Wk3 Content Learning Resources Required Resources Course Text: Child, Family, School, Community: Socialization and Support Chapter 5, "Ecology of Nonparental Child Care" (pp. 156–170, read up to "Nonparent Child Care and Socialization"; pp. 177–181, read from "Socialization Practices as They Relate to Nonparental Child-Care Ideologies") Chapter 6, "Ecology of the School" (pp. 186–187; pp. 190–195, read from "Diversity and Equity" to "Chronosystem Influences on Schools"; pp. 203–211, read from "Mesosystem Influences on Schools") Chapter 7, "Ecology of Teaching" (pp. 216–234, read up to "Macrosystem Influences on Teaching"; pp. 243–246) Review Chapter 4 (pp. 144–149) Resources for Action Plan 3 Web Site:  Prevent Child Abuse America http://www.preventchildabuse.org/index.php Article:  Child Welfare Information Gateway. (2008). Supporting parents and preventing child maltreatment. In D. Koralek,  Caregivers of young children: Preventing and responding to child maltreatment .  Retrieved from  http://www.childwelfare.gov/pubs/usermanuals/caregive/caregiveg.cfm Booklet:  Baker, L. L., & Cunningham, A. J. (2004).  Helping children thrive: Supporting woman abuse survivors as mothers.  London, Ontario: Centre for Children & Families in the Justice System. Retrieved from  http://www.lfcc.on.ca/HCT_SWASM.pdf Review the "For Service Providers" sections (see the Index for pages).  Article:  Prevent Child Abuse America. (2005).  Promoting effective and nurturing parenting .  Chicago, IL: Author. Retrieved from http://www.preventchildabuse.org/advocacy/downloads/child_effect_parent.pdf Booklet:  NAEYC. (2008).  Building circles, breaking cycles—Preventing child abuse and neglect: The early childhood educator's role . Washington, DC: Author. Optional Resources Web Article:  Harvard Family Research Project: Family Involvement in Early Childhood Education http://www.hfrp.org/family-involvement/publications-resources/family-involvement-in-early-childhood-education Web Article:  Caring for Children of Color: The Child Care Patterns of White, Black, and Hispanic Children under 5 http://www.urban.org/UploadedPDF/311285_OP-72.pdf Web Article:  Child Abuse and Neglect Fact Sheet http://cdf.convio.net/site/DocServer/factsheet0805.pdf?docID=397 Content Review Directions : Respond to each item. Each response should be concise and between 2–3  paragraphs in length. Use MS Word to write your responses, and submit your answers to all three questions in one Word  document . Copy and paste each question within the document, so that your Instructor can see which question you are responding to. High-quality early childhood care and education is related to many positive outcomes for children. Review pages 156–160 in the course text. Identify three ways in which organizations such as the National Association for the Education of Young Children (NAEYC) and/or the National Association for  Family Child Care  (NAFCC) work to positively impact quality child.

1. Wk3 Content
Learning Resources
Required Resources
Course Text:
Child, Family, School, Community: Socialization and Support
Chapter 5, "Ecology of Nonparental Child Care" (pp. 156–170,
read up to "Nonparent Child Care and Socialization"; pp. 177–
181, read from "Socialization Practices as They Relate to
Nonparental Child-Care Ideologies")
Chapter 6, "Ecology of the School" (pp. 186–187; pp. 190–195,
read from "Diversity and Equity" to "Chronosystem Influences
on Schools"; pp. 203–211, read from "Mesosystem Influences
on Schools")
Chapter 7, "Ecology of Teaching" (pp. 216–234, read up to
"Macrosystem Influences on Teaching"; pp. 243–246)
Review Chapter 4 (pp. 144–149)
Resources for Action Plan 3
Web Site:
Prevent Child Abuse America
http://www.preventchildabuse.org/index.php
Article:

2. Child Welfare Information Gateway. (2008). Supporting
parents and preventing child maltreatment. In D. Koralek,
Caregivers of young children: Preventing and responding to
child maltreatment
.
Retrieved from
http://www.childwelfare.gov/pubs/usermanuals/caregive/caregiv
eg.cfm
Booklet:
Baker, L. L., & Cunningham, A. J. (2004).
Helping children thrive: Supporting woman abuse survivors as
mothers.
London, Ontario: Centre for Children & Families in the Justice
System. Retrieved from
http://www.lfcc.on.ca/HCT_SWASM.pdf
Review the "For Service Providers" sections (see the Index for
pages).
Article:
Prevent Child Abuse America. (2005).
Promoting effective and nurturing parenting
.
Chicago, IL: Author. Retrieved from
http://www.preventchildabuse.org/advocacy/downloads/child_ef
fect_parent.pdf
Booklet:
NAEYC. (2008).
Building circles, breaking cycles—Preventing child abuse and
neglect: The early childhood educator's role
. Washington, DC: Author.
Optional Resources

