What Does The Term Family Mean To You? How Do You Think The

What Does The Term Family Mean To You How Do You Think The Concept Of

What does the term family mean to you? How do you think the concept of family has changed throughout history? How might young children have been affected by these changes? No written response is required. Learning Resources Required Readings Berns, R. M. (2016). Child, family, school, community: Socialization and support (10th ed.). Stamford, CT: Cengage Learning. · Chapter 3, "Ecology of the Family" (pp. 83-114, "Macrosystem Influences on Families: Religious Orientation", pp. , read from "Meeting the Challenge of Change: Family Empowerment") · Chapter 4, "Ecology of Parenting" (pp. , read up to "Chronosystem Influences on Parenting"; pp. , read from "Parenting Styles") Scott, J., & Leonhardt, D. (2005, May 15). Class matters: Shadowy lines that still divide. The New York Times. Retrieved from Resources for Action Plan 2 KidsAid. (n.d.). Young children and grief. Retrieved February 13, 2009, from Hecker, B. (2005). Magical thinking: Children may blame themselves for a parent's illness and death. Retrieved from The National Institute for Trauma and Loss in Children. (n.d.). Infant and toddler grief. Retrieved February 13, 2009, from Kids Health. (n.d.). Helping your child deal with death. Retrieved June 23, 2011, from American Academy of Child and Adolescent Psychiatry. (n.d.). Facts for families: Children and grief [Fact sheet]. Retrieved February 13, 2009, from Optional Resources American Psychological Association. (2017). Children, youth, families and socioeconomic status. Retrieved from Social Class - Categories, Measurement, Effects - Conclusion Helping Children When a Family Member Has Cancer: Dealing with a Parent's Terminal Illness Children and Death: A Guide for Caring Adults Content Review Daniel: This is the Assignment Here. Above is some of the required readings. 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. 1. Define what a family is, and what families do. Review pages 83-105 in the course text; then describe two ways that family functioning has changed throughout history. Explain how these changes may be impacting the lives of young children and may impact your work as a professional. 2. Your course text asks the question: "What impact do collectivistic and individualistic parenting orientations have on children?" Review the information on pages and Table 4.1 on page 137, which summarizes the two types of orientation. What are the differences between these two orientations? How might making generalizations about a family's orientation lead to misconceptions or other problems? 3. Parenting practices influence children's behavior at home and in school. Review Baumrind's four parenting styles on pages of your text. Identify and explain the parenting style that seems to result in the most productive child behaviors. How could Baumrind's findings with regard to the outcome of parenting styles guide the ways in which you may work with families in the future?

Paper For Above instruction

Understanding the concept of family and its evolution over time is essential for professionals working with children and families. The term "family" encompasses a group of individuals related by blood, marriage, or shared commitments who provide emotional, social, and often economic support. Families serve various functions, including nurturing, socialization, and providing stability. Over the course of history, family structures and roles have undergone significant changes influenced by socio-economic factors, cultural shifts, and technological advancements. These changes directly impact young children's lives and shape their development, necessitating adaptive strategies from professionals in the field.

Historically, family functioning has evolved notably in two key ways. Firstly, the traditional nuclear family model, characterized by a married heterosexual couple and their biological children, has diversified into various configurations, such as single-parent families, blended families, and same-sex parent households. This diversification reflects broader societal acceptance and legal recognition, as well as economic and demographic shifts. Secondly, the roles within families have shifted from rigid, gender-based roles towards more egalitarian arrangements. Women's increased participation in the workforce and the changing expectations for fathers' involvement have redefined family dynamics. These transformations influence children's behavioral and emotional outcomes by exposing them to diverse models of familial relationships and roles.

These changes carry implications for professionals working with children. For example, children raised in non-traditional families may encounter unique perspectives on gender roles and relationships, which can shape their social skills and identity development. Additionally, the shift towards more egalitarian parenting requires practitioners to understand varied parenting styles and cultural backgrounds, avoiding assumptions and stereotypes. Recognizing these evolving family structures helps professionals provide more inclusive support and tailor interventions that respect each child's familial context.

The impact of cultural orientations, specifically collectivistic versus individualistic parenting, also plays a critical role. Collectivistic cultures emphasize family cohesion, interdependence, and respect for authority, fostering a strong sense of community and shared responsibility. Conversely, individualistic cultures prioritize independence, self-expression, and personal achievement. These orientations influence parenting practices, which subsequently affect children's social behavior and self-development. Making sweeping generalizations about a family’s cultural orientation, however, can lead to misconceptions, as most families embody a mixture of traits. Such stereotypes might result in misinterpretations of a child's behavior and inadequate support strategies.

Lastly, Baumrind's parenting styles provide insight into family practices that promote productive behaviors. Authoritative parenting, characterized by warmth, responsiveness, and reasonable expectations, consistently results in children displaying high self-esteem, good social skills, and academic success. This style balances firm guidance with emotional support, fostering an environment conducive to positive development. Understanding these styles enables practitioners to work effectively with families by emphasizing nurturing strategies and setting structured boundaries. Applying Baumrind’s research can guide professionals in coaching parents to adopt more effective parenting practices, ultimately supporting children's emotional resilience, social competence, and academic achievement.

References

• Berns, R. M. (2016). Child, Family, School, Community: Socialization and Support (10th ed.). Stamford, CT: Cengage Learning.
• Scott, J., & Leonhardt, D. (2005). Class matters: Shadowy lines that still divide. The New York Times.
• Hecker, B. (2005). Magical thinking: Children may blame themselves for a parent's illness and death. The National Institute for Trauma and Loss in Children.
• American Academy of Child and Adolescent Psychiatry. (n.d.). Facts for families: Children and grief.
• American Psychological Association. (2017). Children, youth, families and socioeconomic status.
• Baumrind, D. (1966). Effects of authoritative parental control on child behavior. Child Development.
• Chao, R. K. (1994). Beyond parental control and authoritarian parenting: Cultural principles of children's socialization in Chinese families. Child Development.
• Grolnick, W. S., & Pomerantz, E. M. (2009). Issues and challenges in studying parental control: An introduction. Parenting.
• Martinez, C. (2001). Multicultural parenting. Journal of Family Psychology.
• Rothbaum, F., & Trommsdorff, G. (2007). Parent-child relationships in cross-cultural perspective. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of Socialization (pp. 232–256). Guilford Press.