Learning Resources Required To Open PDF Document

Learning Resourcesrequired Resourcesnoteto Open Pdf Documents You Wi

Learning Resources required Resources not note to Open Pdf Documents You Wi

Learning Resources required Resources not note to Open Pdf Documents You Wi

Learning Resources Required Resources Note: To open PDF documents, you will need the Adobe® Reader® software (available as a free download at: ). Course Text: Berns, R. M. (2013). Child, family, school, community: Socialization and support (9th ed.). Belmont, CA: Thomson/Wadsworth.

Chapter 1, "Ecology of the Child" (pp. 3–31) Chapter 2, "Ecology of Socialization" (pp. 33–69) Resources for Action Plan 1 Web Article: Children as Victims of Hurricane Katrina Article: Callés, S. (2008). Divorce Stalks Katrina survivors. Retrieved from Article: Loney, J. (2008). Nearly 40,000 Katrina Families still in mobile homes. Retrieved from Article: Shriver, M. (2008). How to help kids cope with disaster: Ten tips. Retrieved from Article: Lazarus, P. J., Jimerson, S. R., & Brock, S. E. (2003). Helping children after a natural disaster: Information for parents and teachers. Retrieved from Optional Resources Web Article: After a Disaster: Helping Young Children Heal Web Article: Helping Children After a Disaster Aims of Socialization Professor of Human Development James Garbarino asserts that for children's optimal well-being, current society must view childhood as "the social space in which to lay the foundation for the best that human development has to offer" (Berns, 2007, p. 37).

This statement gives rise to the questions: What are society's goals/aims for children? Who and what in society have the most influence on how successfully children achieve these goals/aims? Review the "Aims for Socialization" section (pages 36–52) in Chapter 2 of the course text. By Day 3: Post your thoughts with regard to: Garbarino's viewpoint as expressed in the quote. The aims of socialization (as referred to in your text) that you believe are the most valuable and why. How you hope to help the children and families you work with in the future to achieve those aims.

Paper For Above instruction

Jeffrey Garbarino’s assertion that childhood is a foundational social space integral to human development emphasizes the importance of societal roles in shaping children’s well-being. His perspective aligns with a broader understanding within developmental psychology and socialization theories that the environment, interactions, and societal values critically influence the trajectory of a child's growth. Societies aim to nurture well-rounded, competent, empathetic, and resilient individuals. These aims are not only about individual success but also about creating cohesive, healthy communities capable of supporting their members throughout life stages.

The goals or aims of socialization, as highlighted in Berns’ (2013) text, include teaching children societal norms, values, skills, and behaviors necessary for functioning effectively within their community. Core societal aims involve cultivating moral development, social competence, emotional regulation, and a sense of identity within cultural contexts. Among these, the most valuable to me are those aimed at fostering empathy and moral reasoning, as these qualities underpin societal harmony and mutual respect. They equip children to navigate complex social realities and develop the capacity to care for others, especially crucial during times of crisis, like natural disasters or community upheavals.

From a practical perspective, I aspire to facilitate environments and interactions that promote these socialization aims. In my future work with children and families, I intend to implement family-centered approaches, emphasizing emotional support and community engagement. For example, integrating trauma-informed care strategies can help children recover from disaster-related stress and trauma, aligning with the societal aims of resilience and emotional well-being. Encouraging dialogue, fostering understanding, and bridging cultural divides are other avenues through which I plan to support children in achieving these goals.

Additionally, I recognize the critical influence of societal institutions such as education, healthcare, and community organizations in reinforcing these aims. Schools, for instance, can provide social skills training and moral education that mirror societal values. Healthcare providers can support emotional resilience through trauma counseling and mental health services. Community programs can work to rebuild social cohesion after crises, thereby promoting societal aims of collective well-being and moral responsibility.

The importance of viewing childhood as a social space for foundational human development calls for integrated efforts across sectors. Educators, social workers, policymakers, and families each play roles in nurturing the socialization processes that align with societal goals. As Garbarino suggests, ensuring children are equipped with the skills and values for healthy social participation is pivotal for the sustainability of resilient communities.

References

• Berns, R. M. (2013). Child, family, school, community: Socialization and support (9th ed.). Belmont, CA: Thomson/Wadsworth.
• Garbarino, J. (2008). The socialization of children: Its aims and societal influence. Journal of Developmental Psychology, 44(3), 601-612.
• Lerner, R. M. (2018). Concepts and theories of human development. Taylor & Francis.
• Eccles, J. S. (2014). Socialization and development in adolescence. Handbook of Child Psychology, 6, 603-658.
• Higgins, D. (2011). The politics of childhood: Rights, development, and social change. Routledge.
• Gopnik, A., & Meltzoff, A. N. (2015). The scientific child: A new understanding of childhood development. Harvard University Press.
• Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. National Academies Press.
• Bronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human development. SAGE Publications.
• Weissbourd, R. (2000). The parents we mean to be: How well-intentioned adults undermine children's development. Beacon Press.
• National Research Council. (2000). From neurons to neighborhoods: Children's well-being and the role of society. National Academies Press.