Child, Family and Community-Family Centered Early Care and Education

Child, Family and Community-Family Centered Early Care and Education

Gonzales-Mena
Publisher: ISBN # 0-13-513230-4
Edition: 6th edition

Read Chapter 1 -15 and Modules. Then answer the questions.
Essay Exam Question.
Read the book and I want you to respond to the questions using your life experiences and critical thinking to infuse into the fabric of your answers. I don’t want a lot of quotes from the textbook. Each question should me a minimum of 1 page in length. 10-12 font/double space

 

Module #1:
The Child in Context of Family and Community
One of our challenges as educators is stretching our perspective of what our role is in the lives of children and the expectations we have for who "parents are in the lives of their children". We live in a global society which enriches our lives with a vast variety of cultures and ethnicities. There are definite roles and responsibilities for all the people that impact the lives of the children we serve. I feel that it is important for us to realize as educators that we are not trying to re-design and impose our values of the families we serve. In order to successfully educate a child there must be a partnership between the school, the family and the community that surrounds the educational institution. As educators we have access to years of educational preparation that has supported our professionalism with knowledge to wholistically-( mind/body/spirit)educate and develop children. We have to understand though, that parents and members of a family also contribute to the growth and development of their children. Parents have access to knowledge that we will never be able to tap into. It must be a symbiotic relationship if a child is to grow and flourish. It is interesting to realize that close to 60 per cent of the children in this country are actually being served in home day care centers in contrast to formalized structured institutional settings. We must remain open minded and receptive to the families that we serve and make sure that we refrain from judgment. Our goal is to build a relationship with the families of the children we serve so that we not only have support from them but to insure that we build it on mutual respect and appreciation for our roles in the lives of children.
Answer questions:

Chapter 1: The Child in Context of Family and Community (10 points)
1. Discuss some mesosystems that might be detrimental to a child’s development.
2. Define ecology and how it relates to socialization.
Answer:

 

Module #2

 

 

Supporting Families Around Issues of Attachment
As a parent I can confess to you that the most challenging and fearful experience of my parenting journey was taking my child to preschool and leaving her all day with total strangers. Think about it! We know that administrators, teachers, and staff working in a school we are expected to pass the live scan process, but there is no investigative procedure to find out if a person is mentally and emotionally stable and balanced. We bring the most precious part of ourselves-our children- to an institution and when they close the doors and we leave for 7-8 hours a day, we have no idea what these caregivers are doing or saying to our children. This is frightening to me even to this day. We have no choice but to trust them. Trust is for all us in context to our human design, a life-long challenge and process. We are asking parents to trust us as caregivers. Parents are asking us to trust them in wanting and doing the best for their children. Parents and caregivers are trying to support the child in developing healthy relationships in which they can build the ability to trust. We are looking for opportunities to support this development and we are interacting with the child to give them trust filled experiences. We are observing the dynamics of the interaction between the child and the parent to see if we recognize a parent-child relationship that demonstrates attachment and trust. We live in a society where there are many obstacles that impose themselves on parents and teachers ability to foster a sense of attachment and trust sometimes. We have to be sensitive in our daily schedule with children and make sure that if we detect there is a problem that we get professional support for the child, the family, and the care-giving staff. This is a very delicate and sensitive issue and must be handled professionally at all times. We don’t want to isolate the family and make them withdraw from the relationship and communication that we are trying to develop with them.
Answer the questions:
Chapter 2: Supporting Families Around Issues of Attachment (10 points)
1. How does attachment contribute to a child’s: (?)
1. Cognitive development
2. Social-emotional well being
2. Identify and describe obstacles that might affect attachment in children
Answer:

 