3. Web Article:
Harvard Family Research Project: Family Involvement in Early
Childhood Education
http://www.hfrp.org/family-involvement/publications-
resources/family-involvement-in-early-childhood-education
Web Article:
Caring for Children of Color: The Child Care Patterns of
White, Black, and Hispanic Children under 5
http://www.urban.org/UploadedPDF/311285_OP-72.pdf
Web Article:
Child Abuse and Neglect Fact Sheet
http://cdf.convio.net/site/DocServer/factsheet0805.pdf?docID=3
97
Content Review
Directions
:
Respond to each item. Each response should be concise and
between 2–3
paragraphs in length.
Use MS Word to write your responses, and submit your answers
to all three questions in one Word
document
.
Copy and paste each question within the document, so that your
Instructor can see which question you are responding to.
High-quality early childhood care and education is related to
many positive outcomes for children. Review pages 156–160 in
the course text. Identify three ways in which organizations such
as the National Association for the Education of Young
Children (NAEYC) and/or the National Association for
Family Child Care

4. (NAFCC) work to positively impact quality child care and
education. Describe one way that individual early childhood
professionals can also work to positively impact the lives of
young children and their families.
Schools have a definite role the socialization process. Explain
the difference between the concepts of
cultural assimilation
and
cultural pluralism
. Why is the concept of
bilingual/multicultural education
an example of cultural pluralism?
Identify
and explain key responsibilities of early childhood classroom
teachers with regard to children who have disabilities, the IEP
process, and their work in inclusive settings.
Explain the role of the early childhood classroom teacher in
each of these areas, identifying and explaining examples of the
key responsibilities of early childhood educators.
WK4 CNT
Learning Resources
Required Resources
Course Text:
Child, Family, School, Community: Socialization and Support
Chapter 11, "Emotional and Cognitive Socialization Outcomes"
(pp. 376–3 96)
Chapter 12, "Social and Behavioral Socialization Outcomes"
(pp. 400–411, read up to "What theories explain the

5. development of altruistic behavior?"; pp. 416–434, read from
"Morals" to "Mass Media"; pp. 427, read from "Gender Roles"
to "What are the major theories of gender-role development?";
pp. 430–436, read from "Influences on Gender-Role
Development")
Review Chapter 3 (pp. 81–86, review from "Divorce and the
Law" to "Kin Custody")
Article:
Katz, L. (1995).
How can we strengthen children's self-esteem?
Retrieved from
http://www.kidsource.com/kidsource/content2/strengthen_childr
en_self.html
Resources for Action Plan 4
Web Article:
The Effect of Divorce on Children: What Makes a Difference
http://www.extension.purdue.edu/providerparent/Family-
Child%20Relationships/EffectDivorce.htm
Web Article:
Children's Reactions to Divorce—Ages and Stages
http://www.extension.purdue.edu/providerparent/Family-
Child%20Relationships/ChildrensReactions.htm
Web Article:
The Effects of Divorce on Children
http://www.ces.ncsu.edu/depts/fcs/pdfs/fcs471.pdf
Article:
Desrochers, J. E. (2004).
Divorce: A parents' guide for supporting children
.
Bethesda, MD: National Association of School Psychologists.
Retrieved from
http://www.nasponline.org/resources/parenting/divorce_ho.aspx
Article:
American Academy of Child and Adolescent Psychiatry.

6. (2008).
Facts for families: Children and divorce
[Fact sheet].
Retrieved from
http://www.aacap.org/page.ww?section=Facts
for Families&name=Children and Divorce
Web Article:
Providers Talking with Parents
about Divorce
http://www.extension.purdue.edu/providerparent/Parent-
Provider%20Relationships/ProvidersTalking.htm
Optional Resources
Web Article:
Kids Count Essay: Helping Our Most Vulnerable Families
Overcome Barriers to Work and Achieve Financial Success
http://www.eric.ed.gov/PDFS/ED485938.pdf
Web Article:
How Not to Talk to Your Kids: The Inverse Power of Praise
http://nymag.com/news/features/27840/
Content Review
Directions
:
Respond to each item. Each response should be concise and
between 2–3 paragraphs in length.
Use MS Word to write your responses, and submit your answers
to all three questions in one Word document.
Copy and paste each question within the document, so that your
Instructor can see which question you are responding to.
Children develop attitudes through interactions with and
feedback from the people in their environments. Ultimately,
these attitudes impact the development of values. Review the
various influences on attitude development explained on pages

