DescriptionFor an introductory course serving pre-service early childhood educators, childcare providers, and social workers
Presenting the how-tos of nurturing and protecting children in a community context
The sixth edition of Child, Family, and Community: Family-Centered Early Care and Education continues to inform readers on effective home-school communication, strategies for family and community involvement, and socialization and education of young children in home, child care, and educational contexts. As before, the book examines developmental theory (particularly ecological systems theory) and adds diverse perspectives from a base of solid academics, constructivist theory, and the author's own experience. In addition, the sixth edition is written to and provides concrete strategies for a broader audience to better meet the needs of aspiring professionals of all types including educators, social workers, and parents. The theme of the revision is advocacy and new Advocacy in Action features present personal stories of well known professionals who have made a difference in the lives of others. This new edition will truly inspire readers to become advocates themselves to improve the lives of children and families, education, and society.
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- Inspires readers to become advocates. Found throughout, new Advocacy in Action features engage the reader through the use of personal stories by well-known professionals and descriptions of people who have made a difference in the lives of others though their advocacy efforts. Readers learn where reform is needed and how to advocate for that reform.
- Helps develop readers’ competencies. The list of topics that has always been at the beginning of each chapter has been revised to reflect the competencies that readers can develop from reading the chapter. They are expected to be able to explain, create, discuss, analyze, and synthesize content presented in the chapter.
- Provides concrete strategies for working with families. Strategies for Working with Families boxes occur in each chapter.
- Includes stories and examples that take the subject out of the realm of theory and into the real world of practice. Examples are designed to appeal to both traditional and nontraditional students, reflecting the changing demographics of the United States today.
- Encourages reader reflection to aid knowledge retention. In accordance with Jean Piaget’s ideas about learners attaching new knowledge to existing knowledge, readers are encouraged to reach into their own experiences to make sense of new information in terms of what they already know.
New to This Edition
This new edition will truly inspire readers to become advocates themselves to improve the lives of children and families, education, and society.
· New Advocacy focus. Found throughout, Advocacy in Action features engage the student through the use of personal stories by well-known professionals and descriptions of people who have made a difference in the lives of others though their advocacy efforts. Besides the new feature, the subject of advocacy plays a much larger role in this edition, exposing students to various ways of being a public and personal advocate. This expansion of the subject is designed to inspire students to become advocates themselves to improve the lives of children, families, the education systems, and society in general. Students learn where reform is needed and how to advocate for that reform.
· Addresses a broader audience. This new edition better meets the needs of aspiring professionals of all types who work with children and families. Included are implications and strategies that can be used by all professionals, including educators and teachers as well as social workers and parent educators.
· Resequencing of chapters. A major change in chapter sequence moves Societal Influences on Children and Families from Chapter 14 to Chapter 2. This change provides a perspective early on which students can maintain throughout the book—that the community is a major influence on the socialization of children. This encourages students to be continually aware of the socializing factors which come from the community and society in general, beyond those of just the family. The change is supported by referencing Bronfenbrenner’s work in subsequent chapters along with that of Erikson and Maslow – the three major theorists underlying the entire text.
· Broader theoretical base includes a greater emphasis on the ecological theory of human development. This revision is more clearly aimed at helping students relate to Urie Bronfenbrenner’s ecological systems theory. It also explores how understanding Erikson and Maslow’s theories make the student more aware of how to aid the child to grow up to be a productive member of that community. Every chapter is about how to support healthy growth and development so that the child functions fully as a competent community member. Stated simply: The ultimate goal, which permeates this revision, is to create children who grow up to be healthy, secure, productive members of their community and citizens of their country.
· Revised Learning Outcomes. The list of topics that has always been at the beginning of each chapter has been revised to reflect the competencies that students can develop from reading the chapter. They are expected to be able to explain, create, discuss, analyze, and synthesize content presented in the chapter.
· Increased coverage of current issues:
o Bullying. Represents a growing issue in peer groups, sometimes starting very young.
o Media and technology. Increased coverage throughout the chapters about the influence of media and technology on children, including health issues and the dangers of cyberbullying and sexting
· New subjects added:
o Gender issues. The new phenomenon relating to the effect on young girls of Disney’s “promotion of princesses”.
o Dual language learners. Supporting home language and bilingual education.
o Self-regulation. An important subject that is gaining increasing attention as the research on it expands.
o Military families. Understanding their unique experiences with separation.
Table of Contents
Chapter 1: The Child in Context of Family and Community
Chapter 2: Societal Influences on Children and Families
Chapter 3: Attachment, Trust, and Parenting
Chapter 4: Supporting Families with Autonomy-Seeking Youngsters
Chapter 5: Sharing Views of Initiative with Families
Chapter 6: Working with Families of School-Age
Chapter 7: Understanding Families’ Goals, Values, and Culture
Chapter 8: Working with Families on Guidance Issues
Chapter 9: Working with Families on Addressing Feelings and Problem Solving
Chapter 10: Working with Families to Support Self-Esteem
Chapter 11: Working with Families Around Gender Issues
Chapter 12: Stress and Success in Family Life
Chapter 13: Early Care and Education Programs as Community Resources
Chapter 14: Other Community Resources
Chapter 15: Social Policy Issues
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About the Author(s)
Janet Gonzalez-Mena taught in the California university and community college systems for 35 years. She was on the full-time faculty at Napa Valley College in the Child and Family Studies Department for 15 years. Janet started her early childhood career in a cooperative preschool as a parent volunteer in 1966. She became a preschool teacher and taught in three types of programs including Head Start, a program for Spanish-speaking children and their families, and a home-based preschool program. Later she became a director of child care programs and helped to open several pilot projects including a therapeutic child care program and an infant-center.
Besides preschool, Janet’s special interests include working with parents, diversity, family child care, and infants. In the 1970s she studied with Magda Gerber, an infant expert from Hungary. Recently she has studied at the Pikler Institute in Budapest where Magda came from. Presently Janet is involved in helping create a training project called “Strengthening Family and Professional Partnerships” with NAEYC. Janet is the author of four early childhood education textbooks, plus a book on diversity and two parenting books. In 2002 she co-authored Bridging Cultures in ECE, a training manual for WestEd. She has been on the faculty of WestEd’s Program for Infant-Toddler Care training trainers since 1991. For the last 10 years she has also been on the faculty of Beginning Together, an organization that trains professionals to include children with special needs in early care and education programs.
Janet lives in a multicultural family in California, a state where there is no longer a majority culture; everyone now is a minority. Janet earned a B.A. in English from University of California, Davis and a M.A. in Human Development from Pacific Oaks College.
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