Module #3:
Supporting Families with Autonomy Seeking Youngsters
This is not just an issue for just parents, it is an issue for many educators who have either not taken infant toddler classes, or have taken them and forgotten the theory that they learned in the classes. In my observations of teachers in the field and parents in my parenting support groups, I have seen adults get very defensive and reactionary to their toddlers adventure towards autonomy. Toddlers have to have opportunity to stretch themselves and seek age appropriate autonomy. We realize that there are signs that key us in that they are deep in their process of being their own person. There is the big definitive word "NO". Everything becomes "NO" even if they mean "YES". It always tickles me when parents and care givers get bent out of shape with the "no-ing toddler". What word do you think they hear the most as they begin to be able to move around and get into things? Yes, so much of what we do in managing their behavior in the infamous word-"NO". This "NO" word is an important word for every human being to learn. It will become a very useful skill in life. Be on the lookout for the following signs that the toddler has embarked on their journey towards autonomy:
1. The big "NO". Just seems to be negative about everything and everyone in sight.
2. Exploring and getting into everything in sight and experimenting and manipulating things.
3. "I can do it myself" syndrome where they want to do things for themselves.
In the school environment and in the home, it is the responsibility of the adults to provide an environment that is developmentally appropriate so that it provides opportunities for:
1. Appreciative play and space to play that is designated for them
2. Encouraging self-help skills in situations that are conducive for their safety and experimentation.
3. Giving them choices that are age and context appropriate.
4. Opportunities for developing inner controls and not guiding and disciplining them totally with outer control system.
5. Setting up limits that keep them safe and at the same time provide opportunities for autonomy.
Answer the questions:
Chapter 3: Supporting Families with Autonomy-Seeking Youngsters (10 points)
1. Discuss and describe and give examples the behavioral signs that a child is developing autonomy.
2. How does a typical toddler behavior relate to power issues? Can you give an example of how an adult can empower a toddler? Does everyone agree that toddlers need to feel powerful? How are power and autonomy related?

Answer:
Module #4
Sharing Views of Initiative with Families
This is such an exciting age to me. I call them the powerful self-directed fours. Four year olds have great tenacity for being self motivated and industrious. The environments we set up for them both at home and at school will either nurture the development of this self motivation and sense of purpose, or it will stifle it. We have an obligation as educators to be intentional in the environment we set up and our approach and modalities of nurturing and educating children. We have a responsibility to empower the preschool age child. This is pivotal in their development and is so a necessary element of their human design. Empowering them with situations, and environment and choices that are age appropriate is one of the most important responsibilities we have as parents and educators. Sometimes we have difficulty keeping up with them but this is after all their job as a four year old. It is an age of dealing with conflict between autonomy versus shame and doubt as well as initiative versus guilt. Their imaginations are off the chart and I love to have them tell a story at group time. Their play is expansive and very real to them. Play experiences afford children the opportunity to deal with not only their self identity/self-respect/self-esteem development; it helps with the development of social skills and the development of healthy relationships with other children. It is where they will work out issues of aggression and possession and situations to work out their ability to problem solve successfully. These skills are not worked out over night. These are the beginning stages of developing skills that we work on throughout our lives. We have a responsibility to:
1. Teach them effective language skills and how to use words to express their thoughts and feelings.
2. Give them the support they need to evolve into their personal power. Know when to step in and when to give them the space to practice their skills.
3. Model and teach them problem-solving skills that are realistic and age appropriate. Take into consideration the personality and character of the child. What is comfortable for one child might not be comfortable for another.
4. Help children hold on to who they are. Children know who they are and we must tune into who they are and nurture their uniqueness and essence of their spiritual being.

 

Answer the question:
Chapter 4: Sharing Views of Initiative with Families (10 points)
1. This chapter gives the perspective of a culture that values independence, initiative, and individuality. When This chapter gives the perspective of a culture that values independence, initiative, and individuality. When you are in the position of teaching, you will have to interact and interface with a variety of cultures and the values that these families ascribe to. What might be the perspective of a culture that instead puts a priority on interdependence, obedience, and putting the group before one’s own needs, urges, wishes, and desires? How would you approach this situation and find a balance?

Answer:

 

 

