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Social classes affects the educational achievement of a child
Social classes affects the educational achievement of a child
Socioeconomic status in children
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Lareau (2003) reports that social class plays a very important role in a child’s upbringing because it helps determine the way a child will be raised. In Lareau’s (2003) study she came to the conclusion that there were two different patterns of child rearing: concerted cultivation and natural growth. Concerted cultivation is the child rearing method that middle class parents use focusing on not only caring for their child, but developing a personality by enrolling their children in many structured activities and developing language skills (Lareau, 2003). Natural growth is the child-rearing method that working class and poor parents use to raise their children because there is not a lot of time and money for structured activities and long verbal discussions with the children (Lareau, 2003). Families who practice natural growth child rearing practices need to focus on providing the simpler needs of the child like providing shelter, clothing, food, and water therefore unable to have the structured activities and worry about establishing communication skills. This is important to consider because the way children are raised because this has a social impact. The children that are being raised today will eventually grow up to be a part of their own society; there are social impacts on the current society because of the methods of child-rearing and the consequences that these child-rearing practices are having on children with the way they interact in society, There are benefits and disadvantages to both childrearing methods reported by Lareau (2010) however there are definitive differences in the child’s outcome due to the child’s social class and thus the method the child was raised with. In concerted cultivation children spend a ... ... middle of paper ... ...nd sometimes talk to my extended family I seldom see them or would by any means categorize our relationships as strong kinship ties (Lareau, 2003). This I feel has been an unfortunate result of concerted cultivation because I see how some of my other cousins behave towards each other as they are so close talking everyday and meet several times a week for lunch or dinner. I feel this is sad because while I would love to have stronger ties with my extended family I realize it is not a part of the way I was brought up because of my middleclass child-rearing. The concept of my social connections often being mostly in homogenous age groups as a child is very accurate (Lareau, 2003). Because of the activities I participated in and the area in which I lived and went to school I predominately have friendships through activities with children much like I was at the time.
In Unequal Childhoods: Class, Race, and Family Life, Annette Lareau discusses the extensive amount of research she conducted employing observational and interview techniques. She collected data on the middle class, working class, and poor families. She was trying to understand the impact of a child’s early parental guidance on the child’s life. She was able to conduct this research with 12 families, all of whom had fourth graders. She gathered enough information to conclude the major differences in the parenting styles of each type of family, which was directly correlated to socioeconomic status.
Compare and contrast a child from younger age group with a child from an older age group.
Children in families with lower incomes at or below the poverty line have been connected with poor cognitive and social development in early childhood. The studies that I chose to use evaluate the cognitive and social development during early childhood using various surveys, evaluations, and observations completed by or with the children, parents, and teachers. Development of any kind is dependent on the interplay of nature and nurture, or genetics and environment. These studies draw from a child’s environment during the earliest years of development, specifically birth, pre-school, and early elementary school. The studies propose living in an impoverished environment as opposed to an environment above the poverty line imposes certain restrictions on cognitive and social development during early childhood.
With higher class comes a distinct parenting style referred to as “concerted cultivation”. Gladwell highlights this advantage with the implementation of ethos, using expert sociologist Annette Lareau. Lareau elaborates on how concerted cultivation is “an attempt to actively foster and assess a child’s talents, opinions and skills” (Lines 14-15).
Theories abound around how people develop emotionally, intellectually, socially and spiritually. This essay will examine the theories of five leaders on the subject of development.
In this assignment I am going to describe a child observation that I have done in a nursery for twenty minutes in a play setting. I will explain the strengths and weaknesses of naturalistic observation through the key developmental milestones based in Mary Sheridan (2005) check-list and provide a theoretical explanation to support the naturalistic observation.
