+UNIT 1:

CHILDREN AND

PARENTING

CHILD DEVELOPMENT

+

CHAPTER 1: LEARNING ABOUT CHILDREN

+ HOW WILL STUDYING CHILDREN HELP YOU? How will studying children help you? n You may be interested in a career in which you care for children n One of your future goals may be to become a parent n Learning about children will help you better understand them n Learn more positive ways to care for them n A society that sees children as important, cares about children’s well

being, and works to meet children’s needs is a child centered society Do we have this type of society???

+ Why Study Children?

To Understand Yourself: As you study children, you can: n Gain insight into your own growth, development, and

values. n Understand how your values affect your feelings

about and reactions to children.

+ Why study Children? TO BE A RESPONSIBLE PARENT

Parents must know their child’s needs at each stage of development. n They must also know the best ways to respond to those needs Parents must be responsible for meeting all of their children’s needs which include the following: n Physical Needs

n The right diet to nourish their bodies n They need clothes that are well fitting n Shelter and physical protection n Proper health and medical care

+ Why Study Children? TO BE A RESPONSIBLE PARENT

n  Intellectual Needs n  Providing good learning experiences for children n  Must meet children’s creative needs

n  Social Needs n  Learning to form relationships is a key social need n  Need to form strong relationships with their parents. n  Parents must socialize their children, or train them to live as a part of a group n  They must also teach children about their culture, or a way of life within the group

n  Each one may have its own language, beliefs, attitudes, values, rituals, and skills. n  Trust Needs n  Love/Guidance Needs

n  In loving children, parents must: n  Listen to their children n  Set limits for their children n  Share reasons for their limits n  They also help children develop character, which is the principles and beliefs that guide

one’s conduct and define one’s personality and behavior.

+ Why Study Children? TO PROTECT CHILDREN’S RIGHTS

n  In the US, parents have the rights of guardianship and determine their children’s upbringing.

n  State can make laws and policies to protect children, for example: n  Laws exist regarding school attendance, child labor, and illegal drug sales to help

protect children and society n  An example of laws on the local level would be curfew law n  Also, local citizens can become advocates, who are people who actively support a

cause, of children’s rights.

n  To work with children n  Changes continue to take place in society and in families. These changes require

people to know more about children’s growth and development than what they observe in their own families

+

CHAPTER 1, Part 2: LEARNING ABOUT CHILDREN

+ Learning About Children n  Development is the gradual process through which babies become

adults. This process has many stages which begin at birth and continue through death

n  Child Development is the scientific study of children from conception to adolescence and is concerned with the whole child n  It focuses on all areas: Physical, Mental, and social-emotional n  Also focuses on changes over time in relation to growth, which is changes

in size such as height or quantity such as in vocabulary. Also, changes in behavior which include changes in motor, thinking, and social-emotional skills.

+ Individual Life Cycle n  This is a description of the stages of change people experience

throughout life

n  The stages we will focus (the first 6) are: n  The Prenatal Stage

n  Begins at conception and ends at birth n  The rate of growth at this stage is the fastest in life.

n  The Neonatal Stage n  Beings at birth through the first month n  Baby physically adapts to life outside mom’s body

n  The Infancy Stage n  Begins at 2 weeks through 12 months

n  The Toddler Stage n  Begins at 12 months and ends at 36 months

+ Individual Life Cycle n  The Preschool Stage

n  Begins at 3 years and ends a the 6th birthday n  The School Age Stage

n  Also called middle childhood stage n  Begins at 6 years and ends at 12 years

n  Achievement is the central goal during these years

+ Factors that Influence Growth and Development

n  Two main factors: n  Heredity which includes all the traits that are passed to a child from blood

relatives n  Environment which includes all the conditions and situations that surround and

affect a child

n  Heredity n  Genes are sections of DNA molecule found in a person’s cells to determine

individual traits a person will have n  Genetics is the study of the factors involved in the passing on of traits from one

generation to the next.

n  Environment n  Physical conditions, such as food and rest are a part of environment n  Intellectual and social-emotional traits are also affected

n  Heredity and Environment Combined-Experts agree these work together

+ Differences in the Rate of Growth and Development

n  People grow and develop certain skills and behaviors in expected skills and behaviors in expected sequences called stages, but they do this at a unique rate

n  When a child performs like an older child, this is called developmental acceleration

n  On the other hand, a developmental delay is when a child performs like a younger child n  It is possible for a child to accelerated in one area and delayed in another!

+ Principles of Growth and Development n  Statements of the general patterns in the way people grow and develop are called

principles of growth and development n  These do not fit every person exactly, but can be used as a guide when learning about

children. n  Growth and Development:

n  Are Constant n  Many aspects of a person’s growth and development are unchanging, also called

constancy n  Are Gradual and Continuous n  Happen in Sequenced Steps

n  In order for growth and development to be continuous, change must build on what children have already learned.

n  Steps in growth and development follow one another in a set order called sequenced steps

n  A teachable moment is a time when a person can learn a new task.

+ Principles of Growth and Development n  Growth and Development:

n  Happen at Different Rates n  Vary from one child to another n  Heredity determines different growth rates n  A good environment includes much love and care and many different ways to learn n  If the environment is lacking, lags or delays in growth and development occur. n  Motivation, which is a child’s desire to achieve also makes growth and development

rates vary. n  Are Interrelated

n  Physical, mental and social-emotional aspects of growth all interact in complex ways.

+ How is Childhood Different from Childhood in the Past?

n  Health n  Before the 20th century, it was very common for a child to die from illness n  Diseases caused deaths in almost every family n  Now-better nutrition and medicines have been developed

n  However, nutrition still effects children

n  Education n  Public education for all children was not widespread until the 1800’s n  All children were grouped together in a small area.

n  Love n  This is the one thing that hasn’t changed-children need love.

+ How is Childhood Different from Childhood in the Past?

n  Work n  Up until the 20th century, children were expected to work adult jobs at a very young

age n  Laws were then put in place to ban children from the workplace n  Today, there are specific laws for teenagers in the workplace

n  Play n  This is how children Learn n  In the past, children had fewer toys that were much simpler than those today.

n  Baseball was developed in the 1800’s n  Video/computer games weren’t developed until the 1970’s

n  Dress n  Children dressed much more formally n  Infants/toddlers-male and female-wore long gowns n  Older boys wore suits and older girls wore dresses

+ Why is Childhood Crucial? n  It is a time of preparation for adulthood n A baby’s brain is about ¼ the size of an adults. Their brains

develop rapidly throughout childhood in response to stimulation n This is activities that arouse a baby’s sense of sight, sound, touch,

taste, and smell n  Improves a baby’s curiosity, attention span, memory, and nervous

system development n Babies who are stimulated develop more quickly and have a more

secure self-image

+

CHAPTER 1, Part 3: LEARNING ABOUT CHILDREN

+ Theories of Growth and Development Havighurst’s Theory of Developmental Tasks n  Each child masters skills and activities that fit his or her level of growth and

development. n  Developmental Tasks are tasks that should be mastered at a certain stage in life

n  Havighurst believed achieving these leads to happiness and success in later tasks. n  Havighurst’s Sources for Developmental Tasks of Children:

n  Physical Growth n  Ex. Walking or Reading

n  Social Pressures n  Through rewards and penalties, society pressures the child to master tasks seen as

important. n  These differ between cultures, for example: Hopi Indian Children do not value playing to win,

compared to American children who view winning as important. n  Inner Pressures

n  Children work harder to learn tasks they like

+ Theories of Growth and Development Maslow’s Theory of Human Needs n  Believed development is a result of meeting personal needs

n  Divides basic needs into 4 levels: n  The first level includes all physical needs n  Other levels are:

n  The psychological (related to feelings) needs of security n  Love and acceptance n  Esteem n  The fifth level for higher needs is called self-sctualization needs

n  The needs to grow and feel fulfilled as a person

n  These needs in an order called the hierarchy of human needs

+ Hierarchy of Human Needs

Need for support, assurance, praise, and acceptance

Need to be liked and respected

All needs have been fulfilled to some degree

Need to feel safe in surroundings

Need for air, water, food, clothing, shelter, and medical care

+

CHAPTER 2, PART 1: FAMILIES TODAY

+ Changes Affecting Families Today n Changes in society have caused major changes in the family n Before the Industrial Revolution n Many families lived on farms and met most of their own

needs n They were producers who built their own homes, made their

own clothing, and grew their own food n These families consisted of the immediate family (Parents and

their children) as well as grandparents and other family members that lived together or in nearby houses.

n During the Industrial Revolution n Many families left their farms and moved in the cities to work

in factories, leaving behind relatives and friends.

+ Family Types

n The family type describes which people live in the household and how these people are related.

n Families can be a: n Nuclear Family n A father, mother, and their biological child or children who

live together n Children often leave home when they become adults.

+ Family Types n  Single-Parent Families n  About 1 out of 3 families in the U.S. are headed by single parents n  These families are headed by more mothers than fathers, although the number of single-

dads is rising n  Causes of single-parent families: n  Forms when a parent dies, parents divorce or separate, or a single parent gives birth or

adopts children. n  Number of single parents is increasing, and the greatest increase is among parents who

have never been married n  Both parents still have a legal responsibility to provide financial support for the children,

but often one provides the bulk of the support, although not all parents who live separately actually do, in which case the matter can be taken to court in hopes of a child support order, or a judgment of the court that states how much the parent who does not live with the child(ren) must pay towards their expenses. Even if ordered, however, it may be difficult to enforce.

n  Financial problems are often the greatest problem for single families due to a single-earner household

+n (Single Parents Continued) n Single parents may also feel isolated, or feelings of

being alone, due to having to fulfill all parental and household responsibilities themselves.

n Some co-parents also seek joint custody, which is the shared legal right to provide care and make decisions about their child(ren)s lives.

n This is becoming more common and helps to avoid the issue of determining the primary caregiver.

n Recent studies show that children of single parents may show independence at an earlier age than those in other family types

+ Extended Families n More than two generations of a family live together. n In the U.S., these families are less common than

they used to be n This type of family is good at handing down family

beliefs and family history, or stories of a family’s past

+ StepFamilies n Formed when a single parent marries another

person n If two single parents marry each other, it

becomes a step family n A study reported that, although like any family

they face problems, almost 66% of stepfamilies have good relationships.

+ Families with Adopted Children n Adoption occurs when a child of one pair of parents legally becomes

the child of another parent or parents. n There are a number of reasons people adopt: n They cannot give birth/conceive, they want to add to their

current family, and/or they know a child who needs a home. n A single person wants to be a parent and provide a home for

children n An adoption agency is an agency licensed by the state to handle

adoptions n  It is either state funded (such as the agency that also handles

foster care) or private (managed by a church or an organization. n The agency works out details between birthparents and adoptive

parents n  In an independent adoption, a person such as a lawyer or physician,

works out the details between the two sets of parents.

+ Families with Adopted Children n A foster family is a family in which adults provide

temporary homes for children who cannot live with their birthparents. n Foster parents assume the parenting responsibilities for

the children in their care and fill these roles until children are reunited with their parents or placed in adoptive homes

n A guardian is often someone chosen by the biological parents to take responsibility for the child in the event of the biological parent’s death or extended absence. n This person assumes parental responsibilities SEE CHARTS AND DIAGRAMS PAKET: TYPES OF ADOPTION (PG. 2)

+ Trends Affecting Families n  Mobility

n  Adults moving more freely n  Families in different cities, states, even countries!

n  Aging Population n  People live longer than they used to n  “Sandwich Generation” n  Intergenerational interaction

n  Relationships between older and younger age groups. Benefits? n  Economic Changes

n  Reason for dual-earning families n  Smaller families

n  Workplace Changes n  Less jobs n  More relocations n  Manufacturing jobs declined, health and technology jobs have expanded n  Layoffs…unemployment…lower paying job…

n  Technology n  Cell phones n  Internet n  Television

+ Building a Strong Family

n Forming Traditions n Celebration traditions, family traditions, patterned family interactions

n Shared values n Handling conflict

+

CHAPTER 2, PART 2: FAMILIES TODAY

+ Family Life Cycle This is a series of similar stages that

many families go through over the years

n Stage 1: Beginning stage n The couple marries and decides if and when they will be parents

n This stage lasts until a child is born n Families without children will stay in this stage until the mid-years n Stage 2: Childbearing Stage n Family grows as parents give birth to a child/children n Parents learn their roles in caring for and guiding children n These roles will continue to change

n This stage lasts until the birth of the last child.

+ Family Life Cycle n Stage 3: The Parenting Stage

n Begins when the family is complete n Parents focus on guiding and nurturing children n Parents prepare their children to be productive members of society n Children begin to learn from teachers and peers n Parents roles change during adolescence, when they need to begin treating

children as adults but also know when to provide guidance and help n This stage lasts until children start to leave home

n Stage 4: Launching Stage n Brings new feelings for parents n Children start to leave home and make their own lives n Parents must acknowledge that their children are adults n The parent-child relationship may be more equal n This stage ends when all children have left home

+ Family Life Cycle n Stage 5: Mid-Years Stage

n During this stage, the couple focuses on finding more time for themselves than they did when their children lived at home, devoting more time to new intersts or hobbies, while still keeping in touch with their children and having involvement with

their grandchildren n This stage lasts until the couple retires

Stage 6: Aging Stage

This stage lasts from retirement until death The couple must adjust to the change in lifestyle During this stage all family members may need to make adjustments This stage lasts throughout life

+ Roles of Parents n PARENTING n Caring for children and helping them grow and learn and

develop n Requires understanding n Also requires good judgment n Helping vs. letting them do it on their own n Deciding when to encourage children to try new

activities n Adapting to a child’s development

n You need to have reasonable expectations and remember that each child is an individual

n It is important to accept and respect differences among children

+ Developing Parenting Skills n Developing parenting skills n Parenting can be learned n Classes on ages, stages, health, behavior, coping…check your

local hospital, library, and community resources for these types of classes and workshops!!

n Read reliable books, magazines, and articles about parenting, or specific topics related to it

n Gain experience-Hang out with kids! n Ask for advice from those who have experience n Observe parents and children when possible n Take advantage of many learning opportunities and learn different strategies

+ Challenges that Come with Parenthood n New responsibilities n Children need physical care, financial support, guidance, and

love n Lifestyle changes n Parents are better able to adjust if they prepare

•  Emotional adjustments •  Fear of not being a good parent •  Frustration at the loss of personal time and the new

responsibilities •  Worry over financial matters •  Jealousy of the attention the baby receives •  Depression due to the exhaustion or the physical

changes pregnancy brings

+n Changes in relationships n You must learn patience and

understanding n Communication is key!! n Between you and your parents (the

new grandparents)…Helping vs. hovering??

n Employment

Challenges that Come with Parenthood

+ Rewards that Come with Parenthood

n Rewards that Come with Parenthood n A first smile or “I love you” from your baby n Happiness, pride, and love n Having children can enrich a strong marriage n Gives a sense of accomplishment

+ Making Decisions About Parenting n Having emotional maturity n Being responsible enough to consistently put someone elses

needs before your own n A desire for parenthood n Low self-esteem or marriage difficulties should NOT be reasons

for you becoming a parent n Health Considerations n Risky ages: Under 17 and over 35 n Teens: Less likely to have proper nutrition, gain adequate weight,

and seek proper prenatal care. n Over 35: Greater risk for developing diabetes and a dangerous

type of high blood pressure n ALSO: a higher rate of birth defects

n Financial Concerns n Clothes, doctors, food, equipment…. n Life changes need to be made for children

+ Making Decisions About Parenting

n  Resource Management n  Money, time, skills, energy n  For good resource management:

1.  Set Goals 2.  Identify resources 3.  Make a plan 4.  Put the plan into action 5.  Re-evaluate

+ Families Today n Parents are responsible for the well-being of their children n  In American society, parents’ roles mainly involve: n Socialization n  It’s complex and requires the passing down of many values n Major role of parents because it allows children to fit into

their culture n Nurturance n This is providing all aspects of care for a child, which includes

meeting the following needs: n Physical :Feeding, Dressing and Bathing n Mental: Providing a stimulating environment n Social-Emotional: Helping children feel secure and loved

+ Families Today In American society, parents’ roles mainly involve (continued) n Guidance and Discipline

n Parents guide their children through their daily interactions n Guidance includes the words and actions parents use to influence

their child’s behavior n Guiding children in a positive way is an important role

n Discipline is the use of methods and techniques to teach children self-control n Children learn to act in ways that society finds acceptable n Punishment is not the same thing as discipline n  It is a consequence for misbehavior

n The goal of guidance and discipline is to teach children behaviors that will help them guide themselves.

n Guidance and discipline teach children to think and act in safe and acceptable ways.

+ Guiding Children’s Behavior n Guidance is using firmness and understanding to help children learn

how to behave. n With effective guidance, children learn self-discipline, which is the

ability to control their own behavior n They will also develop a conscience, or an inner sense of what is

right n Using positive reinforcement is using a response that encourages a

particular behavior.

n Negative reinforcement is a response aimed at discouraging children from repeating an inappropriate or unacceptable behavior.

n Time-out is a short period of time a child sits away from other people and the center of activity.

n Consistency is extremely important!!!!!!!!

+ Types of Discipline n  Although there is no perfect method for use with every child, some forms of

discipline are better than others because they teach self-control n  Power-Assertion

n  Occurs when parents use or threaten to use some form of physical punishment (also called corporal punishment) or deny privileges

n  The main problem is that it can hurt or harm the child n  The child is being guided by fear, not by what is right or wrong. n  All discipline techniques are imitated or modeled by children, resulting in them

using these techniques in their own relationships. n  Love Withdrawal

n  Parents threaten or suggest some form of parent/child separation n  Experts consider this to be emotional abuse n  The technique creates stress and prevents the expression of feelings

n  Induction n  Happens when parents discipline by reasoning and explaining. n  Logical consequences are used n  Children disciplined by this technique tend to show better self-control, display

more concern for others, and take responsibility for their own failures

+ Effective Parenting Skills n Meeting Children’s Needs

n Physical, Social, Emotional, and Intellectual needs n Some parents can’t/don’t meet these needs

n Deprivation: Lack of the critical needs and an encouraging environment that are essential for physical, social, intellectual, and emotional well-being

n Deprivation and poverty ARE NOT the same thing

+ Parenting Styles n  After a year or two of becoming a parent, they develop a parenting

style. These can be grouped into 3 Main Categories:

n AUTHORITARIAN (not a recommended style of parenting)-High Demands, Low Involvement

n  The main objective is to make children completely obedient n  Children are expected to respect authority with little or no

explanation as to why they should obey n  Likely to use physical punishment and seldom reward good

behavior

n  PERMISSIVE (not a recommended style of parenting)-High Involvement, Low Demands

n  Children are given almost no guidelines or rules n  Without guidelines children may feel lost and have trouble getting

along with others later in life because they never had to follow rules.

+ Parenting Styles n DEMOCRATIC/AUTHORITATIVE (BEST style of

parenting)-High Involvement, High Demands n Some rules are set, but children are allowed some

freedom n Compromise between permissive and authoritarian

parenting n Parents set rules and explain why these rules are needed n Kids learn self-discipline in a positive, encouraging setting n Considered to be the healthiest for children and families!

n UNINVOLVED (not a recommended style of parenting)-Low Involvement, Low Demands n Parents who do not fit into these three may be labeled

uninvolved, which means due to a number of reasons, they are completely absent in their child’s life.

+

n Ignore Rule Breaking n More of a friend than

a parent n Wide range of freedom n Children set rules

+n Not present or

involved in childs life n Could be “Deadbeat” parent

+

n “What I say goes!” n Children do not have

input n Obey without question n When rules are broken

there is a quick and firm response

+ n Consequences= appropriate n Children have input

for rules, family activities, etc.

n Give and take between parent and child

BEST STYLE!!!!!

+ Parenting Styles Worksheet n Before watching the video clips, answer

questions 1-4 based on your own personal views

n Watch the short clip from Ben Stiller’s “Little Fockers,” and answer questions 5-9

n Watch the clip from “That 70’s Show,” and complete the chart on the back of the worksheet.

