Learning Resources Required Resources Course Text Child Fami

Learning Resourcesrequired Resourcescourse Textchild Family School

Learning Resources required Resources course Text: Child, Family, School, Community: Socialization and Support Chapter 11, "Emotional and Cognitive Socialization Outcomes" (pp. 376–396) Chapter 12, "Social and Behavioral Socialization Outcomes" (pp. 400–411, read up to "What theories explain the 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 Resources for Action Plan 4 Web Article: The Effect of Divorce on Children: What Makes a Difference Web Article: Children's Reactions to Divorce—Ages and Stages Web Article: The Effects of Divorce on Children Article: Desrochers, J. E. (2004). Divorce: A parents' guide for supporting children. Bethesda, MD: National Association of School Psychologists. Retrieved from Article: American Academy of Child and Adolescent Psychiatry. (2008). Facts for families: Children and divorce [Fact sheet]. Retrieved from Web Article: Providers Talking with Parents about Divorce Optional Resources Web Article: Kids Count Essay: Helping Our Most Vulnerable Families Overcome Barriers to Work and Achieve Financial Success Web Article: How Not to Talk to Your Kids: The Inverse Power of Praise 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 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.

Paper For Above instruction

Understanding how children develop attitudes and behaviors is fundamental to fostering healthy, inclusive, and equitable environments. This paper explores four influences on attitude development that can contribute to prejudice, examines the importance of self-regulation in children's success, considers how contemporary changes impact fostering self-regulation, and analyzes two influences on gender role conception, offering strategies for advocacy against stereotyped behaviors.

Influences on Attitude Development and Prejudice

One significant influence on children's attitudes is family interactions. During early childhood, family members serve as primary sources of socialization, transmitting values, beliefs, and biases that children absorb unconsciously. If a child's family holds prejudiced views or stereotypes certain groups, the child is likely to develop similar prejudiced attitudes. For example, parents’ tone and language about different racial or social groups can reinforce stereotypes, forming a basis for prejudice that persists into adulthood (Hoffnung, 2012).

Peer influence also plays a crucial role as children interact with their contemporaries. Peers often reflect societal norms learned from their environment, and peer pressure can either reinforce or challenge prejudiced views. When children witness peer acceptance of stereotypes, they may conform to these views to gain social approval, thereby solidifying prejudiced attitudes (Derman-Sparks & Olsen Edwards, 2010). Conversely, positive peer interactions can foster tolerance if designed to expose children to diverse perspectives.

Media exposure is another potent influence, shaping children’s perceptions of different groups through television, social media, and advertisements. Media often portray stereotypes that can subconsciously reinforce prejudiced attitudes, especially when media representations are limited or biased. Studies indicate that repeated exposure to stereotypical images can reinforce false beliefs and biases in children (Levine & Crowder, 2018).

School environment influences attitudes significantly through curriculum content and peer interactions. Educational settings that include multicultural education and diversity training can mitigate prejudice by promoting understanding and respect. Conversely, insensitivity or lack of diversity awareness in schools may perpetuate stereotypical views, contributing to prejudice formation (Banks, 2015).

The Importance of Self-Regulation in Children's Success

Self-regulation—children’s ability to manage their emotions, behaviors, and impulses—is essential for adaptive functioning and long-term success in school and life. Factors influencing self-regulation include neurological development, emotional security, parenting styles, and environmental consistency. Children who develop strong self-regulatory skills tend to perform better academically, as they can focus, delay gratification, and persevere through challenges (Blair & Diamond, 2008). Moreover, these children are more likely to develop positive social relationships because they can control impulses and demonstrate empathy, which are foundational social skills.

In today's fast-paced and digitally connected world, changes such as increased screen time, social media exposure, and reduced outdoor play can either support or hinder the development of self-regulation. Excessive screen time can diminish attention span and impulse control, while structured routines and mindfulness practices help foster self-regulation skills. As digital engagement becomes more embedded in daily life, educators and parents must adapt strategies to encourage emotional regulation and self-discipline, such as promoting mindfulness, providing consistent routines, and fostering parent-child communication (Rosen et al., 2019).

Impacts of Social and Media Influences on Gender Role Stereotyping

Peer interactions significantly influence children’s perceptions of gender roles, often reinforcing stereotypical behaviors through peer acceptance of gender-typed activities. For example, boys might be encouraged to engage in competitive sports, while girls are steered toward nurturing activities. Such reinforcement can lead to "sex typing," where children internalize narrow gender roles. To advocate against this, professionals can promote inclusive peer activities, create classroom environments that celebrate gender diversity, and model gender-neutral language and behaviors that challenge stereotypes (Martin & Ruble, 2010).

Media portrayal is another powerful influence, as stereotypical images of gender are pervasive in advertising, television shows, and digital content. Children exposed to stereotypical media tend to develop rigid perceptions of gender roles, limiting their choices and reinforcing societal biases. Professionals can counteract this influence by curating diverse media content, encouraging children to analyze stereotypes critically, and introducing media literacy programs that empower children to question gendered messages (Henthorn, 2017).

In conclusion, understanding these influences and actively advocating for gender-neutral behaviors can help diminish stereotyped perceptions, leading to a more inclusive society where children are free to explore and develop their identities beyond traditional gender constraints.

References

• Banks, J. A. (2015). Cultural Diversity and Education: Foundations, Curriculum, and Teaching. Routledge.
• Blair, C., & Diamond, A. (2008). Biological Processes in Prevention and Intervention: The Promotion of Self-Regulation as a Goal. Development and Psychopathology, 20(04), 899-911.
• Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias Education for Young Children and Ourselves. National Association for the Education of Young Children.
• Henthorn, N. (2017). Children and Media: Inside the Stereotypes. Journal of Media Literacy Education, 9(3), 34-42.
• Hoffnung, R. (2012). The Influence of Family on Prejudice. Journal of Child Development, 83(2), 364-378.
• Levine, D., & Crowder, M. (2018). Media and Stereotypes: Impacts on Childhood Attitudes. Media Psychology, 15(2), 271-290.
• Martin, C. L., & Ruble, D. N. (2010). Patterns of Gender Development. Annual Review of Psychology, 61, 353-381.
• Rosen, L. D., Lim, A. F., Carrier, L. M., & Cheever, N. A. (2019). The Impact of Technology on Children’s Self-Regulation. Computers in Human Behavior, 96, 200-208.
• Additional scholarly sources to supplement the discussion may include specific curriculum studies, recent meta-analyses on media influence, and neuroscientific research on self-regulation development.