Chapter one provided a brief overview on child development, which included debated topics, theories and the various stages of development. The chapter was an introduction to readers that outlined the basic notions of child development and how they can be implemented while working with children. The field of development includes factors such as nature, nurture, existing conditions for the child and the child’s own traits. In order to understand and effectively work with children, the chapter emphasizes the importance of each factor and how they relate. Child development has been divided into three categories: physical development, cognitive development and social-emotional development. Although different, these domains are interconnected and
Horowitz article “Child Development and the PITS: Simple Questions, Complex Answers, and Developmental Theory” speaks about the expressed and unexpressed needs of parents, caregivers, and teachers to come across data and/or answers that demonstrate that there is a single-variable responsibility for developmental outcomes. As a result of such needs, the media overgeneralizes, exaggerates, and popularizes messages and advices. However, messages that encourage single-variable responsibility influence “good enough” advice and “seemingly” scientific rationale for the failure to educate. The message that Horowitz attempts to convey through this article is to counteract the idea of simple questions resulting in simple answers. She states “if we accept as a challenge the need to act with social responsibility then we must make sure that we do not use singe-variable words…as to give the impression that they constitute the simple answers to the simple questions asked by the Person in the Street lest we contribute to belief systems, that will inform social policies that seek to limit experience and opportunity and, ultimately, development” (Horowitz, 2000, p. 8). Horowitz message is that the greater the scientific data the obligation is to then integrate theoretical complexities; “a depiction of the constitutional, social, cultural, and economic sources of influence on development with respect to the nature of experience and in relation to the circumstan...
This semester in Child Development has helped me a great deal. I came into this class wanting to be a Child Development teacher at the high school level. I am leaving this class with the same ambition to become a Child Development teacher. I have learned so much by taking this class and I know it will all be helpful in the future once I am standing at the front of a classroom. Also, just by watching the way Mary teaches the class, I have learned things that I want to take into my own style of teaching.
The universality versus cultural specificity debate both have aspects that make sense and can be applied to childhood development. On one side, supporters of the argument for the universality of parenting suggest that certain types of parenting styles will produce the same child development outcomes in different cultures. On the other hand, the argument for cultural specificity states that different parenting practices vary from culture to culture, and that culture ultimately determines the outcomes of child development. Each culture has specific styles of parenting that instill values on children particular to that culture. Each individual has characteristics of what their parents taught them, which gives every individual their own personality. Both sides present logical information on the cultural impacts of parenting on child development outcomes.
Child development is a very important in today’s psychology. That is why it is not surprising that so much research has been developed on that topic. In the article “Transforming the Debate About Child Care and Maternal Employment” the author, Louise B. Silverstein, presents a very interesting point of view on the history as well as the future of psychological research on child care and influence of maternal employment on child development.
In Infant development, as newborns progress in their development, many changes occur. Neonates, newborns have preferences already for certain senses such as odor, tastes, sounds, and some visual configuration. However, through infancy a baby develop better senses of hearing, and vision. For example, at birth typically a child’s vision is 20/600 and will not reach 20/20 until age two. They can usually focus on objects or people that are up to 9 inches away and can following a moving finger. Newborns also prefer colored stimuli compared to gray ones, but do not develop full perception of color until they are about four months old.
Growth and development is an ongoing process that begins at conception and continues through the remainder of our lives. The rate of development and growth varies dependent on many factors such as age and genetic disposition. There is a broad spectrum of physical and psychological changes that are part of the maturation and life of the individual. Growth is a physical change that can be weighed and measured. Development is a person’s behaviors and thinking patterns. Growth and development are processes that together make up the individual.
The article entitled An Analysis of Schema Theory and Learning Theory as Explanations for Variance in Adolescent Adjustment to Divorce is a research done with adolescents to see how well a child and his or her parents adjust to divorce. The researchers are trying to find a way to help children deal with divorce. The researchers are trying to see if there is a connection between a child?s age and their sex that affects the way they adjust to divorce. After trying to see if these two factors are connected, researchers then also study to see if a child?s relationships with his or her parents also have a role in the child?s adjustment. This research was done to help understand if schema theory had something to do with the children?s adjustment when it came to divorce. With all the possibilities, the researchers wanted to narrow it down using the schema theory. The schema theory is said to be a way of thinking, and not wanting to change what you know.
As I personally take the time to have a reflection over the course of “Child and Adolescent Development” I find myself intrigued with the amount of knowledge I gained during this course this semester. I wanted to take the time to concentrate on three specific areas in which I felt I had the most growth, but also came as a challenge to me as well. It is important when reflecting over a course that I look at what I found to be challenging, as this was an opportunity of growth for me individually. In this paper I will review some of the main topics that I found to be interesting but also resourceful for my future aspiration not only as a family life educator but also a mother one day.