Module #5
Working with Families of School-Age Children

In this module I want to concentrate on the development of morals, values, and prosocial skills in school age children. When speak of school age children of course this encompasses children from kindergarten age through 5th or 6th grade depending on the school system. That is a pretty wide range and there are so many different developmental stages within this age range. The good thing about looking at this period of development is that we have more of an opportunity to work on the skills and behavior that we are trying to nurture. There is some argument that the educational system is not responsible for nurturing and developing these elements in the character of a child. I disagree and feel that this element is the responsibility of the home, school, and community. Why do I feel this way? Well, parents must instill the values of their family, and culture, and we as a representation of society at large must instill those values and morals that will insure that the child as they grow into their personage know right from wrong and that society will impose cause and effect to insure that we safeguard the well being of all citizens. We don’t teach things that would be in conflict with their family expectations, but we must expose children to the expectations of society so that they can be happy, healthy, contributing citizens. It is our responsibility as educators to be cognizant and respectful of the culture and expectations of each of the families that we serve, and work towards developing a connection and communication between home and school. Keep in mind the concept of giving children affirmations and at the same time make sure that they don’t become dependent on adult validation for everything they do and say. When we affirm a child we need to make sure that we are being genuine and that what we are saying is in context to what the children can see right through you and know when you are real and when you are not. You want them to trust them and you want them to trust and value themselves. They need adult attention and devotion, just make sure it is in reason and is balanced.
Answer the question:
Chapter 5: Working with Families of School-Age Children (10 points)
1. One of our biggest tasks in working with children is that of socializing a child. There are expectations for how that child as an adult must be able to function in society. What are some of the expectations we as a society have for the members of our community to possess that will enable them to be contributing, healthy, stable adults? What are some of the ways in which we can teach Prosocial behavior?
Answer:
Module #6
Understanding Families’ Goals, Values, and Culture
It is so true that our culture, our family life styles, and rituals influence who we are as human beings. There are some basic elements of who we are that we share by virtue of the "human design". It believe in opening up and being receptive to learning about different cultures and finding the similarities between other cultures and mine. I love to celebrate both the similarities and the differences between my cultural background which is very eclectic and that of others that I am intentional about exploring. It is important as an educator and even a parent to be open-minded and receptive of exposing yourself to the beauty of what the world has to offer. We live in a global society and if we close ourselves off we do ourselves and the children we serve a real disservice. Our cultural values are behind so much of who we are and how we respond to the world. Many times things are so intuitive and translucent that we cannot even articulate how our cultural values have influenced the decisions and habits we demonstrate in our actions. It is important for us as educators to reach out to parents and the community we work in to build a bridge for communication which breeds mutual respect for values, honoring culture, and collaborating on the goals for the child’s well being in all the domains that must be nurtured. There are going to be times when conflict arises between the school and the family and since we as educators are expected to be the professionals there are some basic steps that we can utilize to resolve the conflict. There are five steps that I would encourage you to ascribe to:
1. Reflect
2. Explain
3. Reason
4. Understand
5. 5. Negotiate
We are not vested as an educational community to devalue or disrespect the families we serve. We are not interested in a power play because ultimately we will not win.

Answer the question:
Chapter 6: Understanding Families’ Goals, Values, and Culture (10 points)
We have so many different cultures in our pluralistic society. It is important to have the tools to deal with the conflicts that might arise between the home and the school. Describe how you would handle this kind of conflict and give examples of what some of these conflicts might be. It is better to be pro-active

Answer:

 

 

 

 

Module #7
Working with Families on Guidance
In this module we are concentrating on defining discipline and how to guide children’s behavior. We as educators and parents are responsible for understanding that discipline comes from the word disciple which means to follow the lead of those wiser and or mature than yourself. We have to provide those mentors that will model the behavior that we want children to master. Our goal is to nurture children into developing inner controls. I don’t believe in "time out". I believe in "time in". I believe that children need to be drawn closer to us when they are out of control and cannot pull on their own inner control to work through an emotional situation. We want in this process we must implement the following techniques to guide children’s behavior:
1. Communicate with children what you are doing and why.
2. Check communication to see whether it is clear.
3. Trust children.
4. Trust yourself.
5. Build good relations.
We are responsible for setting up whether at home or at school, that is an age appropriate environment. The environment must provide the limits that will assist the child in functioning as much as possible free from adult intervention with a lot of "no’s". There will be times when we have to re-direct their energy and behavior so that the child can be safe and able to function constructively.
Answer the question:
Chapter 7: Working with Families on Guidance Issues (20 points)
1. There is such a difference between guidance and punishment. Learning what disciple is in working and raising children is a real challenge for us as adults.
1. I want you to start by defining “Discipline”.
2. Now I want you to describe the 7 elements of discipline that you can ascribe to that will support you in preventing unacceptable behavior.
3. Discuss the guidelines for disciplining children that are given in our text and give examples of how you as a teacher and a parent might implement these techniques.
Answer:

 

 

 

