example of how the peer group can influence even young children c An example of kindergarten readiness d Is an example of Applied Behavior Analysis Which of the following is not true about television? a TV fails as a socializer because it gives children no real-life practice in social skills b Without careful monitoring, children learn things from television that are not good for them c Commercial advertising creates false needs in children d The violence on television has drastically decreased since deregulation came into effect 30 To make television a teaching tool with beneficial results, what must be done? a Children must be encouraged to watch more TV than they now b A government campaign must be started to ensure a TV in every home c Adults must monitor time spent watching and appropriateness of programs d Children must be exposed to more adult programs How parents help their children learn to get along with peers? a Scolding and criticizing them when they show they can’t get along b Punishing them when they are not mannerly c Modeling desirable behavior and by coaching them in social skills d Giving them lectures on proper deportment The stories about Angelica and Mario (twins) and Lacy show examples of what? a Inferior parenting b Mean teachers c Poor-quality child care programs d The problems that can arise when teachers and parents are not partners Schools have begun “tracking” students from preschool through elementary grades What does “tracking” mean? a Teachers can pick the children for the classroom b Children are grouped based on their educational abilities c Children are tested to see if they can run track d Teachers can decide if the child can play with peers All of the following are taking a “multicultural tourist” approach, except: a Celebrating Cinco de Mayo b Displaying an artifact of the Native American culture c Emphasizing famous African Americans during Black History Month d Teaching an antibias curriculum that promotes equity for all aspects of human diversity 10 Which of the following is an indicator for children who are prepared to enter kindergarten? a Children who are can concentrate and focus b Children who can count to 25 c Children who can recite the ABC song d Children who are ready for invented spelling Fill in the Blank _ hurts children because it closes doors of opportunity and uses energy when children have to struggle against the negative messages that they receive about themselves, energy that could be used for development a Ability Grouping b Bias 31 c Interaction d Tracking Tracking is a system sometimes used by schools to separate children by _ a ability b culture c differences d age Keeping children out of _ who are not yet ready to deal with the curriculum is not always the best approach for the child and the family a ability grouping b peer groups c tracking d kindergarten The _ group is an agent of socialization even for young children a ability b peer c tracking d kindergarten Children who are ready for kindergarten a can count to 50 b can read c can communicate d are five years old True / False Privilege can be thought of as an “invisible package of unearned assets” of which the holders are often completely unaware (T / F) Bias hurts those who are not targets when they participate in the belief that they are superior (T / F) Children’s socialization is not affected by classism because the United States does not have social classes (T / F) Some children arrive less ready for kindergarten because their early experiences are different from what is expected by the school (T / F) Kindergarten readiness starts in infancy as children develop communication skills, improve their ability to focus and concentrate, learn from mistakes, and make choices (T / F) 32 33 ... lens to think about your life now? Online Test Bank for Child, Family, and Community: Family- Centered Early Care and Education Sixth Edition Janet Gonzalez- Mena Napa Valley College, Emerita Prepared... each child The ecological model also supports a family- centered approach to early education as most beneficial to the child, the family, and teachers A guiding principle of family- centered care and. .. classes using Gonzalez- Mena s Child, Family, and Community: Family- Centered Early Care and Education, Sixth Edition, may reproduce material from the online test bank for classroom use 10 ISBN-10: