Families, along with their children, are the program” (Menza-Gonzalez, 2009). Educators who understand child development in perspective to family and community rely on competency to organize an early childhood program which incorporates effective developmentally approved practices which incorporate family and community into the “whole child” approach. “School readiness is, of course, a concern for everybody, but professionals with a child development back-ground often come at it from a different angle than some other professionals and families by recognizing that social-emotional development is vitally tied to cognitive development” (Menza-Gonzalez, 2009). Socially, a child learns to relate to family, peers, teachers and other members of the community through a range of human emotions, interactions, and transitions over the years of development. Emotionally, children
John Bowlby adopted the family systems approach theory in relation to his attachment theory. Bowlby’s theories focused more on attachment styles whereas Bowen’s theory was centered specifically on the family as an organization. Bowlby theorized that children have the most successful development within an extended family system. He also believed that the child’s interactions with their caregivers within the first few years of their lives shaped their views of themselves and interactions with others (Blewitt & Broderick, 2015, p. 117). Bowlby in particular believed that the family system was important for a child’s growth and development.
In order for this age of children to develop and thrive properly they need their parents to supply them with nutrition, and a stable home. They need their parents to provide assistance and guidance with homework and parental supervision. Children in middle childhood are self-critical and socially aware (Berger, 2010). Therefore, these children need repeated reassurance to promote the child’s self-esteem. Middle Childhood children depend on their parents to accommodate time for them to form friendships with their peers for these children to obtain social adequacy.
Symbolic Convergence Theory focuses on how groups communicate with each other and shares stories to create fantasies. • Structuration Theory. A general framework that explains how people use rules and resources to interact in a social system. Structuration Theory is where groups follow particular rules in their interactions that produce some sort of outcome. • Functional Theory.
Say when and who with you would use group interaction within your setting and how you can ensure effective communication when you use it. Make sure you give examples of different groups and the language you would use with the different groups. Explain what you need to consider with a group interaction. Explain some of the different communication forms you would use in your setting: how you would use it, who with and why, how can it help communication be effective. Explain some of the interpersonal interaction you would use in your setting: how you would use it, who with and why, how can it help communication be effective.
Examine children’s experiences of family life and why the family is important to them The following essay will examine children’s experiences of family life. I will show my understanding of when childhood began and elaborate on the Aries thesis to examine views of childhood. The sociology of childhood offers a theoretical perspective that interprets children’s experiences of the family and school. I will identify the reasons why family is important to children, furthermore showing how intuitions and social practices influence and shape childhood. The pinnacle point of this essay will be to explore children’s experiences of family life and show what it is like for different types of families such as lone parents and step families.
They are affected by any event occurring in the group or with any member of the group. -Social organization: The group can be perceived as a social organization with roles, rules, status, and an affective relationship. -Interaction: The group members influence each other and respond by establishing communication between them when they are together or when they are in different positions. So we could call it a group even they are not reunited in the same place. -Cohesiveness: Members are willing to be a group and stay in it contributing and achieving common goals.
What can social science tell us about the formation of identities? Identity is a ‘socially recognised position’ encompassing how we see ourselves and how we are acknowledged by others (Woodward, 2004, p7). A complex set of influences and constraints contribute to an identity. Structures, outside forces that aren’t controllable, and agency, internal control that can be wielded, combine to provide identity; our relationships and the society we dwell in construct a framework of identities, some of which individuals will have placed upon them by others, and some they will actively assume. A sense of belonging and rapport is engendered within collective identities; being part of a group implies common traits that give individuals the same identity, showing them as different to other groups and identities.
Upon the leaving of Jason, Kay and Arnold have begun to experience issues with intimacy and communication. They have chosen to seek outside help to deal with these issues as well as personal issues of loneliness and inadequacy. Identification of stage of development: Both Kay and Arnold lay within many family stages that transition back and forth within their cycle. This statement is supported by the two basic concepts within Family Life Cycle theory which looks at the life cycle by way of emotional and intellectual stages that one must go through and the developmental tasks that enhance level of responsibility during these stages. To be successful throughout these cycles, family members need to adapt and change to ensure survival of the family.
A group can be made up of two or more people. The social group work can be defined as any two or more people in social interaction who share expectations and responsibilities to the group and who share a unifying characteristic or sense of purpose. The study of social groups is conducted by sociologists who analyze behavior and interactions among people and show how these interactions shape societies. According to Trecker H.B. (1955) Social group work is a method through which individuals in groups in social agency setting are helped by a worker who guides their interaction in programme activities so that they may relate to others and experience growth opportunities in accordance with their needs and capacities to the individual, group and community development.