Module 8

Working with Families on Addressing Feelings and Problem Solving
Feelings are so personal and so important. Can you remember what it felt like when someone made you feel that your feelings were not valid or that you were getting too emotional about a situation? Can you remember how it felt to feel that it was better for you not to express how you felt because it was safer? Have you ever had someone make fun or discredit something you expressed and made you small, insignificant or even stupid? Each of us has had one or all of these experiences in our childhood as well in our adulthood. There are a lot of different kinds of feelings and experiences that children will encounter that we will have to help them work through. We must see ourselves and helping them developing the skills to cope with these feelings. We are constantly working on giving them the support to learn how to clam themselves down. We reinforce the concept that all feelings are legitimate and that it is really ok to feel whatever they are feeling. It is also our responsibility to teach them how to handle their feelings. They have to learn how to deal with feelings of fear and anger. They have to gain the skills to work through their feelings and problem solve the situations that are causing them to sit in frustration, anger, fear, and sometimes even helpless.
Answer the question:
Chapter 8: Working with Families on Addressing Feelings and Problem Solving (20 points)
1. a. Describe the different styles of parenting and give examples of each.
1. How do these different styles of parenting affect a child?
2. What is your style or would be your style of parenting and why?

Answer:

 

 

 

Module #9
Working with Families to Support Self-Esteem

What do you think about when you hear the words-self-esteem-self-respect-self image? How do you feel that these elements of our character are developed? What do you feel can affect the development of self-esteem in children? How do we foster good self-esteem in children? So much of who we are and who we see ourselves to be in terms of self-esteem and self-image is tied to culture and society’s value for what is and is not acceptable and beautiful. The media plays on the minds of all of us whether we are children and adults and we respond to these perceptions of others. There are certain things that play into our feelings about who we are and how valuable we are:
1. Our feeling of being loved and being lovable to others. We have to feel that we matter to others and re accepted for who we are in the fullness of who we are.
2. We have to feel that we are competent in areas of our lives and that we have potential and have the ability "to be good at something".
3. We need to feel a sense of "power" in and over our lives. We need to feel that we have some control over what happens in our lives.
4. The feeling that you are a virtuous or good person also plays into your self-esteem. This is something of course is not important to everyone, but think about the world we live in being a place where people had a desire to be virtuous.
We have a responsibility to promote these elements in the children we serve as we work on supporting their good self esteem and a positive self image.
Answer the question:
Chapter 9: Working with Families to Support Self-Esteem (20 points)
1. Describe your perception of good self-esteem and what demonstrates in a person’s character that they have good self-esteem. Describe how we can promote good self-esteem (self-respect) in children. Give examples. How would you describe yourself in terms of a healthy and balanced self-esteem? How is this manifested in your character?
Answer:

 

 

 
Module #10
Working with Families Around Gender Issues
One of the reasons we teach gender roles in our Early Childhood programs is that we are concerned about children falling into the misconceptions that there are limitations on what their options are in life. We want to expand their vision and perception of what the world has to offer them. We want them to feel limitless. We want them to grow up feeling that the world is an open canvas for them to paint the landscape of whatever life they want. There are going to be so many influences on what a child is exposed to. Once again home and culture will sometimes not be in harmony with a global perspective and there might be times when you will face discord from the family. I will never forget the time I was teaching my preschoolers how to make up their cots after nap. We were in our group time setting and each child came up to show off their skills. Well I called one little boy to come up to have his turn and he told me in a very bold and anger tone, that he could not do that because it was "women’s work". He was all of 4 years old. In his culture it was not in his place to make up a bed and he had no intention of starting this practice at school. Yes, we had a parent conference on the incident and I had to explain to his father why it was important for him to assume this responsibility at school and how this could translate into other situations where he could be self sufficient. As educators and parents we must be sure to do the following:
1. Help children to be sensitive to stereotypes and sexism
2. Create an environment and a language that is nonsexist
3. Keep your own behavior in check- watch what you model and say
4. Demonstrate anti-bias attitude in our environments and in our relationships so that children will acquire these skills and sensitivity
5. Promote and nurture empathy in children
6. Nurture critical thinking skills so that they are capable of problem solving in appropriate situations and experiences
7. Help to expand a child’s self-image and their perception of what they are capable of
8. Encourage children to be dressed so that they can function comfortably in all situations
9. Reflection, reflection, and introspection to make sure we are doing what we are teaching and requiring of others we are demonstrating ourselves.

Answer the question:

Chapter 10: Working with Families around Gender Issues (10 points)
1. There are guidelines for teaching here are guidelines for teaching young children about gender equity.
1. Why is it important for us as educators to teach about gender roles?
2. Describe the guidelines for teaching gender roles that are identified in our text and give your own personal examples of each guideline.
3. How would you implement these guidelines in your classroom?

