Final Exam Review Group A
Door Caitlin Muller
1. Chapter 5
1.1. Parenting Styles: Authoritarian (low warmth, high control), Authoritative (consistent, loving, reasonable expectations), Indulgent (let kids do what they want, try to be a friend not a parent), Uninvolved (low warmth and low control, sometimes negelctful)
1.2. Discipline Systems: Physical punishment and spanking have negative long-term effects on children. Expectations and boundaries need to be set in a loving and non-violent way.
1.3. Variations in pathways to parenthood: Some parents conceive naturally, others use IVF or sperm donors. Some families are blended, adopted, etc.
1.4. Attachment and socialization: Parents are responsible for bringing their children into social settings and exposing them to the outside world. Parents need to make sure their children do not become too attached to them where it will affect their development and schooling.
1.5. Cultural Expectations and Gender Roles: traditionally, Mothers stay home and take care of the kids while the Fathers are less involved with the kids and are out working. Gender roles and societal expectations often pressure new parents.
2. Chapter 7
2.1. The importance of partnerships and family involvement in children's education decision making: Teachers and family must work together and keep each other in the loop to best benefit a child development and educational success
2.2. Family Participation is DAP: There is evidence that if there is a gap between two setting (home and school) children often struggle and fail.
2.3. Teachers serve families and students: It is the teachers job to reach out to families and accomodate what works best for them. Often parents feel weird getting involved themselves and feel that it is not their place, so it is important that teachers encourage parent and family involvement and provide opportunities for them.
2.4. In order for children to learn best, they must feel safe in their classroom and wanted. If they do not, they will focus on these issues and that will hinder their learning.
2.5. Epstein: Home, school, and community are all important in a child's education. the child is the center, and home, school, and communities are partners.
2.6. Coleman's framework: social capital/home environment has the largest impact on test scores and student success.
2.7. Cochran's Framework: parent empowerment/mutual respect and power between parents and teachers. The idea that all parents want whats best for their child.
2.8. Moll's Framework: Funds of knowledge/teachers need to understand what knowledge children are bringing into school from their home life and cultures, and embrace that knowledge.
2.9. Head Start: a program that provides early education and childcare, nutritional needs, and family and community involvement to low income families.
3. Chapter 1
3.1. Family Life Cycle: Horizontal (challenges that occur over time/unpredictable events) and vertical (challenges embedded in families such as poverty, oppression, etc) stressors affect a family. These stressors influence and affect all members of a family.
3.2. Bronfenbrenner's Bioecological theory: Emphasizes that both nature and nurture affect a child's development. This theory consists of 5 environmental levels: mesosystem, ecosystem, macrosystem, and chronosystem which all affect childhood.
3.3. Vygotsky's Sociocultural Theory: Believes that human knowledge is derived from culture and that thinking is determined by social and historical assumptions and belief systems. He believes children learn best when things are in their ZPD which is the zone of proximal development (not too easy but not too hard, just right)
3.3.1. ZPD Stages: 1.Performance is assisted by someone more capable of doing the task. 2.Performance is assisted by child while they move toward self-regulation. 3. Child has internalized the task and assistance would interrupt development. 4.Lifelong learning requires the learner goes back to stage 2 to improve or maintain skills.