+

CHAPTER 3: PREPARING FOR PARENTING

+n Couples have different motivations FOR and AGAINST parenthood. In the end, each couple must make the choice by respecting their feelings and needs.

n How Children Affect Parents n Ellen Galinsky describes how parents develop, based on the stages in

the chart: Stage Time Period Parents Tasks

Image Making Pregnancy Prepare for changes in their lives Form Images of what their child will be like and their roles as parents

Nurturing Birth-Age 2 Try to balance their baby’s needs with their own Provide loving and consistent care to their baby

Authority 2-4 or 5 Change their role as the family’s authority figure (parenting style) Teach child rules of behavior through reasoning, rewards, & punishments

Interpretive Ages 4 or 5-age 13

Share knowledge about the world with child Teach values and morals as the need arises

Interdepen-dent

Adolescence Cope with their teen’s changing needs for closeness and distance Monitor behavior, give guidance as needed, begin to give more freedom

Departure Child leaves home

Evaluate themselves as parents Redefine relationship with child, providing guidance only when asked

+ Managing Finances n The child’s first year is expensive, and expenses

grow as children do n Couples should think about finances before

becoming parents n Spouses should consider the Indirect Costs of

having a child, which are resources parents use to meet child-related costs that could have been used to meet other goals n They are not actual expenses. If one parent stays

home to raise the child(ren), there will be the indirect cost of Foregone Income, which is the potential income lost by not being in the workforce

+ Managing Careers n Couples must decide whether they will both work or whether one will

care for children at home n Today, most women work, so parents must decide who will care for the

baby and how much time they will take from work when the baby is born.

n Maternity leave is the time mothers take off work for the birth or adoption of a child.

n Women generally take time off n The length of maternity leave differs between companies.

n Can be paid, partially paid, or unpaid. n Most working mothers return to work within 3 months n Paternity leave is the fathers time off (usually unpaid) work for the birth

or adoption of a child. FMLA, or Family Medical Leave Act is a law that protects the rights of many women and men to take unpaid maternity or paternity leave.

n Applies to companies with more than 50 employees. n Grants workers 12 weeks unpaid leave per year to provide care for

family members.

+ Family Planning n Happens when a couple decides how many children they want and

when to have them n Couples can use Birth Control Methods (methods used to prevent

conception) to help them delay having children until they decide to conceive.

n Before using these, individuals should understand: n How the method works to prevent pregnancy n How successful the properly used method is at preventing

pregnancy. n Directions for using the method n Method’s possible side effects and risks, including future fertility

n Cost of the method

+ Infertility and Sterility

n About 88% of all couples who try to conceive will do so within a year, however some couples may be able to do so due to: n Infertility: Couples who are unable to conceive within a year. n Sterility: Condition of being permanently unable to conceive

or carry fully biological children Major Causes in Women Major Causes in Men

Lack of Ovulation

Hormone deficiencies

Irregular ovulation

Damage to reproductive

organs

Low sperm count

Hormone Deficiencies

Inability of sperm to move

Damage to reproductive

organs

+ Overcoming Infertility n  Infertile couples who want to pursue having biological children can

seek fertility counseling which consists of determining the reasons for the fertility problems and exploring treatment options

n Both partners will receive several tests. If a problem is found the doctor may suggest steps to restore fertility.

n  If these treatments do not work, couples can look into other options such as adopting a child or being foster parents, or ARTs, Assisted Reproductive Technologies. These are methods to help infertile couples conceive

n Refer to the chart for different fertility methods

+

CHAPTER 25, Pt. 1: CONCERNS OF CHILDREN FAMILIES

+The relationships children have with family members play an important role in their development.

SIBLING RELATIONSHIPS n Siblings influence each other’s lives in many ways and play many different

roles, such as: n Playmates: In play, siblings learn to set goals and cooperate with

others. n Teachers and Learners: Older siblings also model social skills, including

gender roles. n Protectors: Siblings protect each other most often when:

n There is an age gap of 3 or more years n They come from large families n There is no adult supervision (ex: playing outside, to/from school,

etc.) n Peers attack a younger sibling in a physical or verbal way.

n Rivals: Two or more children in a family will often compete with each other (for love/attention from parents and/or friends, because of jealousy, etc.) n Children are different, and comparing them usually makes one child

resent the other and feel anger towards parents.

