4- Diversity - Through the perspectives of race and class,...

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Unformatted text preview: Through the perspectives of race and class, how can we view the complexities of childhood? Agenda Who Am I Review socialization methods and outcomes (Saras anecdote) Reading response discussion Two groups 1) Ben, Lareau: Chapters 2 and 3 Ashley M., Lareau: Chapters 4 and 5 2) Christine, Sallis & Glanz: The role of built environments Sara, Coll & Szalacha: The multiple contexts of middle childhood Select readings Tobin or Perry, Steele and Hilliard: Julia and Kendall Field logs: Shalen and Caitlin Assignment for next week Who Am I ? Who Am I Develop and solidify trust in group processes Broaden the notion of diversity, complexity (3D) Take both insider/outsider perspective What is said, What isnt said, Why? Explicit/implicit ways of being/knowing Develop honesty and comfort in discussing broad, pervasive, damaging societal messages regarding: social and economic stratification, racism, homophobia, ageism, anti-Semitism,etc. Begin work in this area- threads continue weekly Honoring, accepting one anothers experiences and perspectives in light of your own Bring perspectives to the study of children and childhood What is particular to middle childhood? Three key forces combine to influence childrens self confidence and engagement in task and activities during the middle childhood years 1) cognitive changes that heighten childrens ability to reflect on their own success and failures 2) broadening of worlds to include peers, adults and activities outside of the family 3) exposure to social comparison and competition Eccles, J.S. (1999). Developmental shift (cognitive changes) salient and conscious during middle childhood Develop reason in the commonsense meaning of the world Refined and consolidated key thinking and conceptual skills Acquire fundamental reading, math important skills to culture Build strategies for studying and performing Reflect on what one does and wants to do Plan and coordinate actions, evaluate own progress and modify their plans based reflections. Develop the ability to take the perspective of others- understanding others behaviors, stretches their knowledge base and reasoning Examining social worlds of childhood How does an ecological view inform our understanding of the experience of childhood? What developmental knowledge (age, gender, culture/ethnicity, experience, temperament etc.) informs our understanding of the school age childs experience? How do we consider broad socialization aims, processes and outcomes for the school age child? Aims of socialization Methods of socialization Agents of socialization Outcomes Of socialization Berns, R. (2007). Socialization: aims, methods, outcomes Small moments, large learning The teacher walks over to me sitting at the table. Do you know how to speak Spanish? I know a little, I took Spanish in high school but its been a while since Ive spoken it. She points out one of the students, Josh, who speaks mainly...
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4- Diversity - Through the perspectives of race and class,...

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