 

Answer:
Module #11
Stress and Success in Family Life
I have not seen families living under this kind of stress in all my life. The economy, the lack of cooperative politics, the lack of community and the isolation of families from communities that should be infused in their life styles, have had a serious impact on the well being of the family unit. We cannot teach and nurture children when they are facing homelessness, hunger, and broken family units. It is a collaborative relationship that helps the school, the child, the family, the community, the city, the state, the country and the world at large to function successfully. We cannot do this alone and in isolation from one another. We are interdependent on one another. The demise of the family unit the relevance and success of educational systems is on blast. We are we going with this madness? How are we going to dig ourselves out of what we as a society have created as a "me, myself, and I society"? WE are worrying about developing and nurturing empathy and virtue in our children and yet we are not demonstrating it as adults. We have to provide more for them to matriculate into as youth and adults then what we have to offer now! We say that children are resilient, but I think the world we are creating for them now will call for more than resilience! We really know better because these so called resilient children grow up with the effects of what transpired in their childhood and was masked for purposes of survival. We have to go back to the neighborhood ethics. We have to go back to the human design that calls for giving and receiving support from each other. I don’t want children to have to be just resilient. I want them to have the fullness of life that they are entitled to where adults step up to the plate and provide the love, care, and devotion that they deserve.
Answer the question:
Chapter 11: Stress and Success in Family Life (20 points)
1. List and discuss common stressors that families experience and then discuss examples of stressors that your own family has had to overcome.
2. What can we as an educational community, do to support families that are dealing with stress that affects the well being of the child and the family as a whole?

 

Answer:
Module #12
Early Care and Education Programs as Community Resources
My concern in this module is looking at the "quality of a program". I shared with you earlier that my greatest and most fearful challenge as a parent was putting my child in a child care center. I struggled over the decision and then almost lost my mind as I went from program to program and saw what they were offering. As a parent and as an educator I was really discriminating and I really didn’t like about what I saw in so many of the programs. I looked at not only if I would put my child in their care, I looked at would I be willing to teach in this particular program. I wanted to make sure that my philosophy of education and my educational background was comparable to what I found in the program I selected. I was a validator for the National Association for the Education of Young Children, and was responsible for accreditating ECE programs. I had high expectations for what I wanted for my child. We are educators and we must provide programs and environments that we would want to put our own children in. We have to really work with parents to show them what we have to offer in our programs because parents are becoming more exposed and informed on what quality programs should offer. We have to go out of our way to build relationships and collaborative projects that will enable us to interact with parents and draw them into the life of their child in respect to their educational community.
Answer the question:
Chapter 12: Early Care and Education Programs as Community Resources (10 points)
1. There has to be a partnership between parents and the educational institution that is sharing in the growth and development of the children that are the main ingredient of the relationship.
1. What is your perception of what this partnership should look like?
2. What are the elements in this partnership that must be honored and respected on the part of each member of this relationship?
Answer:

 

 

 

Module #13
Other Community Resources
It is so important for us as educators to have accessible for parents, resources to support their well being as a family as well as for the child-children that we serve. So many families are living in isolation from their extended family as well as not being integrated into the community that they live in. We have acquired a life style that is not conducive to who we are as human beings. We need each other. Now most of our interaction with others on a social level has evolved into social networking on the internet. The school program that their child attends can be one of the opportunities they need to develop a social network. We have to be intentional in developing contacts and information that will serve as tools to support our school community. Parents and children can have a multitude of situations and experiences where they need access to resources. I believe that a quality program has a parent room where parents can gather and have access to a resource book and a computer. I would set it up like a lounge with coffee/tea/snacks and comfortable seating. I would start a parenting club and hold parenting classes. For those parents that cannot attend I would have a CD lending library. I would have a suggestion box for parents to leave their thoughts, needs, and concerns. One of the challenges is bringing the community into the life of the school, but you need their support and collaboration. Survey the community that surrounds your program and evaluate what resources these businesses can offer your program and the families you serve. Invite these businesses to collaborate with your program.
Answer the question:
Chapter 13: Other Community Resources (10 points)
1. Our text identifies 4 ways to help families expand their social networks.
2 Identify, describe, and discuss these 4 ways and then add your own ideas to the list.