+ Birth Order and Development n To some degree, birth order of child affects their social roles and personalities n  Facts about birth order cannot be applied to all children, For example:

n  Intelligence is based heavily on environment and genetics n Personality depends on culture, environment, gender, attention received,

number of siblings, amount of social interaction (ex: daycare, only child, etc.) n Only Children: Families with one child are becoming more common. Why?

Women in the workforce, delayed childbearing, and the cost of childrearing

n Firstborn Children: Many of the same traits as only children. Some may be unpopular with peers because of high-power social tactics such as bossing, threats, and physical force, much like the behavior they display through sibling rivalry-this is, however, not well-received by peers.

n Middle Children: Refers to the second child the middle of three, or second and third children in the middle of four. It is, however, less relevant in larger families with 5+siblings.

n Youngest Children: Do better socially then in achievement. Rarely play a role as teacher with their siblings.

+ Children of Multiple Births n Multiple births has grown since the early 1990’s n Many people compare raising multiples vs. singlitons(children born one

at a time) n Parents must meet multiple sets of needs at once and realize they need

extra help. They also need to raise children as separate, distinct children. Many multiples have difficulty forming feelings of being distinct people rather than a unit, which is referred to as separate identities

+ Parental Employment Today, almost all families with children have one or both parents employed (due to need or want) Effects on Children n Babies have fewer separation anxieties if moms return to work before they

are 3 months or after age 2 because they form strong attachments to their caregivers between those timeframes.

n Children of working parents enjoy some advantages over those with a stay-at-home parent.

n They tend to miss fewer days of school, usually enjoy meaningful and well-planned free time with parents, and also help with household chores and learn home-care skills.

n These children may live in homes with more structured times and clearly stated rules

n Children show more confidence and interact more with others n Stereotypical gender rolesare broken (Ex: dad might prepare dinner while

waiting for mom to get home from work)

+ Parental Employment Effects on the Parents n Finding balance between work and family is sometimes difficult n Often brings on role strain, which is a feeling of having too many

tasks at one time, as well as role guilt, which is a feeling of not doing their best at work or home because of their role strain.

n Working parents need to budget their time carefully by balancing work time with quality time (time when parents are totally attentive to their children) each day.

n Parents should involve themselves in their child(ren)s school lives, as well as bring their children into their work life by showing them where they work, telling them what they do, etc.

n Working parents need to set limits for their children and provide guidance

+ Children in Self Care n Children in self care, or latchkey children, are at home alone after

school or for a portion of the day and must care for themselves during that time.

n The number of children in self care is continually increasing due to: n More dual-career and single-parent households n Decrease in the number of extended family members in the home n High costs of child care n Lack of quality before- and after-school care programs for school-age

children

+ Children in Self Care n Parents should check legalities before deciding that their child(ren) will

be in self-care. They should also consider the following questions: n How mature is the child? Would they be able to handle unexpected

situations? Is the child afraid of being home alone? Has the child shown responsible behavior in other situations?

n How safe is the home? What can the child get into that could be potentially harmful?

n How safe is the neighborhood? The rate of juvenile violence is highest in the afternoon from 3-7pm

n How do the children feel about self-care? Are they prepared, confident, concerned, afraid?

+ Children in Self Care Once parents have chosen self-care, they need to teach their children the required skills. Parents should: n Make sure the child learns safety rules n Work out a way for the parent to know the answers to the what’s,

where’s, and who’s. n Set rules about using appliances and equipment, about having friends over

and leaving the house n Establish a routine for the child(ren) to follow. n Begin gradually-starting with short periods of time where parents run to the

store, then gradually increase the amount of time the parent is gone. n Other options to avoid self-care include school programs, community based

programs, or working with neighbors to care or keep watch over children.