7. 377–380 of your course text. Choose four of these influences
and discuss how each might contribute to the development of
prejudice.
Review the section on self-regulation on pages 400–401 in your
text. Consider the factors that influence a young child's ability
to self-regulate. Why is self-regulation important to children's
success in school and in life? What changes in today's world
might support or diminish fostering this vital ability in
children? Explain your point of view.
Peers, school, media, and community are some of the influences
on children's conception of gender roles. Pages 430–436 in your
text explain the depth and breadth of these influences. Choose
two influences that are of most interest to you, and explain how
each influence can lead to stereotyped behavior, or "sex
typing." For each influence, identify ways that you as a
professional can advocate for more gender-neutral behavior or
against sex typing.
WK5 CNT
Learning Resources
Required Resources
Course Text:
Child, Family, School, Community: Socialization and Support
Chapter 10, "Ecology of the Community" (pp. 334–367)

8. Web Sites:
Sticking Up for Early Childhood Programs
http://sparkaction.org/node/332
Early Childhood Advocacy Toolkit
http://www.state.ia.us/earlychildhood/EC_resources/advocacy/a
dvocacy_toolkit.html
Organizing Your Advocacy Efforts
http://www.state.ia.us/earlychildhood/docs/Part7REVISED.pdf
Tools and Resources
http://www.ounceofprevention.org/advocacy/advocacy-tools.php
Resources for Action Plan 5
Note:
You may decide to develop your Action Plan for a different
issue other than child care or poverty, in which case you will
need to find resources about your topic of concern.
Article:
Children's Defense Fund. (n.d.).
Quality child care helps parents work and children learn
. Retrieved January 6, 2009, from
http://cdf.convio.net/site/DocServer/quality_child_care.pdf?doc
ID=794
Article:
Children's Defense Fund. (2005).
Child care basics
. Retrieved from
http://cdf.convio.net/site/DocServer/child_care_basics_2005.pdf
?docID=282
Web Article:

9. State Fact Sheets on Early Childhood Development, Children's
Defense Fund
http://www.childrensdefense.org/child-research-data-
publications/data/state-data-repository/children-in-the-states-
factsheets.html
Web Article:
Child Welfare League of America: 2008 State Fact Sheets
http://www.cwla.org/advocacy/statefactsheets/statefactsheets08.
htm
Article:
Children's Defense Fund. (2005).
Defining poverty and why it matters for children
.
Retrieved from
http://cdf.convio.net/site/DocServer/definingpoverty.pdf?docID
=390
Web Site:
Kids Count Data Center: Data by State
http://datacenter.kidscount.org/data/bystate/Default.aspx
Web Article:
Military Projects at Zero to Three
http://www.zerotothree.org/about-us/funded-projects/military-
families/
Web Article:
Children and Families of Military Personnel
http://www.healthychild.net/TheMedicineChest.php?article_id=
424
Web Article:
Talk, Listen, Connect: Deployments, Homecomings, Changes
http://www.sesamestreet.org/parents/topicsandactivities/toolkits
/tlc

10. Optional Resources
Web Article:
Zero to Three: Helping Young Children Succeed:
Strategies to Promote Early Childhood Social and Emotional
Development
http://www.zerotothree.org/site/DocServer/helping_young_child
ren_succeed_final.pdf?docID=1725&AddInterest=1157
Web Article:
Who's Missing at the Table? Leadership Opportunities and
Barriers for Teachers and Providers
http://www.ccw.org/storage/ccworkforce/documents/publication
s/whosmissing.pdf
Web Article:
NAEYC Advocacy Toolkit
http://www.naeyc.org/files/naeyc/file/policy/toolkit.pdf
Web Article:
Transforming Schools Through Community Organizing: A
Research Review
http://www.hfrp.org/content/download/1190/48694/file/transfor
m_community_organize.pdf
Directions
:
Respond to each item. Each response should be concise and
between 2–3 paragraphs in length.
Use MS Word to write your responses, and submit your answers
to all three questions in one Word
document
.
Copy and paste each question within the document, so that your

11. Instructor can see which question you are responding to.
After reviewing pages 334–343 in your course text, summarize
how children's socializing experiences relate to the physical,
economic, social, and personal conditions of the community in
which they live.
Communities can offer families vital prevention, support, and
rehabilitation services
. Review pages 346–352 in your text. Choose one example from
each of these areas and explain why each is integral to healthy
child and family development.
It can be said that caring communities "improve the
opportunities for every young person, regardless of
circumstances, to become a healthy, secure, educated,
economically self-sufficient, and productive adult" (Berns,
2013, p. 352). From your perspective as a future early childhood
professional, identify and explain three ways that a caring
community can meet the needs of young children and their
families, including those with the greatest needs