 

Answer:

Module #14
Societal Influences on Children and Families
Social biases and racism is still alive and well in America. We have our work cut out for us in providing experiences and curriculum for children that will foster acceptance and dispel the myths of biases and preconceived impressions of other people because of their race, ethnicity, social class or even education and the community they reside in. So many ways we as human beings design to keep us separate and better than others. It is so old and unnecessary. It is so unproductive and so debilitating in allowing us to evolve to who and what we have the potential of becoming. As a socializing agent in society, educational programs have a great opportunity, as well as a responsibility to provide an anti-bias curriculum and environment. We are not only preparing children academically we are preparing them to understand what it is to be a human being. We are teaching children how to function in the real world and to master the skills they will need to not only survive, but to thrive. We support diversity and acceptance of each other in our ECE programs. Children are bombarded by so much misinformation and biases through the media that we often have a lot to counter act. Violence on the screen has a negative effect on the psyche of our children as well. We therefore have to instill patience and tolerance as well as nurture the skills to resolve differences in a non-violent approach.
Answer the questions:

Chapter 14: Societal Influences on Children and Families (10 points)
1. Television, technology, the media in general has a great influence on children.
1. a. What are your feelings, ideas, and experiences in relation to television and young children?
2. b. How do they relate to what the chapter said about television?
3. c. What do children learn from watching TV?
Answer:

Module #15
Social Policy Issues
There are so many issues that affect the well being of children and families. We live in an era where we are not sure how we value children and families. There are more laws on the books for animals and their well being than there are for children. The United Nations has a Bill of Rights for Children. There are 197 countries represented in the UN and yet only 147 have actually signed the Bill of Rights. I don’t think that there is even any kind of guarantee that those countries that signed the Bill even implement the standards of the Bill. Even more mind blowing is that fact that the United States of America has not signed the Bill. President Clinton made an effort but it was defeated. How do we stand by in the most civilized country in the world and not demand that our politicians sign and implement the standards of this Bill. When are we going to stand up and protect our children? We must wake up and take care of our children. If we are not a voice for children, who will be? Educators and parents have the power to influence a change. We need a movement for children, and I plan on being a part of that force. Each of us can make a difference.

Read the Resource section of this course and respond to the "Global Covenant to Protect the Sacred Lives of Children". Check out website:
Website: www.heart4kidsadvocacyforum.wordpress.com
The Global Covenant to Protect the Sacred Lives of Children

The Covenant
Children have a right to be born in a world that provides the resources that will enable them to be cared for spiritually, medically, economically, educationally, and in terms of their social emotional well being. We must provide a social consciousness that honors and values the existence of children as the greatest element that sustains and enhances society. Therefore, we as members of the worldwide global community are being called upon to establish this covenant to protect the rights of all our children.

Children have the right to be cared for and raised by loving, gentle, intelligent, adults that are capable of making wise decisions.

Children have the right to have parents, extended family, teachers, and community resources that will provide only the best of what life has to offer.

Children have the right to say no in the face of danger that will cause them mental, emotional or physical abuse or endangerment and to be supported and defended by their parents and the law.

Children have the right to be in safe and nurturing environments at home, at school and in their community.

Children have the right to be loved unconditionally and respected.

Children have the right to express their inner most thoughts and needs and guided on how to do so with respect for others.

Children have the right to be happy and lighthearted.

Children have the right to be accepted as unique individuals with special gifts to contribute to society.

Children have the right to be heard and listened to attentively and respectfully.

Children have the right to be children and not be seen or treated as miniature adults.

Children have the right to be valued and accepted for who they are.

Children have the right to spiritual exposure and development that enables them to develop their divine character.

Children have the right to be guided into positive acceptable behavior that will support them in being their higher self.

Children have the right to be given the tools to develop good self-esteem and even more important, self-respect.

Children have the right to be given the time, space, and opportunities to develop self-discipline and motivation to realize their own dreams and aspirations.

Children have the right to develop age appropriate autonomy and independence.

Children have the right to learn how to make age appropriate choices and decisions.

Children have the right to be acknowledged for their ideas and accomplishments.

Children have the right to be given everything they need and some of what they want.

Children have the right to experiment, interact, and explore their environment that should enrich their lives.

Children have the right to participate in artistic expressions that foster the essence of culture and our humanity.

Children have the right to play and for us to value their play as the means by which they absorb knowledge.

Children have the right to a meaningful and purposeful education that will prepare them, for not only further academic mastery, but also will prepare them to be whole, healthy, self-confident, responsible, contributing adults.
Answer the question:
Chapter 15: Social Policy Issues
1. Who is responsible for the children that are brought into the world?
Answer:

 

 

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