+CHAPTER 25, Pt. 2: TEEN PREGNANCY

+ TEENS AS PARENTS CH. 25

***SEE CHARTS AND DIAGRAMS PACKET, PG. 6*** n Many teens become pregnant in the U.S. each year. Teen

parenting, however, is a major social concern as well as a risk n The risks of teen pregnancy and parenting affect many aspects

of teens’ lives. n Many consequences relate to health, financial concerns, and

lifestyle changes n **See charts and diagrams packet pg. 7

+ Health Risks for the Teen Mother and her Baby n  Teen bodies are still growing and developing

n  Because of all of these physical changes, proper nutrition is crucial for a teen n  Poor nutrition before or during pregnancy puts mom and baby at risk

n  Another health risk is lack of medical care n  All moms-to-be need early and continuous prenatal care n  Medical care is also needed for about two months after delivery n  Some teens do not seek prenatal care early in pregnancy. Some reasons for this may be:

n  May not know they’re pregnant n  Feel their parents will be upset n  Are afraid the relationship with the baby’s father will end n  Lack money for medical care or do not know where to go for help n  Cannot find transportation to a medical facility n  Do not know that medical care is necessary n  Are afraid of medical procedures

+ Health Risks for the Teen Mom & Baby Continued…. n  Both mom and baby are affected by these risks n Even with proper health care, teen mothers experience other health

risk, including: n Longer labors (thus increased c-section deliveries) n Higher risk of postpartum depression n Higher mortality rate (rate of death) for babies of teen moms n Babies with low birthweights. Smaller babies have higher rates of

SIDS, or Sudden Infant Death Syndrome and grow slowly … n Studies show they have more learning problems in school and

more social problems with peers n Poor choices such as smoking and consuming alcohol while

pregnant as well as having an STI (Sexually Transmitted Infection)

n  Increased risk if teens have multiple pregnancies in their teen years

+ Financial Concerns n Cost of prenatal care and delivery

n Health problems add to this cost n Can be expensive even if teens are covered by their parents insurance

n Paying for baby’s food, clothing, equipment, and child care n These costs increase as baby grows

n Some teens turn to their parents for help. This can cause added stress for everyone involved.

n Some teen parents require public assistance such as: medicaid; TANF (Temporary Assistance for Needy Families); WIC (Women, Infants, and Children); Food Stamps; and Housing Subsidy n Recent changes in welfare laws will make assistance more difficult to

receive long-term n Often times, these financial problems continue into adulthood

+ Financial Concerns n Over half of all teen moms never finish high school

n  Teen fathers may also drop out to get a job to provide for mom and baby n  Because of this, teen parents may lack entry-level job skills which can result in

working low-paying jobs as well as forego going to college. n  College graduates earn almost twice as much in a lifetime as high school graduates

n  Teen parents can find completing their education difficult or impossible because of the following: n  Adequate child care is unaffordable n  Teen parents feel out of place in a traditional program because they are often older

than other students when returning to school n  The need for a job, even a low-paying one, may keep teen parents out of school n  Teen parents’ time to study is limited because of their parenting responsibilities

n  Many teen-parent families live in poverty, which causes problems that adversely affect the lives of teen parents and their children.

+ Lifestyle Changes n  Life with mom and dad

n  Teen parents who live with their parents report additional friction at home n  A teen’s parents may be disappointed and/or concerned n  They may insist the baby’s other parent stay out of the baby’s life n  Grandparents of the baby often feel the most stress because they are

juggling: child care, work, and other family obligations

n  Social Changes n  Before pregnancy, a teen’s life focuses on school, social activities, and

family n  Teen parents have little time to study or spend time with friends n  Baby expenses leave little money to spend on non-essential items n  Feelings of isolation n  Changes in friendships can lead to depression and frustration **SEE CAHRTS AND DIAGRAMS PACKET: REALITY TV VS. REALITY: TEEN MOM INFORGRAPHIC (P. 9)***

+WHY WAIT?

n What many teens mistake as love is a passing feeling that does not last

n Entering a sexual relationship can make a person feel emotionally tied to the other person

n Two of the most troubling risks of teens having sexual relationships: n Unplanned Pregnancy n STI (The majority of all STIs occur in people younger than 25) n The only guaranteed way to avoid both of these is abstinence,

which is postponing sexual relationships/activity