education

SIGNS OF DEVELOPING AUTONOMY What are the behaviors that indicate a child who will one day become a member of society is becoming an autonomous individual who is self- sufficient and self-reliant? Remember that the goal is a healthy, successful, productive member of the community. The most notable toddler behaviors are exploration, self-help skills, and […]

Figure 2.2 the positive nurturing experiences associated with attachment produce neurotransmitters that give the infant a sense of well-being The work of Lev Vygotsky, at the Institute of Psychology in Moscow, has implica- tions for integration. Vygotsky (1978) created what’s called sociocultural theory, which emphasizes social interaction as an influence on development and learning. His

The American SIDS Institute has a website with information about risk factors and the latest research. Where babies sleep can be a cultural issue. Some cultures value sleeping alone and others don’t, even if they have the space and means to do so. Some cultures aren’t as interested in their children becoming independent individuals as

The Strengthening Families Through Early Care and Education The Strengthening Families Through Early Care and Education research project has identified exemplary family-support programs that show that staff in child care centers and other early education programs can make a difference. Using a “pro- tective factors” framework, the project documents how exemplary programs reduce abuse and

Supporting Families Around Issues of Attachment and Trust 23 How ATTAcHmenT And TruST Are relATed This chapter focuses on supporting families of very young children during their first year of life. Children in this age group are at the beginning of their socialization. What do attachment and trust have to do with socialization? The answer

What do you think about working in a family-centered program? SUMMARY The chapter started with a look at why this book is called the Child, Family, and Community and considered Bronfenbrenner’s bioecological model as part of the reason: because children always come in a context. You can’t ever consider a child without thinking of the

MULTIPLE LENSES THROUGH WHICH TO LOOK AT FAMILY-CENTERED APPROACHES Context is important. This book emphasizes going deeper to understand children and families in the context of their environment and their community. Context can be viewed from a number of lenses. One of them is Bronfenbrenner’s bioecologi- cal theory, which includes culture as one aspect of

Collaborating with the community As parents move up the “involvement ladder,” they move beyond thinking about just their own children and becoming an advocate for them to looking at advocating for all children, including ways to improve the program, the school, or the system (see Figure 1.2). Family-centered care and education is a giant step

HISTORY OF FAMILY-CENTERED CARE AND EDUCATION The roots of family-centered care and education go way back. As professionals we’ve always known that families are important to children, whether those children are at home or in early care and education programs. We have research to back us up, some of it from a pioneer, John Bowlby

 The ecology of human development. Bronfenbrenner’s bioecological model Source: Based on Bronfenbrenner, The ecology of human development. Cambridge, MA: Harvard University Press The outer layer, called the macrosystems, contains the attitudes and ideolo- gies, values, laws, and customs of a particular culture or subculture. The chrono- system comprises the largest and the most outward layer